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1.
The effects of task and stimuli on the ability of 3- to 5-year-old preschoolers to identify simultaneously presented visual sequences was further assessed. A same-different task was compared to a matching task and familiar pictorial stimuli were compared to unfamiliar letters. Materials consisted of 3 element strings with 1 element repeated; both the standard and alternative(s) remained in full view on each of 25 trials. Older children performed better than younger children. The same-different task was easier than the matching task; this effect was not maintained when the differential effects of chance in the 2 tasks were removed. This pictorial stimuli produced better performance than the letters and also interacted with the type of error made. Reversal errors occurred most often in all conditions, but other kinds of errors were more frequent in the letter than the picture condition. This was particularly true for the matching task. The use of reversal errors to the exclusion of all other error types was associated with high overall accuracy on visual sequence discriminations. 相似文献
2.
Intellectual realism refers to the tendency of young children to indicate incorrectly all that is present in an object array when asked to indicate only what they can see of it from a particular perspective. 3 experiments tested and confirmed the hypotheses that children's interpretation of (a) pictorial conventions and of (b) the expression "look like" may increase this tendency. The results of this and other studies suggest that young children's difficulties with adult pictorial conventions, with the wording of task instructions, and with the concept of a momentary, view-determined appearance can all lead to intellectual realism errors. 相似文献
3.
We used a randomized quasi-experimental design to test the effectiveness of three types of perspective-taking condition in a forgiveness education program. Allport’s Contact Hypothesis was used as a framework for the study design. Eighth graders (n?=?132) in an urban Midwestern city were invited to participate. We evaluated the effectiveness of perspective-taking approaches in promoting forgiveness and reducing prejudice, anger and emotional reactivity. We also explored the effects of forgiveness education across socially and culturally diverse groups. We did not find differences between the perspective-taking conditions; however, all three groups improved on both forgiveness and prejudice. We also found the pattern of outcomes was different for the African American participants than for the European American participants. Implications for research and education are discussed. 相似文献
4.
This study highlights the use of pictorial images to understand adolescents’ views on social stratification. A continuum of five visual images of social stratification were presented to a diverse sample of five hundred ninety-eight 8th–12th graders (14–18 years old). Adolescents selected which image best represented the United States (today, in 20 years, how it ought to be). Images ranged from inequitable to egalitarian. Results supported reference group and possible selves theories. Adolescents in higher status families chose a more egalitarian image for how the United States is today and how it ought to be. African Americans considered the United States today more unequal. Differences in adolescents’ commitment to an egalitarian ideal depended on their reactions to inequality and their beliefs about government responsiveness, bolstering the measure's validity. 相似文献
5.
The use of anatomically detailed dolls in child sexual abuse investigations has raised several controversial issues related to important theoretical questions in developmental psychology. The present study was designed to examine some of these issues in a methodologically sound experiment. 80 3- and 5-year-old children experienced a social interaction with a male confederate and were later tested under 1 of 4 recall conditions: reenactment with anatomically detailed dolls, reenactment with regular dolls, free recall with visual cues, or free recall without visual cues. The children were also asked a variety of specific and misleading questions, some of them dealing with acts associated with abuse ("He took your clothes off, didn't he?"). Both anatomically detailed and regular dolls along with other props aided 5-year-olds more than 3-year-olds in recounting the event. To use increased rather than decreased age differences. Anatomically detailed dolls did not foster false reports of abuse. Overall, 3-year-olds were more suggestible than 5-year-olds. The findings have implications for children's testimony in child abuse cases and for psychological theories concerning the effects of stimulus support on children's memory. 相似文献
6.
Students from a school in Hong Kong (n?=?199) responded to 22 items asking about their school motivation and aspirations in a survey. Structural equation models found four school motivation factors consistent with the task, effort, competition, and praise scales of the Inventory of School Motivation, one education aspiration factor, one career aspiration factor, and significant relations of the motivation factors with the aspiration factors. Task and effort orientations were found to be stronger than the other orientations and to have relatively stronger associations with education aspirations, whereas task and praise had stronger associations with career aspirations. In examining potential change in students’ goal orientations and aspirations through high school years, analysis of variance found that 7th‐graders had significantly higher scores in task and effort orientations and career aspirations than 9th‐graders, and higher scores in praise orientation than 11th‐graders. The apparent drop in motivation scores from Grade 7, especially in task and effort orientations, both pertaining to a mastery orientation dimension that has been assumed to be a major driving force for excellence, calls for urgent attention to student motivation in junior high school classes. 相似文献
7.
Rachel Schiff Miki Cohen Elisheva Ben-Artzi Ayelet Sasson Dorit Ravid 《Scientific Studies of Reading》2016,20(2):140-154
The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality—morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different. 相似文献
8.
To test the effects of pictorial presentation and a pictorial review task on science learning, all-verbal or verbal-pictorial presentation conditions were followed by either pictorial practice or a control task. The 96 undergraduate participants were randomly assigned to one of the four conditions presented on a computer-assisted instruction terminal. The groups differed significantly on a pictorial recognition test but not on a verbal posttest. The results favored the pictorial presentation with review condition. Experiment Two tested the effectiveness of the pictorial review task compared to a read-twice control. The same all-verbal presentation condition was given to 50 undergraduates who were then randomly assigned to the pictorial review task or to the re-read condition. The pictorial review condition facilitated performance on the pictorial posttest relative to the re-read condition and produced more favorable attitudes as well. 相似文献
9.
A controversy has recently developed regarding the hypothesis that developmental dyslexia may be caused, in some cases, by a reduced visual attention span (VAS). To examine this hypothesis, independent of phonological abilities, researchers tested the ability of dyslexic participants to recognize arrays of unfamiliar visual characters. Employing this test, findings were rather equivocal: dyslexic participants exhibited poor performance in some studies but normal performance in others. The present study explored four methodological differences revealed between the two sets of studies that might underlie their conflicting results. Specifically, in two experiments we examined whether a VAS deficit is (a) specific to recognition of multi-character arrays as wholes rather than of individual characters within arrays, (b) specific to characters’ position within arrays rather than to characters’ identity, or revealed only under a higher attention load due to (c) low-discriminable characters, and/or (d) characters’ short exposure. Furthermore, in this study we examined whether pure dyslexic participants who do not have attention disorder exhibit a reduced VAS. Although comorbidity of dyslexia and attention disorder is common and the ability to sustain attention for a long time plays a major rule in the visual recognition task, the presence of attention disorder was neither evaluated nor ruled out in previous studies. Findings did not reveal any differences between the performance of dyslexic and control participants on eight versions of the visual recognition task. These findings suggest that pure dyslexic individuals do not present a reduced visual attention span. 相似文献
10.
Gérard Chasseigne Caroline Giraudeau Peggy Lafon Etienne Mullet 《European Journal of Psychology of Education - EJPE》2011,26(1):1-19
The study examined the knowledge of the functional relations between potential difference, magnitude of current, and resistance
among seventh graders, ninth graders, 11th graders (in technical schools), and college students. It also tested the efficiency
of a learning device named “functional learning” derived from cognitive psychology on the knowledge of these relations. A
total of 73 participants were confronted with pictorial electrical circuits. Their task was to learn to infer resistance from
potential difference and magnitude of current information, without any recourse to formal computations. It was possible to
characterize, in a simple way, each student’s initial conceptualizations about the relationships between potential difference,
magnitude of current and resistance. These initial conceptualizations were very diverse, from the correct one to completely
different ones to completely opposite ones. Learning was, to a certain extent, possible; but the learning sessions were more
effective among students that had already been exposed to Ohm’s law at school. Learning had durable effects, at least in the
medium term (5 weeks), and mainly among the older students. There was a good correspondence between the state of learning
of the relationships and the ability to solve classical physics problems related to these relationships. 相似文献
11.
Developmental changes in the understanding of implied motion in two-dimensional pictures. 总被引：1，自引：0，他引：1
The power of various pictorial movement cues in eliciting a reading of movement was studied to determine the relationship between the ease with which a picture is interpreted and the degree to which the picture retains the structure of reality. Movement was indicated in 2 ways: pictorial conventions indicated movement by lines, blurs, and vibration marks; and pictorial postures indicated movement by figures which were isomorphic with the postures involved in real movement. Preschoolers, first graders, sixth graders, and college students were asked to label and sort pictures of human figures as "moving" or "still". Members of the 2 young groups did not classify pictures with conventional cues as "moving" as often as they did pictures with postural cues. Members of the 2 older groups classified both types of pictures as "moving". Since postural cues for movement are recognized at an earlier age than conventional cues, those that are more similar to reality may be easier to understand. 相似文献
12.
Kikumi K. Tatsuoka Menucha Birenbaum Jerry Arnold 《Journal of Educational Measurement》1989,26(4):351-361
The purpose o f this study was to examine the consistency with which students applied procedural rules for solving signed-number operations across identical items presented in different orders. A test with 64 open-ended items was administered to 161 eighth graders. The test consisted o f two 32-item subtests containing identical items. The items in each subtest were in random order. Students'responses to each subtest were compared with respect to the identified underlying rules o f operation used to solve each problem set. The results indicated that inconsistent rule application was common among students who had not mastered signed-number arithmetic operations. In contrast, mastery level students, those who use the right rules, show a stable pattern o f rule application in signed-number arithmetic. These results are discussed in light of the hypothesis testing approach to the learning process. 相似文献
13.
Josephine C. Jenkinson 《International Journal of Disability, Development & Education》1992,39(1):61-76
TWO EXPERIMENTS were designed to investigate possible deficiencies in strategies used for decoding words by children with an intellectual disability. The experiments focused specifically on the use of letter position cues as aids to word identification. In Experiment 1,20 children with an intellectual disability (ID) aged 10 to 12 years were matched with two groups of nondisabled children, one for mental age (MA) and one for chronological age (CA), on a visual search task, with response times to array types (word, pseudoword, or nonword) and target position in positive arrays as the dependent variable. The ID group showed response time advantages only when the target letter was in the initial position of an array; however both nondisabled groups responded faster when the target letter was in either the initial or final position, compared to the medial position, and this pattern occurred for words (MA group) and words and pseudowords (CA group) but not for nonwords. Experiment 2 extended the investigation to the oral reading of isolated words. In substitution errors made by children with an intellectual disability, the incorrect word tended to resemble the test word only in the initial letter. In errors made by MA‐matched children, however, both the initial and final letters tended to be the same as those in the test word, suggesting that these are salient cues to word recognition. The findings are interpreted with reference to previous work on early reading acquisition and to research which suggests a more generalised deficiency in the acquisition and use of strategies by ID subjects in cognitive tasks. 相似文献
14.
培养敏锐的音乐听觉能力对于学习钢琴演奏的人来说是十分重要的。如何培养学生的音乐听觉能力是摆在我们教学上的一个重要课题，它将关系到每个学生对所学音乐的真正认知和掌握。 相似文献
15.
The Development of Perspective Taking: Understanding Differences in Information and Weighting 总被引：1，自引：0，他引：1
2 separate aspects of perspective taking are that judgments attributed to another should depend on the information available to the other (Information effect) and on how the other's use of information differs from one's own (Weighting effect). These 2 aspects of perspective taking were studied in a moral judgment task with preschoolers, and second and fifth graders. Subjects were read a series of stories about a little boy transgressing and asked to make judgments from both their own perspective and that of a mother character in the stories. The mother story character had either the same information as the subject or only partial information. Valence of intention and consequence and the amount of mother's knowledge varied factorially. Subjects were clustered using scores derived from the judgements. 3 clusters were found that showed different levels of perspective-taking ability. There was a developmental progression in the 3 levels of perspective taking. Subjects in the Harshness cluster attributed harsher judgments to the mother perspective. Subjects in the Weighting cluster weighted information differently depending on the perspective from which they judged. Subjects in the Information-and-Weighting cluster weighted information differently depending on perspective, and also considered the amount of information available to the mother character in attributing judgments. The findings are compared to current theory on the development of perspective taking. Future research and theory need to consider the influence of both information and weighting differences on performance in perspective-taking tasks. 相似文献
16.
The aim of this study is to highlight the influence of the socio-relational context in expert-novice problem solving situation. We assume that a hole range of interactive organizations coexist and vary as a function of the asymmetry of the relationships affected by the mastery of the task and differences in partners status. Thirty six first graders aged 6;6 (18 hight achievers and 18 low achievers) were observed during a construction task. Hight achieving experts were assigned to low achieving novices and vice-versa. As predicted, when hight achieving status was associeted with task related expertise (reinforced asymmetry) the interactive dynamic was chiefly caracterised by guidance/tutoring. In contrast, when low achieving status was associated with task related expertise (counter balanced asymmetry), a variety of dynamics were abserved most of which were either cooperative or exhibited reverse guidance by the hight achieving novice. Guidance management by the experts also differed between the reinforced and counter balanced conditions. The findings argue for a pluridimensional approach to socio-cognitive modes of aquisition. 相似文献
17.
Anju Relan 《Research in Science & Technological Education》2013,31(2):213-214
This study investigated the effects of a visual advance organizer on a biology concept learning task among fifth graders. The following hypotheses were tested: (1) a visual advance organizer will facilitate the acquisition of concepts, especially when the material to be learned has visual components; (2) the organizer will be more effective in enhancing transfer than facilitating acquisition of verbal information; and (3) the organizer will produce greater benefits over long‐term retention of content. Three treatments were administered to 48 fifth graders, ranging from 10 to 11 years. In two of the treatments, subjects were exposed to a visual organizer either before or after the completion of a self‐instructional unit on ‘Fungi’. In the third treatment (control group), students were not given any organizer. Two parallel‐form post‐tests‐‐immediate and delayed‐‐were administered, consisting of three levels of learning outcomes: knowledge, comprehension and application. Results of MANCOVA on performance showed a slight but non‐significant difference in delayed post‐test scores. An interaction between the levels of learning and time of test factor also emerged. Findings of the study are discussed in terms of the assimilation theory, and aptitude‐treatment interactions observed between prior knowledge and level of instructional support. 相似文献
18.
Asaid Khateb Manal Khateb-Abdelgani Haitham Y. Taha Raphiq Ibrahim 《Reading and writing》2014,27(8):1413-1436
This study aimed at assessing the effects of letters’ connectivity in Arabic on visual word recognition. For this purpose, reaction times (RTs) and accuracy scores were collected from ninety-third, sixth and ninth grade native Arabic speakers during a lexical decision task, using fully connected (Cw), partially connected (PCw) and nonconnected (NCw) Arabic words and pseudowords. Effects of grade on word recognition (in RTs and accuracy) and word superiority were predicted to occur. Also, in the third grade, recognition of NCw was predicted to be faster and more accurate than recognition of Cw, because in previous studies NCw were assumed to be visually less complex. In sixth and ninth grades, due to the frequent exposure to connected forms, the recognition of Cw was predicted to be as fast as or faster and more accurate than NCw. The findings largely supported the first and the second hypotheses. As for the third graders, a mixed pattern was obtained, suggesting that the participants were probably in a transitional phase. The results from sixth graders clearly showed that NCw yielded the slowest response times and the lowest accuracy scores across connectivity conditions. Finally, for ninth graders, the absence of connectivity effects on the speed of processing was attributed to the use of very frequent and highly automatized words. 相似文献
19.
Kay M. Kincade 《Journal of Research in Reading》1991,14(2):81-98
The purpose of this study was to examine the effects of grade level and recall task type on children's memory for explicit, implicit and metaphorical information following reading. Forty second and 40 fifth grade subjects balanced as to gender read four prose passages and were randomly assigned to cued and free recall conditions. A MANOVA produced significant main effects for grade level and task type on each of three dependent variables; EXPLICIT, IMPLICIT and METAPHOR recall measures. As predicted, fifth graders fared better than second graders and the cued condition exceeded free recall. Of greater significance was the finding that second graders were able to engage in metaphorical reasoning when the task was appropriately structured. The results suggest that providing externally generated, structured probes can greatly enhance children's reading recall at both grade levels and can enable children to demonstrate metaphorical comprehension prior to the age at which it spontaneously appears. In addition, significantly different patterns of recalled information were found within the two task conditions, patterns that remained stable across age groups. 相似文献
20.
Winnie Mucherah 《Learning Environments Research》2008,11(1):63-81
This study examined classroom climate and student goal structures in high-school biology classrooms in Kenya. Participants
included 891 students and their teachers in Grades 10 and 11 from two same-sex boarding schools—one for boys and the other
for girls. School differences were found on all classroom climate aspects except teacher support and competition. Relative
to tenth graders, eleventh graders perceived their classrooms to be higher in teacher support, task focus, competition, rule
strictness, and innovation. There were school and grade differences in students’ goal structures, with School 1 students,
relative to School 2 students, perceiving more personal performance-approach goals and their teachers as encouraging performance-approach
goals. Eleventh graders reported more performance-approach goals at both the personal and teacher levels. Teachers perceived
their classroom climates more positively than their students. Observation data provides interpretative information. 相似文献