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1.
Scott G. Paris Marjorie Y. Lipson Karen K. Wixson 《Contemporary educational psychology》1983,8(3):293-316
An important aspect of learning to read is understanding how to use strategies to aid comprehension. Many actions such as skimming, using context to discern unfamiliar words, and taking notes to aid remembering can promote reading comprehension and learning. In this paper we examine aspects of knowledge and motivation that are critical to becoming a strategic reader. We emphasize that agents are strategic, not actions removed from contexts, and that self-guided learning depends on the intentions, perceptions, and attributions of learners. Learning to read strategically is related to children's cognitive development as well as to the social contexts of instruction. Some suggestions are offered for classroom instruction that can promote children's awareness and use of strategic reading. 相似文献
2.
Grover J. Whitehurst 《Contemporary educational psychology》1978,3(1):2-10
Psycholinguists have often lost sight of the functions of language in their search for structural regularities. This paper focuses on three social learning variables whose roles in language development have often been discounted. Feedback or reinforcement has been said to be unrelated to grammatical development since parents tend to reinforce the truth instead of the grammar of their children's utterances. But evidence is presented showing that feedback for the child's comprehension responses can affect production of grammatical forms. Modeling or imitation has been said to be unimportant in grammatical development because most children's utterances are novel and because the frequency of imitation appears unrelated to the rate of language growth. But evidence is presented showing how many utterances can be both imitative and novel and showing that the role of these selective imitations has not been assessed properly in many studies. Contextual constraints on language have been considered unimportant in many psycholinguistic theories. But evidence is presented showing that communicative competence is related critically to the ability to adjust utterances to contextual constraints and that the language of the young child is deficient in this regard. The educational advantages of a functional analysis of language are discussed. 相似文献
3.
The etiology of social relationship deficits exhibited by some learning disabled children is unclear. This study represents an attempt to explore the extent to which certain aspects of maternal behavior are associated with certain social skills of their learning disabled sons. The study was done in two parts. First, the authors assembled an instrument to study dimensions of maternal behavior which appear to influence the development of children's social skills. This interview/observation schedule, the Home Environmental Process Inventory (HEPI), was administered in 15 homes. Next, two measures of social skills, role taking and interpersonal problem solving, were administered to each learning disabled child in each of those homes. The data were analyzed using correlational techniques. Some maternal behaviors, such as Press for Other-Centered Expectation, correlated highly with children's scores on the social measures. 相似文献
4.
This study was undertaken to explore how elementary school children employ help seeking as a means of problem solving in the classroom. In-depth naturalistic observations were made of high-, average-, and low-ability students in reading and math classes at the first-, third-, and fifth-grade levels. Overall, children's rates of help seeking were higher in math than in reading. Boys and girls did not differ overall in the amount of help sought. Boys and girls did differ, however, in the type of help they requested. Children of different ability levels were found to vary not only in rate of help seeking and type of help requested, but also in the type of responses elicited from their helper choices. Implications of these findings for children's achievement, learning, and social adjustment in the classroom are discussed. 相似文献
5.
Paul A. McDermott 《Contemporary educational psychology》1984,9(1):38-47
Early assessment programs frequently rely on intelligence tests for making predictions regarding children's future school performance. Unfortunately, IQ scores provide little information to those who must develop educational interventions tailored to the unique ways in which children respond to learning situations. Alternatively, measures of children's learning style focus on distinct patterns of learning-related behavior manifested in classroom settings. Each dimension of learning style is composed of observable skills that are potentially teachable or alterable through available instructional procedures. In order to examine the relative contributions of learning style dimensions, IQ, and their interactions to the prediction of subsequent performance, 100 kindergarten children were evaluated by teachers using the Study of Children's Learning Styles scale and were administered the Kuhlmann-Anderson Intelligence Test. Fifteen months later the children's first-grade achievement was determined through standardized tests and teacher-assigned grades in reading, language, and mathematics. Relationships between the predictor and criterion variables were studied through patterns of bivariate correlations, canonical variate loadings, and standardized regression weights. Although IQ was found the better predictor, learning styles accounted for appreciable and statistically significant proportions of the variability in later achievement. The learning style dimensions functioned differentially across areas of achievement to enhance overall prediction either by complementing or interacting with the predictions afforded by IQ. The results are examined in the light of earlier research on learning-related behavior. 相似文献
6.
Charles J. Brainerd 《Contemporary educational psychology》1982,7(3):238-256
According to the stage-learning hypothesis, children's ability to learn various concepts is constrained by their pretraining stages of cognitive development. Although this hypothesis has important instructional and theoretical implications, little progress has been made on obtaining unconfounded tests of the hypothesis. Some procedures for obtaining such tests are developed in this paper, and some applications to factorial experiments are considered. 相似文献
7.
This study examines the effects of performance patterns (ascending versus random) and attributional information regarding the causes of that performance (effort feedback versus no feedback) on attributions and task persistence. Subjects were 40 fourth and fifth graders with dispositional tendencies not to perceive effort as a cause of their school-related performance. Results indicated that performance patterns did not systematically influence either children's attributions or persistence. As predicted, children given effort feedback exhibited greater levels of task persistence than those given no feedback; unexpectedly, however, this effect was not mediated by children's attributions. 相似文献
8.
9.
Piaget's theoretical contributions to the study of children's play are described. The Piagetian notions of play as representing pure assimilation and as serving a consolidative function are examined. Contemporary research in which these and other Piagetian premises have been studied empirically is reviewed. 相似文献
10.
Rosemary A. Rosser Sally Stevens Ensing John Mazzeo 《Contemporary educational psychology》1985,10(2):95-103
Children's ability to discriminate reflections and rotations of visual stimuli was examined within the confines of a mental rotation task. It was hypothesized that success would be affected by both characteristics of the stimulus and by the subtlety of the discrimination required. Forty 3- to 4-year-old children were directed to mentally rotate a stimulus a given number of degrees and to discriminate the appearance of the rotated stimulus from among a set of alternatives. Four stimuli differing in the number of visual orientation cues were utilized across 24 trials. A significant effect was found for number of orientation cues, and data indicated the difficulty children experienced detecting reflections, a task which bears close resemblance to the yes/no option in prototypic rotation studies. Children were only successful with a limited range of stimuli when discrimination of a reflected foil was not required. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young Children. 相似文献
11.
The study was designed to assess the effects of a student's race, dialect, and physical attractiveness on teachers' evaluations. The students were of two races, black and white; three physical attractivenss levels, high, middle, and low; and they spoke one of two dialects, Black English or Standard English. Sixty-eight, white, elementary school teachers listened to each student's response and rated the student in terms of personality, quality of response, and current and future academic abilities. Analysis of the results showed that all main effects and interactions were significant. Generally, black students, Black English-speaking students, and low attractive students were rated lower. The results also revealed that teachers' ratings in the different areas were highly consistent with one another. Discussion centered around the results' implications for determining the cause(s) of black children's failure in school. The results provide some support for attributing these children's academic failures to their race and dialect rather than to their actual performance. 相似文献
12.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
13.
Ronald S. Fischler 《Child abuse & neglect》1984,8(3):361-368
The pediatric role in the management of child abuse and neglect has been largely limited to detecting and reporting cases, with little involvement in long-term treatment and follow-up. A review of published clinical experience indicates that customary protective services' “treatment” strategies are all too often ineffective at preventing reabuse, improving child health and developmental status, and improving family functioning. When foster care is used as a treatment modality, children run the added risk of never returning home, nor being freed for adoption, and they may suffer the emotional harm of repeated foster placements. This situation is likely to worsen, in the light of recent cutbacks in social service programs, at a time of rising reports of maltreatment. The pediatrician is widely recognized as an expert in children's health and development, and he can effectively use his position to influence the management of cases and thereby the outcome, by actively participating in treatment decision making and providing close follow-up in a limited but important way. In order to do this, he must first become acquainted with the effects of maltreatment upon children's health and development and with the general principles and available modalities of treatment. He must be sympathetic and supportive of the difficult role of the protective service worker who must make treatment decisions. His role is to assist the worker by making medical resources available in order to adequately define the child's needs and the capacity of the family to meet those needs. Essential to answering these questions is the availability of a child development clinic and mental health resources. After ensuring that the child and family are thoroughly assessed and the treatment plan tailored to the child's and family's needs, the pediatrician provides continual longitudinal follow-up, monitoring the child's health and developmental status. If the child is placed in foster care, the physician observes the child's adjustment and provides advice and consultative assistance when needed to help foster parents manage health, developmental or behavior problems. Periodically he also meets with the natural family to keep them informed about their children's health and development and to ensure they are making good use of treatment. Finally, he communicates closely with the child protective service worker and participates in interdisciplinary staff meetings to review and evaluate treatment progress in the hopes of shortening the time needed to make decisions regarding placement. 相似文献
14.
It is widely known that Korean parents have a high aspiration for providing opportunities of higher education and high expectations for their children’s academic achievement. Young Korean gifted children with ages from four to ten years did not show many psychosocial problems. However, some showed such problems as distractibility and inattentiveness, aggressiveness, helplessness, or psychiatric symptoms, when parents exert pressure, fathers are not involved in education, or parents do not discipline children’s behavior. Korean young gifted children showed high motivation for learning, when parents provide support, help, and supervision on TV watching. Based on the results, it was suggested that parents provide support for learning, rather than pressure on learning, and discipline their children’s behavior when they are young. In addition, fathers need to be more involved in their children’s learning in order to prevent psychosocial problems of the young gifted. 相似文献
15.
Steven R Yussen Joel R Levin Thomas M DeRose Elizabeth S Ghatala 《Contemporary educational psychology》1976,1(2):170-179
Children's incidental recall of pictures was examined in two related experiments. Extrapolating from adult research, it was predicted that categorizing pictures with respect to their semantic properties would yield greater recall than categorizing them according to their physical properties. In Experiment 1, second-grade children were exposed to 16 line drawings cross-classified to represent four taxonomic categories and four shape categories, with four instances per category. Control subjects simply looked at pictures. Semantic subjects identified each picture's semantic category, and Physical subjects identified each physical category. In Experiment 2, first graders freely sorted the pictures and were classified as Semantic or Physical sorters based on their predominant bases for sorting. Following exposure (Experiment 1) or sorting (Experiment 2), all subjects were asked to recall the picture names. Results of both experiments show that semantic classification yields greater recall than physical classification. Experiment 2 also shows that semantic sorting yields greater semantic clustering in recall and that sorting by physical category yields greater physical clustering. It was suggested that children's preferences for a mode of processing (Experiment 2) may constitute an individual difference dimension with fairly clear-cut instructional implications. 相似文献
16.
Thomas R. Kratochwill Roger A. Severson Dennis M. Demuth 《Contemporary educational psychology》1978,3(2):144-153
Results of two artificial letter learning experiments are reported. In Experiment 1, 229 preschool children were randomly assigned to one of five conditions: Two-dimensional small print size (2DS), two-dimensional large print size (2DL), two-dimensional large where subject traced stimuli mounted on cards (3DL), or three-dimensional large stimuli where subject was directed to manipulate stimuli during the first study trial (3DLM). Errors in the 3DLM condition were significantly less than in 2DS, 2DLT, and 3DL. Also, errors in the 2DL condition were significantly less than in 2DS. A replication experiment with kindergarten children failed to show any differences among the treatments. Results are discussed in terms of stimulus dimensions and motor involvement in children's letter learning. Implications for instruction and future research are noted. 相似文献
17.
Bruce Fuller Gretchen Caspary Sharon Lynn Kagan Christiane Gauthier Danny Shih-Cheng Huang Judith Carroll Jan McCarthy 《Early childhood research quarterly》2002,17(4):240
Various initiatives over the past 40 years have aimed to strengthen children’s early learning and social development. One policy theory—manifest in recent welfare reforms—postulates that requiring single mothers to work more outside the home will advance children’s well-being. We first examine whether young children’s social development is related to maternal employment among 405 women who entered welfare-to-work programs in 1998. For girls, age 24–42 months, we found that their mother’s recent employment duration was significantly associated with a lower incidence of aggressive behavior and inattentiveness, measured by two scales from the Child Behavior Checklist (CBCL 2/3). Yet these relationships with employment were weaker than more robust associations observed for proximal child-rearing practices, including the frequency of reading with the child, enforcing a regular bedtime, the propensity to spank the child, as well as levels of maternal depression. We then assess whether broader measures of the mother’s economic security help to predict these proximal determinants of development. We observed that food security and indicators of job quality consistently predicted the proximal factors. Structural equation models (SEM) provided additional evidence that these broader indicators of economic security, but not recent employment per se, operated through parenting practices and maternal depression to influence girls’ and boys’ social development. These results are consistent with recent findings from random-assignment experiments, showing that employment gains rarely affect child outcomes unless mothers’ income and broader economic security also improve. 相似文献
18.
This paper examines important factors in maximizing children’s experiential learning in the context of inquiry-based children’s
museums. Learning is understood as situated in physical, social, and interactive context that is best achieved when children
have opportunities to engage in play-based inquiry. Recommendations for maximizing children’s learning in museums, supporting
children’s interactions with peers and adults, and offering affordances for children’s play are discussed. 相似文献
19.
Dale H. Schunk 《Contemporary educational psychology》1983,8(1):76-86
How social comparative information and specific, proximal goals influence children's skillful performance and percepts of self-efficacy in the context of arithmetic competency development was explored. Low-achieving children in arithmetic received instruction in division and practice opportunities. One group was provided with social comparative information indicating the average number of problems solved by other children. A second group worked under conditions involving a goal of completing a given number of problems. A third group received both treatments, and a fourth group received neither treatment. Results yielded a significant main effect on perceived efficacy due to proximal goals. Children who received both goals and comparative information demonstrated the highest level of division skill. Results suggest exploring in greater detail how children weight and combine multiple sources of efficacy information. 相似文献
20.
Robert S. Siegler 《Contemporary educational psychology》1982,7(3):272-288
This paper describes the rule-assessment approach to cognitive development and summarizes work using it that is relevant to education. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Addressing this issue requires a means of assessing what people already know, a means for studying how they learn, and a means for examining basic processes that may underlie developmental differences in knowledge and learning. Research using the rule-assessment approach is summarized in terms of eight conclusions about these issues. Each of the conclusions is illustrated with empirical examples. 相似文献