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1.
Maggie Snowling Bente van Wagtendonk Carolyn Stafford 《Journal of Research in Reading》1988,11(2):67-85
This paper reports two experiments which focus on the object naming deficits of dyslexic readers. In Experiment 1, dyslexic and normal readers were asked to name objects depicted by pictures or following their spoken definition. Ten-year-old dyslexics named fewer objects correctly than other children of a similar age, performing only as well as a younger group of 8-year-old normal readers. This was true irrespective of the modality through which they were tested. In terms of naming latency, however, they were similar to comparison groups. In Experiment 2, nine-year-old dyslexic and normal readers performed as well as each other in a receptive vocabulary test in which pictures had to be matched to spoken words. However, once again, on a picture naming test, the dyslexics did less well than controls. We argue that dyslexic children are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Their problems are attributable not to difficulties in semantic representation but to difficulties with the lexical-phonological representation of spoken words they know. We propose that, in turn, these difficulties are related to their memory and reading problems. 相似文献
2.
First-grade students (N = 221) were individually tested on a battery of cognitive and achievement measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automatized naming (RAN) of letters and objects, and reading. All tests were subjected to postacquisition scoring, and all RAN measures were segregated into measures of articulation time, pause time, and consistency of the pause time. Structural equation modeling demonstrated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of objects. Moreover, RAN letter reading constructs were significantly and directly predicted by the latent variables of phonological awareness, orthographic recognition, and general RAN object articulation and cognitive processing times. RAN letter naming constructs were also significantly and indirectly predicted by visual attention. The reading model was found to be consistent with a total mediation of the relation of phonological awareness and reading through RAN letter naming and supported the validity of the RAN letter naming subtest as a basic letter reading test. These findings supported the double-deficit hypothesis for letter reading. We suggest that phonological memory is a basic factor underlying general RAN cognitive processing time of objects and domain-specific information associated with phonemes and their graphic representations. 相似文献
3.
Saying something "almost happened" indicates that one is considering a close counterfactual world. Previous evidence suggested that children start to consider these close counterfactuals at around 2 years of age (P. L. Harris, 1997), substantially earlier than they pass other tests of counterfactual thinking. However, this success appears to result from false positives. In Experiment 1 (N = 41), 3- and 4-year-olds could identify a character who almost completed an action when the comparison did not complete it. However, in Experiments 1 and 2 (N = 98), children performed poorly when the comparison character completed the action. In Experiment 3 (N = 28), 5- and 6-year-olds consistently passed the task, indicating that they made appropriate counterfactual interpretations of the "almost" statements. This understanding of close counterfactuals proved more difficult than standard counterfactuals. 相似文献
4.
Pascale Marguerite Josiane Engel de Abreu Susan Elizabeth Gathercole Romain Martin 《Learning and individual differences》2011,21(5):569-574
This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition. 相似文献
5.
Two-year-olds' (N = 153) knowledge of solidity was tested in four search tasks adapted from infant looking-time experiments. In Experiment 1, 2-year-olds failed to search in the correct location for a falling ball after a hidden shelf that blocked its trajectory had been inserted in the apparatus. Experiment 2 extended this finding by showing that 2-year-olds failed to take into account the effects of either removing or inserting a shelf in their search for a toy dropped behind a screen. Experiment 3 examined sensitivity to the constraint provided by a solid barrier on horizontal motion. In all three experiments, 2-year-old children searched initially at the location where they saw the object during familiarization. Experiment 4, using multiple test trials but no familiarization to a pretest location, also showed that 2-year-olds failed to take the presence or absence of a barrier into account when planning where to search for a toy they had seen dropped behind a screen. In all of these studies, 2-year-olds showed no evidence of representing solidity and support constraints on the trajectories of falling objects. Experiments 1 and 3 also included 2 1/2-year-olds (N = 31), who succeeded on these search tasks. The implications of the poor performance of 2-year-olds, in the face of success by very young infants on looking-time measures of sensitivity to similar constraints on object motion, are discussed. 相似文献
6.
N400 Event‐Related Potential and Standardized Measures of Reading in Late Elementary School Children: Correlated or Independent? 
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下载免费PDF全文 We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory. Electrophysiological measures were composed of the amplitude of the N400 component of the event‐related potential waveform elicited by real words, pseudowords, nonpronounceable letter strings, and strings of letter‐like symbols (false fonts). The only significant brain–behavior correlations were between standard scores on the vocabulary test and N400 mean amplitude to real words (r = ?.272) and pseudowords (r = ?.235). We conclude that, while these specific sets of standardized behavioral and electrophysiological measures both provide an index of reading, for the most part they are independent and draw upon different underlying processing resources. 相似文献
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Three studies assessed the ability of 2-year-olds to use semantic context to infer the meanings of novel nouns and to retain those meanings a day later. In the first experiment, 24 2-year-olds heard novel nouns in sentences that contained semantically constraining verbs (e.g., "Mommy feeds the ferret"). They chose from a set of four novel object pictures to indicate the referent. Children learned a majority of the novel words. However, they occasionally failed to choose the correct object even when they understood the verb. Experiment 2 examined whether this was due to an inability to identify some of the pictures of novel objects. Experiment 3 tested 24 2-year-olds' memory for the newly learned nouns following a 24 hr delay and found significant retention. Results are discussed in terms of learning mechanisms that facilitate vocabulary acquisition in young children. 相似文献
9.
This investigation was designed to determine whether an enactment interview condition involving a doll and props, in contrast to a verbal interview, would enhance 3- and 5-year-olds' (N = 62) recall of a pediatric examination. An additional aim was to explore the influence of behavioral styles and language skills on children's performance, and the extent to which these relations varied by age and interview condition. Both 1- and 6-weeks following their check-ups, the children in the enactment condition, particularly the 3-year-olds, provided more spontaneous, elaborate reports than did those assessed with a verbal protocol. Nonetheless, enactment also resulted in increased errors by the 3-year-olds at the first interview, and by children in both age groups after the 6-week delay. The age and interview condition effects, however, were moderated by the children's behavioral characteristics. Among the younger children, a measure of manageability predicted performance in the enactment setting, whereas an indicator of persistence was associated with recall in the verbal condition. The results have implications for an understanding of children's memory of events and of their ability to provide testimony in legal settings. 相似文献
10.
Two experiments investigated the role of spatial prototypes in estimates of location. In Experiment 1 (N = 144), children and adults learned the locations of 20 objects in an open, square box designed to look like a model house. In two conditions, opaque lines or walls divided the house into four regions, and in the other condition, no boundaries were present. Following learning, the dots marking the locations were removed, and participants attempted to replace the objects. Children and adults overestimated distances between target locations in different regions. Contrary to Huttenlocher, Hedges, and Duncan's hierarchical theory of spatial memory, none of the groups displaced the objects toward the region centers. In Experiment 2 (N = 96), boundaries were removed during testing to determine whether children and adults were more likely to displace objects toward region centers when uncertainty about location increased. Again, all age groups overestimated distances between target objects in different regions. In addition, adults and 11-year-olds in the most salient boundary condition displaced objects toward the region centers. Discussion focuses on the implications of these results for understanding how children and adults estimate location. 相似文献
11.
Early understanding and production of graphic symbols 总被引：3，自引：0，他引：3
Callaghan TC 《Child development》1999,70(6):1314-1324
Young children's ability to understand and produce graphic symbols within an environment of social communication was investigated in two experiments. Children aged 2, 3, and 4 years produced graphic symbols of simple objects on their own, used them in a social communicative game, and responded to experimenter's symbols. In Experiment 1 (N = 48), 2-year-olds did not effectively produce symbols or use the experimenter's symbols in the choice task, whereas 3- and 4-year-olds improved their drawings following the game and performed above chance with the experimenter's symbols. Ability to produce an effective graphic symbol was correlated with success on a task that measured understanding of the experimenter's symbols, supporting the claim that children's ability to produce a graphic symbol rests on the understanding of the symbolic function of pictures. In Experiment 2, 32 children aged 3 and 4 years improved their third set of drawings when they received feedback that their drawings were not effective communications. The results suggest that production and understanding of graphic symbols can be facilitated by the same social factors that improve verbal symbolic abilities, thereby raising the question of domain specificity in symbolic development. 相似文献
12.
Previous research has demonstrated that preschoolers can use situation-specific (e.g., visual access) and person-specific (e.g., prior accuracy) cues to infer what others know. The present studies investigated whether 4- and 5-year-olds appreciate the differential informativeness of these types of cues. In Experiment 1 (N = 50), children used others' prior labeling accuracy as a cue when learning labels for, but not the visual identity of, hidden objects. In Experiment 2 (N = 64), with both cues present, children attended more to visual access than prior accuracy when learning the visual identity of, but not labels for, hidden objects. These findings demonstrate that children appreciate the difference between situation- and person-specific cues and flexibly evaluate these cues depending on what information they are seeking. 相似文献
13.
Adrian Furnham 《教育心理学》2010,30(6):735-754
This paper reports on four studies that were all concerned with cognitive and non‐cognitive correlates of proofreading (PR) ability. A new, five‐minute PR test was devised and piloted. In the first pilot study (N = 191) it was correlated with a verbal reasoning test. In the second study (N = 103) PR scores were regressed onto measures of personality: approach to learning, general and fluid intelligence (verbal reasoning) as well as a test of general knowledge. All three cognitive ability measures were significant predictors of PR but when entered together, general knowledge alone remained significant and accounted for a third of the variance. The third study (N = 95) was similar, except it also included a measure of typical intellectual engagement. Fluid intelligence (verbal reasoning) and openness were the only significant predictors of PR. In the fourth study (N = 249) participants completed four tests: PR, fluid intelligence (verbal reasoning), vocabulary and spelling. PR was consistently correlated with verbal reasoning but more strongly correlated with measures of crystallised intelligence, namely general knowledge and vocabulary. Implications and limitations are considered. 相似文献
14.
74 lower- and middle-class children aged 2 1/2, 3 1/2, and 4 1/2 years who were successful at unidimensional sorting of 2 objects by either color or form were given feedback for correct bidimensional sorting of 3 objects, 2 of which had been used in unidimensional testing. Four of the 10 2 1/2-year-olds and 58 of the 64 3 1/2- and 4 1/2-year-olds reached criterion on the bidimensional sorting task. Neither social class nor performance on a verbal comprehension test (the Peabody Picture Vocabulary Test) was significantly correlated with success on either unidimensional or bidimensional sorting, although social class and test scores were significantly correlated. The results indicate that Piagetian centration (i.e., the inability to transcend unidimensional attention) is a task- or situation-specific phenomenon, and biodimensional responding is the rule rather than the exception for 3 1/2- and 4 1/2-year-olds in an instrumental situation involving a limited number of stimuli. 相似文献
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16.
Swanson HL 《Journal of learning disabilities》2012,45(1):17-30
This article reviews the results of a meta-analysis of the experimental published literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities (RD) with average achieving adult readers. The meta-analysis shows that deficits independent of the classification measures emerged for adults with RD on measures of vocabulary, math, spelling, and specific cognitive process related to naming speed, phonological processing, and verbal memory. The results also showed that adults with high verbal IQs (scores > 100) but low word recognition standard scores (< 90) yielded greater deficits related to their average reading counterparts when compared to studies that included adults with RD with verbal IQ and reading scores in the same low range. Implications of the findings related to assessment and intervention are discussed. 相似文献
17.
When induction meets memory: evidence for gradual transition from similarity-based to category-based induction 总被引：3，自引：0，他引：3
The ability to perform induction appears early; however, underlying mechanisms remain unclear. Some argue that early induction is category based, whereas others suggest that early induction is similarity based. Category- and similarity-based induction should result in different memory traces and thus in different memory accuracy. Performing induction resulted in low memory accuracy in adults and 11-year-olds, whereas 5-, and 7-year-olds were highly accurate (Experiment 1). After training to perform category-based induction, 5- and 7-year-olds exhibited patterns of accuracy similar to those of adults (Experiment 2). Furthermore, 7-year-olds, but not 5-year-olds, retained this training over time (Experiment 3). With novel categories, even adults performed similarity-based induction, exhibiting high memory accuracy (Experiment 4). These results suggest a gradual transition from similarity- to category-based induction with familiar categories. 相似文献
18.
Do young children appreciate the importance of access to premises when judging what another person knows? In Experiment 1, 5-year-olds (N=31) were sensitive to another person's access to premises when predicting that person's ability to point to a target after eliminating alternatives in a set of 3 cartoon characters. Experiment 2 replicated the finding when 5- to 6-year-olds (N=102) judged who the other person thought the target was, and whether the other person knew who the target was. Experiment 3 demonstrated that children aged 5-7 years (N=107) more successfully imputed inference by elimination than syllogistical inferential knowledge. Findings suggest that an early understanding of inference by elimination offers a route into understanding that people can sometimes gain knowledge without direct perceptual access. 相似文献
19.
《Learning and individual differences》2004,14(3):137-151
It has been suggested that the ability to learn a foreign language is related to working memory. However, there is no clear evidence about which component of working memory may be involved.Two experiments investigated working memory problems in groups of seventh and eighth grade Italian children with difficulties in learning English as a second language. They were compared with control groups of children matched for age, education, school, and intelligence who differed for foreign language learning ability.Experiment 1 focused on clarifying how modality-specific the memory problem of children with a foreign language learning difficulty (FLLD) is. Verbal working memory tasks (forward and backward digit span) were proposed together with visuospatial working memory (VSWM) tasks. Groups showed a significant difference only in the more passive verbal working memory task, that is, the forward digit span.Experiment 2 focused on clarifying how central the verbal working memory problem of students with an FLLD is. A nonword repetition task and an Italian version of the listening span test were proposed. Groups differed significantly in both tasks. However, differences in the listening span test disappeared when nonword repetition performance was partialed out. It was concluded that a difficulty in learning a foreign language is mainly related to the more passive aspects of verbal working memory, typically associated with the articulatory loop. 相似文献
20.
The main hypotheses addressed in the research were (1) whether imprecision in the phonological representations of lexical
items underlies the impaired expressive naming abilities of disabled readers, and (2) whether weak verbal memory might mediate
the relationship between naming and reading skills. From samples of 93 first graders and 67 fourth graders, extreme groups
of good and poor readers were identified and compared on measures of receptive vocabulary, expressive naming, acceptability
judgments for variants of object names, imitation and correction of naming errors by another speaker, pseudoword repetition,
and long-term memory. Performance was generally better by older than younger students and by good than poor readers at each
age, with little interaction between grade and reader group. The results indicated that for both good and poor readers, imprecise
phonological knowledge, especially about long words, contributed to children’s difficulties on all naming tasks. Memory differences,
however, appeared to play only a minor role in explaining the strong association between naming and reading. 相似文献