共查询到20条相似文献，搜索用时 31 毫秒
1.
Visual Imagery: a discussion 总被引：1，自引：0，他引：1
S.V. Thompson 《教育心理学》1990,10(2):141-167
It is proposed that individual differences in visual imagery, together with a lack of understanding that others may think in a radically different way in this respect, may have had a profound effect on theories of thought and knowledge from ancient times onwards. From the end of the nineteenth century, however, there has been a growing awareness of these differences, and of the nature of mental imagery, which has been shown to be constructive and perceptual. Such fundamental differences in thinking style might have been expected to have important didactic and heuristic implications, yet attempts to validate measures of this variable in terms of educationally significant correlates have been relatively unsuccessful. Two possible reasons for this are the self‐report nature of most tests, and the failure to distinguish between different aspects of visual material in the validating tasks. It is argued that increased awareness of the issue of mental imagery, among both teachers and pupils, could lead to more flexible teaching methods which take greater account of a pupil's individual style of thought and its interaction with the nature of the learning task. 相似文献
2.
Plousia Misailidi Despina Papoudi Andreas Brouzos 《Early education and development》2013,24(8):1161-1174
The study focuses on the mental state language kindergarten teachers use when narrating picture stories. The aims were to examine (a) individual differences in the frequency with which kindergarten teachers use mental state terms, (b) the types of mental state terms (e.g., emotion, desire, belief terms) teachers use most frequently, and (c) the effect that the content of the story to be narrated has on teachers’ use of mental state language. A total of 38 kindergarten teachers took part in the study. Participants were asked to narrate a familiar picture story and six short illustrated stories that fell into one of two categories: behavioral or mentalistic. Behavioral stories emphasized the story characters’ actions, whereas mentalistic stories emphasized the story characters’ mental states. Research Findings: The results showed a significant variation in kindergarten teachers’ use of mental state terms. Moreover, teachers used significantly more cognitive state terms than terms expressing other mental states (e.g., emotions and desires). The content of the picture story (behavioral, mentalistic) was not found to have an effect on teachers’ use of mental state language. Practice or Policy: Implications of these findings for educators are discussed. 相似文献
3.
Arthur R. Jensen 《教育心理学家》2013,48(3):171-183
The concept of heritability in quantitative genetics is defined and discussed in terms of its implications for individual and group differences in behavioral traits, with particular reference to studies of the heritability of IQ. Common misconceptions concerning the relevance of heritability analysis for individual scores and the roles of genotype x environment covariance and interaction are clarified. Some of the popular criticisms of heritability analysis as applied to mental ability are shown to be misconceived. 相似文献
4.
The purpose was to compare the performance of normal and educable mentally retarded children on pattern recognition tasks. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of children to find: (a) duplicate patterns and same elements as presented in model pattern sequences; (b) opposite patterns and same elements as presented in model pattern sequences; and (c) duplicate patterns but different elements than presented in model pattern sequences. The normal and mentally retarded children were matched on mental age derived from individual and group intelligence tests. Results indicated significant differences in performance measures between groups and various pattern tasks. The data support the suppositions that: (a) mentally retarded children and normal children show the same type of progression through the hierarchical arrangement of pattern tasks; and (b) mentally retarded children show a slower progression through the hierarchy than normal children when matched on mental age. Educational implications from this study are discussed. 相似文献
5.
Debates regarding the plasticity of intelligence are often fired by a confusion between 2 distinct realms of development, that is, between developmental functions (e.g., a group's average IQ over time) and individual differences (e.g., the relative rank ordering of individual IQs within a group). Questions concerning the stability of these 2 realms are statistically independent. Thus there are 2 kinds of intellectual plasticity, and there may be no developmental convergences between them. In the present study, data from an early intervention program were used to investigate the 2 kinds of plasticity separately and to examine certain possible convergences between them. The program involved children at risk for developmental retardation who were randomly assigned at birth to 2 rearing conditions (i.e., educational daycare vs. no educational intervention) and whose intellectual development was then studied longitudinally to 4 years of age. Our findings indicate that developmental functions are moderately alterable through systemic early education, particularly after infancy, whereas individual differences are moderately stable, again particularly after infancy. They also indicate that the 2 kinds of plasticity are independent; the alteration of developmental functions through daycare affects neither the stability nor the determinants of individual differences. We discuss the implications that these findings have for current models of mental development, for the nature-nurture debate, and for arguments concerning the efficacy of early intervention programs. 相似文献
6.
The Louisville Twin Study: developmental synchronies in behavior 总被引：4，自引：0，他引：4
R S Wilson 《Child development》1983,54(2):298-316
The Louisville Twin Study includes nearly 500 pairs of twins and their siblings who have participated in a longitudinal study of mental development, beginning in infancy and extending to adolescence. The results show that individual differences beginning in infancy and extending to adolescence. The results show that individual differences in intelligence progressively stabilized by school age, and each child followed a distinctive pattern of spurts and lags in mental development. Monozygotic twins became increasingly concordant over ages and matched each other closely for developmental trends. By contrast, dizygotic twins regressed to an intermediate level of concordance, comparable with that found for siblings and parent-offspring sets. A comprehensive home assessment was performed to identify the home/family variables that contributed to mental development. The overall results pointed to a strong developmental thrust in the growth of intelligence, which was principally guided by an intrinsic genetic ground plan. Qualitative features of home and family did, however, add significantly to prediction of offspring IQ. The results are interpreted in the context of Waddington's developmental model, and some recent advances in neurobiology and genetics are surveyed for their implications for developmental behavior genetics. 相似文献
7.
David Moreau 《Learning and individual differences》2012,22(3):354-359
An extensive body of literature has explored the involvement of motor processes in mental rotation, yet underlying individual differences are less documented and remain to be fully understood. We propose that sensorimotor experience shapes spatial abilities such as assessed in mental rotation tasks. Elite wrestlers' and non-athletes' mental rotation accuracy and response times were measured in three different conditions: mental rotation (a), mental rotation with visual (b) and movement (c) interference. Results showed that both groups were equally affected by the visual interference task, as hypothesized from previous literature. However, the movement interference task impacted tremendously more wrestlers' mental rotation performance. These findings suggest that experts in motor activities rely heavily on motor processes in three-dimensional mental rotation problems solving, thus performing more poorly when simultaneously holding movements. The implications of this work in providing further evidence for the close tie between perceptive, motor and cognitive processes are discussed. 相似文献
8.
差异模型及其在个体差异研究中的应用 总被引：1，自引：0，他引：1
20世纪90年代以来,McClearn借鉴统计遗传学的理论模型构建了用于描述个体差异形成过程中遗传与环境因素作用的“差异模型”,并应用这一模型对表现在一般认知能力、特殊认知能力、学业成就和个性等方面的个性差异进行了研究。差异模型为差异心理学研究提供了一种全新定量研究范式,进一步丰富了人们对遗传与环境因素在影响个体差异形成过程中作用机制的认识,这一理论模型已在教育、心理卫生等领域得到应用。 相似文献
9.
A framework is proposed from which to evaluate contemporary neurological models of cognitive processing. Selected models are classified as unidimensional, bidimensional, or tridimensional according to the neuraxes that they address. The empirical research that supports each model is considered in terms of anatomical, physiological, and behavioral levels of analysis. Applied implications of the models for learning and individual differences are identified as they relate to psychoeducational assessment and intervention. Finally, differences and similarities among the selected models are synthesized. 相似文献
10.
Richard Dembo Jennifer Wareham James Schmeidler Ken C. Winters 《The Journal of educational research》2016,109(6):596-607
Research on samples of truant adolescents is limited, with little known about mental health problems among truant youths. This study provided an exploratory, multilevel examination of mental health problems for a sample of 300 truant adolescents. Confirmatory factor analysis indicated a single factor of multiple mental health problems at the individual level, but the structure of these problems was not the same at the school level. A number of covariate effects were found at the individual level on the mental health factor. Further, youths attending middle school were more likely to report attention deficit hyperactivity disorder (ADHD) problems than those in high school. Service and practice implications of better understanding school and mental health issues of truant youth are discussed. 相似文献
11.
采用《学生体质健康标准》和SCL-90症状自评量表,对来自湖南省的四所高职院校的800名学生进行体质和心理健康水平测试,发现湖南省高职学生的体质状况整体良好,心理健康水平也相对理想,体质较差组学生的心理健康水平明显低于体质优良组学生,但相同体质下心理健康水平的性别差异并不显著。 相似文献
12.
《Learning and individual differences》1999,11(1):1-120
Extensive research within the field of learning and individual differences focuses upon the relationship between general intelligence and process measures derived from elementary cognitive tasks (ECTs). This emphasis has ignored data indicating that cognitive abilities are best described by three levels (or strata). It has also been suggested that mental speed is a unitary construct, although it is more likely to have a complex structure. To address shortcomings evident in this literature, a multivariate investigation (N = 179) was conducted. Factor analysis of 25 psychometric indices gave seven factors postulated under the theory of fluid (Gf) and crystallized (Gc) intelligence. Correlations between cognitive abilities and parameters derived from 11 ECTs indicated that Gf (alone) was related to processing speed. This relationship is seemingly dependent upon experimental manipulations of task complexity. Regarding the factorial structure of mental speed, the results were unequivocal: Broad second-order factors may be derived from both ECTs and psychometric tests. These constructs are independent from abilities defined by accuracy scores and collectively define a general cognitive speed factor. Implications of these findings are discussed. It would appear that mental speed is more intricate than proposed, and that cognitive complexity (reflected in stimulus-response compatibility effects) plays a crucial role in its ontogenesis. In addition, several explanatory models linking intelligence to processing speed are untenable. It is likely that the search for a basic process of intelligence by means of mental speed frameworks (alone) is misguided.Recently, within the field of individual differences, there has been “an explosion of experimental studies into the speed of mental processes” (H.J. Eysenck 1995, p. 225). Various tasks, ranging from those paradigms assessing simple, psychomotor movements and on up through to measures of complex problem solving and psychometric test performance, have been employed (Stankov & Roberts 1997). The present study was designed to explore speed of processing constructs within a structural model of human cognitive abilities. Utilizing the evidence presented in Carroll's (1993) extensive reanalysis of the main data sets collected within the psychometric discipline this century, the structural model of cognitive abilities adopted is that known as the theory of fluid and crystallized intelligence (see Horn & Noll 1994; Stankov et al. 1995). In contrast, the mental speed measures selected for investigation in this study were chosen on the basis of both experimental and psychometric findings that rely on disparate accounts (e.g., information theory). Notably, mental speed constructs are not presently encapsulated within a single unifying model. Another major aim of the present study was to redress this imbalance by establishing a rapprochement between conceptual models of mental speed and human cognitive abilities. 相似文献
13.
Philip A. Vernon 《教育心理学家》2013,48(1):45-64
Jensen's Level I‐Level II theory of individual and group differences in mental abilities is examined in the context of the large body of research pertaining to the topic. The major hypotheses of Jensen's theory, concerning the equal distribution of Level I abilities among different racial and sociocconomic groups, and the differences in the distribution of Level II abilities are evaluated. It is concluded that the majority of recent research supports Jensen's hypotheses. Alternative theories to Jensen's arc presented and the implications of Jensen's theory for the education of disadvantaged and low Level II children arc discussed. A short section deals with the hypothesized functional relationship between Levels I and II. 相似文献
14.
《学习科学杂志》2013,22(4):329-355
More than 400 individuals participated in an experiment involving two versions of a computer-based tutor teaching principles of electricity. We examined the relations among elective tool use, learning environment, outcome, and efficiency. We also tested the influence of both individual differences and learning environment on tool-usage behavior. The data showed no differences between the two learning environments (rule application vs. rule induction) with regard to outcome performance or learning efficiency. In addition, neither environment significantly influenced overall tool use. There was a main effect of tool use on learning outcome, but not on learning time. We categorized learners into four groups, based on tool-usage patterns and found that (a) people tended to show stable patterns across time and (b) that patterns differed significantly in terms of learning outcome—it was most effective to use the online tools earlier in the learning process rather than later. In terms of individual differences, we identified the characteristics of learners who evidenced different tool-usage patterns. They varied according to cognitive ability, domain-related interest, and gender. We propose a causal model that takes into account all of these data sources in predicting posttest performance. The article concludes with implications of these findings for those interested in maximizing instructional effectiveness, as well as suggestions for future research directions. 相似文献
15.
了解建筑行业人群的心理健康状况,采用症状自评量表为研究工具对952名建筑进行问卷调查.结果表明:(1)不同地域建筑工作人群心理状况总体上无显著差异;(2)18岁以下的群体4个因子得分显著高于其他年龄段人员;(3)初中及以下学历群体2个因子显著高于其他群体.建筑行业工作人群的心理健康状况较好,不同群体间的心理健康状况存在一定的差异. 相似文献
16.
This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed. 相似文献
17.
Learning from texts requires reflection on how far one has mastered the material. Learners use such metacognitive processes to decide whether to engage in deeper learning activities or not. This article examines how the lexical surface of specialist concepts influences their mental representation. Lexical encodings that are the concise wordings of a concept (e.g., tension headache or migraine for specific types of headache) provide immediate access to the underlying content. To understand learning contents appropriately, learners have to work on such lexical covers to gain insight into the underlying semantic meaning. It was assumed that a technical term??s origin (either German or classical Latin/Greek) is used systematically as a hint for further elaboration. 41 college students rated the difficulty, familiarity, competence, accessibility, and their knowledge of 17 German-language (GL) terms and their classical language (CL) synonyms. The influence of word frequency was controlled. As expected, results showed that GL terms were perceived to be less difficult than CL terms. Consequently, comprehension of these terms was rated more highly. Analyses of how lexical encoding influenced accuracy of participants?? comprehension judgments showed that participants?? comprehension ratings were less accurate for GL terms. Theoretical and practical implications for learning from written information are discussed. 相似文献
18.
K W Gibbs 《American annals of the deaf》1989,134(3):214-218
Deaf subjects who represented a wide range of reading abilities were tested on a number of factors including reliance on phonological recoding as well as several metacognitive abilities. The sample consisted of 19 high school students who were prelingually and profoundly deaf. Subjects were given a set of paper and pencil tests that included an assessment of phonological recoding ability as well as the measures designed by Baker (1984) to assess metacognitive skills in reading. Results indicated that deaf subjects demonstrated a significant degree of reliance on phonological recoding, but that individual differences in reliance on phonological recoding showed no relationship to reading skill (r = .02). Individual differences on the metacognition measures, however, showed a strong relationship to reading ability (r = .65, p less than .01). The implications for remedial instruction for deaf students are discussed. 相似文献
19.
Previous research has demonstrated close relationships between working memory and children's scholastic attainment. The aim of the present study was to explore a method of improving working memory, using memory strategy training. Two hundred and fifty‐four children aged five to eight years were tested on measures of the phonological loop, visuo‐spatial sketchpad and central executive components of the multiple component model of working memory. Subgroups of children also completed tasks of following instructions and mental arithmetic in the classroom, and standardised tests of reading, arithmetic and mathematics. Half of the children then used Memory Booster, a computer game that teaches memory strategies, over a period of six to eight weeks. All the children were then retested on the memory and ability measures. The standardised tests were also administered five months later. The results revealed that working memory strategy training resulted in significant improvements in tasks assessing the phonological loop and central executive components of working memory, and tasks assessing following instructions and mental arithmetic in the classroom. However, no improvements were observed on standardised tests of reading, arithmetic or mathematics, either immediately following training or five months later. The results are discussed in terms of implications for educational practice. 相似文献
20.
Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students’ learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored the effects of retrieval in a large undergraduate introductory biology course as a function of individual differences in student achievement. Students completed in-class exercises that required them to retrieve course information (e.g., recalling definitions for terms and labeling diagrams) followed by feedback or to simply copy the information without retrieving it. A later quiz over the information showed that high-performing students benefited more from retrieving than copying, whereas middle- and low-performing students benefited more from copying than retrieving. When asked to predict their quiz scores following the in-class exercises, high-performers demonstrated better overall metacognitive calibration compared to middle- or low-performers. These results highlight the importance of individual differences in learning from retrieval and encourage future research using course-relevant material to consider the role of student achievement in classroom-based interventions. 相似文献