共查询到20条相似文献，搜索用时 156 毫秒
1.
Previous studies on nonhuman primates have shown inconsistencies in their processing of first- and secondorder relational
properties of facial stimuli. Using greeble stimuli sharing configural properties with faces, this study assessed configural
processing in baboons. Five baboons were trained to recognize a positive stimulus among pairs of greebles in a two-alternative
forced choice task. They were then tested with new stimulus pairs involving either a first-order version, with modifications
in global qualitative spatial relations, or a second-order version, with modifications of finer spatial relations. Performance
remained above chance in all test conditions, including when only second-order cues were available, but it was higher for
first-order trials. It is proposed that an extensive training with greebles led to the processing of second-order relational
properties. These results demonstrate that configural sensitivity is not restricted to faces in baboons and suggest that a
common mechanism may support configural processing for face and nonface stimuli. 相似文献
2.
These studies investigated two hundred and forty-four 24- and 30-month-olds' sensitivity to generic versus nongeneric language when acquiring knowledge about novel kinds. Toddlers were administered an inductive inference task, during which they heard a generic noun phrase (e.g., "Blicks drink milk") or a nongeneric noun phrase (e.g., "This blick drinks milk") paired with an action (e.g., drinking) modeled on an object. They were then provided with the model and a nonmodel exemplar and asked to imitate the action. After hearing nongeneric phrases, 30-month-olds, but not 24-month-olds, imitated more often with the model than with the nonmodel exemplar. In contrast, after hearing generic phrases, 30-month-olds imitated equally often with both exemplars. These results suggest that 30-month-olds use the generic/nongeneric distinction to guide their inferences about novel kinds. 相似文献
3.
Bremner JG Slater AM Johnson SP Mason UC Spring J Bremner ME 《Child development》2011,82(4):1210-1223
From birth, infants detect associations between the locations of static visual objects and sounds they emit, but there is limited evidence regarding their sensitivity to the dynamic equivalent when a sound-emitting object moves. In 4 experiments involving thirty-six 2-month-olds, forty-eight 5-month-olds, and forty-eight 8-month-olds, we investigated infants' ability to process this form of spatial colocation. Whereas there was no evidence of spontaneous sensitivity, all age groups detected a dynamic colocation during habituation and looked longer at test trials in which sound and sight were dislocated. Only 2-month-olds showed clear sensitivity to the dislocation relation, although 8-month-olds did so following additional habituation. These results are discussed relative to the intersensory redundancy hypothesis and work suggesting increasing specificity in processing with age. 相似文献
4.
We investigated infants' sensitivity to spatiotemporal structure. In Experiment 1, circles appeared in a statistically defined spatial pattern. At test 11-month-olds, but not 8-month-olds, looked longer at a novel spatial sequence. Experiment 2 presented different color/shape stimuli, but only the location sequence was violated during test; 8-month-olds preferred the novel spatial structure, but 5-month-olds did not. In Experiment 3, the locations but not color/shape pairings were constant at test; 5-month-olds showed a novelty preference. Experiment 4 examined "online learning": We recorded eye movements of 8-month-olds watching a spatiotemporal sequence. Saccade latencies to predictable locations decreased. We argue that temporal order statistics involving informative spatial relations become available to infants during the first year after birth, assisted by multiple cues. 相似文献
5.
Increasing Steps in Recall of Events: Factors Facilitating Immediate and Long-Term Memory in 13.5- and 16.5-Month-Old Children 总被引：2，自引：0，他引：2
Children late in the second year of life show patterns of event recall similar to those of older children: (a) well-ordered immediate and delayed recall, and (b) facilitation of recall by familiarity and by enabling relations. We used elicited imitation to test whether the patterns extend to children early in the second year. In Experiment 1, 13.5- and 16.5-month-olds accurately recalled familiar and novel 2-act sequences immediately and after a 1-week delay. For 16.5-month-olds, recall was facilitated by familiarity and by enabling relations; for 13.5-month-olds, only enabling relations facilitated recall. In Experiment 2, verbal cues were used to test immediate and 1-week delayed recall of 3-act sequences. For both ages, recall was facilitated by familiarity and by enabling relations. Experiment 3 verified that the verbal information served to cue recall of previously experienced events, not to "suggest" sequences that could be performed. Together the results demonstrate that children as young as 13 months can recall specific events after a delay. They also suggest development in sensitivity to factors that facilitate recall. 相似文献
6.
Jason L. Anthony Jeffrey M. Williams Rachel G. Aghara Martha Dunkelberger Barbara Novak Anuja Divatia Mukherjee 《Reading and writing》2010,23(8):969-994
Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed two important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Specifically, nine measures of accessibility to and distinctness of phonological presentations were administered to 175 3-, 4-, and 5-year-old children. Confirmatory factor analysis validated three separate but correlated phonological processing abilities, i.e., efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. The named phonological processing abilities were equally good measures of a second-order phonological representation factor. While most prototypic measures were excellent indicators of first-order phonological abilities, they were only modest indicators of phonological representation. 相似文献
7.
Locomotion alters the spatial structure of an observer's perspective, that is, the network of observer to environment distances and directions. The purpose of the present 6 experiments was to investigate the sensitivity of 12-48-month-olds to changes in perspective that are occluded from view by walls and by darkness. To assess sensitivity, children were shown a target object in one room, walked into an adjacent room and asked to point in the straight-line direction at the target. In Experiment 1, 42 12-48-month-olds were tested and results indicated that children older than 36 months responded by pointing straight at the occluded target, whereas younger children tended to point in the direction of their route away from the target. In Experiments 2-4, 24- and 48-month-olds were tested and results demonstrated that 48-month-olds were sensitive to the proprioceptive and to the visual-environmental cues for the changes in perspective structure. The 24-month-olds, however, responded by pointing straight toward the target when visual-environmental cues were absent, whereas they pointed in the direction of their route when they were present. In Experiments 5 and 6 additional 24-month-olds were tested to assess the effects of short-term training and of a continuous view of the target on responding in the presence of visual-environmental cues. The results indicated relatively early sensitivity to proprioceptive cues for changes in perspective and somewhat later sensitivity to appropriate visual-environmental cues under these conditions. 相似文献
8.
Casasola M 《Child development》2005,76(1):279-290
Two experiments explored how infants learn to form an abstract categorical representation of support (i.e., on) when habituated to few (i.e., 2) or many (i.e., 6) examples of the relation. When habituated to 2 pairs of objects in a support relation, 14-month-olds, but not 10-month-olds, formed the abstract spatial category (i.e., generalized the relation to novel objects). When habituated to 6 object pairs in a support relation, infants did not attend to the relation. The results indicate that infants learn to form an abstract spatial category of support between 10 and 14 months and that having fewer object pairs depicting this relation facilitates their acquisition of the abstract categorical representation. 相似文献
9.
Addressing first- and second-order barriers to change: Strategies for technology integration 总被引：16，自引：0，他引：16
Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited
by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice
and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed
to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means
of addressing second-order barriers. However, little discussion has occurred that clarifies the relationship between these
different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice
teachers are to become effective users of technology, they will need practical strategies for dealing with the different types
of barriers they will face. In this paper, I discuss the relationship between first- and second-order barriers and then describe
specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve
technology integration. 相似文献
10.
With increased numbers of women employed in their children's first year of life and with increased attention being paid by parents and policy makers to the importance of early experiences for children, establishing the links that might exist between early maternal employment and child cognitive outcomes is more important than ever. Negative associations between maternal employment during the first year of life and children's cognitive outcomes at age 3 (and later ages) have been reported using data from the National Longitudinal Survey of Youth-Child Supplement. However, it was not known whether these findings would be replicated in another study, nor whether these results were due to features of child care (e.g., quality, type), home environment (e.g., provision of learning), and/or parenting (e.g., sensitivity). This study explored these issues using data on 900 European American children from the National Institute of Child Health and Human Development Study of Early Child Care, which provides information on child cognitive scores at 15, 24, and 36 months, as well as data about the home environment (as assessed by the Home Observation of the Measurement of the Environment Scale), parental sensitivity, and child-care quality and type over the first 3 years of life. Maternal employment by the ninth month was found to be linked to lower Bracken School Readiness scores at 36 months, with the effects more pronounced when mothers were working 30 hr or more per week and with effects more pronounced for certain subgroups (i.e., children whose mothers were not sensitive, boys, and children with married parents). Although quality of child care, home environment, and maternal sensitivity also mattered, the negative effects of working 30 hr or more per week in the first 9 months were still found, even when controlling for child-care quality, the quality of the home environment, and maternal sensitivity. Implications for policy are also discussed. 相似文献
11.
Do infants use past linguistic information to interpret an ambiguous request for an object? When infants in this research were shown 2 objects, and asked for 1 with an indefinite request (e.g., "Can you get it for me?"), both 15- and 18-month-olds used the speaker's previous reference to an absent object to interpret the request. The 18-month-olds did so even when the request was made after a 2.5-min delay. When the request was made by a person who did not participate in the conversation, the infants did not use the previous verbal information. These results demonstrate infants' ability to use language as a source of information in ambiguous contexts and indicate an early appreciation of the shared nature of conversation. 相似文献
12.
72 children at 3, 4, and 5 years of age and 24 undergraduates were required to use information about intention under a normal causal system or a noncanonical one (e.g., hitting causes pleasure) to predict an agent's behavior. Additionally, they were asked to integrate intentions, acts, and outcomes to judge an act's acceptability and assign punishment. 3-year-olds performed poorly on behavioral prediction in the noncanonical condition. Most participants at all ages made categorical judgments of act acceptability based solely on outcome, although quantitative ratings reflected an age-related increase in sensitivity to intention information. When assigning punishment, many 3-year-olds used a simple intention or outcome rule, whereas older participants were more likely to use a conjunction rule (if outcome is negative and intention is negative then punish). Together, the results reveal both an early understanding of harm and changes in the complexity of the rules that children use to predict behavior and integrate information. 相似文献
13.
Evidence suggests that sensitivity to coherent motion (CM) is related to reading, but its role in the etiology of developmental dyslexia remains unclear. In this longitudinal study, CM sensitivity was measured in 31 children at family risk for dyslexia and 31 low-risk controls. Children, diagnosed with dyslexia in third grade (mean age=8 years 3 months), demonstrated reduced CM sensitivity in kindergarten (mean age=5 years 8 months), before they had learned to read. Preschool CM thresholds in controls also uniquely predicted future literacy achievement. When reassessed in first grade, CM sensitivity in the dyslexic children was age appropriate, and CM thresholds in the controls no longer predicted literacy acquisition. These findings contribute to the debate about the developmental relations between visual processing and reading acquisition. 相似文献
14.
The focus of this study was on the ability of infants to perceive whether an object is positioned at a distance that would make contact possible. As a toy was presented, sometimes within and sometimes beyond reach, the initiation of reaching and leaning forward was scored. Infants were divided into leaning and nonleaning groups. Both leaning and nonleaning 5-month-olds changed their behavior dramatically when the object was placed beyond, as opposed to within, reach. The nonleaners showed a decline in reaching when this boundary for contact was crossed. The "leaners" did not; rather, they began to lean forward. These results suggest that 5-month-olds use information for the affordance of contact. 4-month-olds provided less evidence that arm length regulates reaching. 5-month-old infants acted as if they not only had some sensitivity to the absolute distance of an object but also to the effect that leaning forward has on their ability to make contact with a distant object. 相似文献
15.
One of the major adaptations during the infancy period is the development of the ability to cope with arousing or uncertain events. The following study was designed to examine emotion regulation strategy use between 6 and 18 months. 75 infants (25 each of 6-, 12-, and 18-month-olds) were videotaped interacting with 3 female strangers. Coping strategies were coded using a portable computer with a continuous sampling program, enabling coders to record both frequencies and durations of behaviors. Results indicated that 6-month-olds were more likely than 12- or 18-month-olds to use gaze aversion and fussing as their primary emotion regulation strategies, and were less likely than the older infants to use self-soothing and self-distraction. 18-month-olds were more likely than the younger infants to attempt to direct their interactions with the strangers. Infants' strategy use also differed as a function of their wariness of strangers, particularly at 12 months of age. 相似文献
16.
Generalized Discrimination of Positive Facial Expressions by Seven- and Ten-Month-Old Infants 总被引：1，自引：0，他引：1
Pamela M. Ludemann 《Child development》1991,62(1):55-67
The ability of 7- and 10-month-old infants to generalize their discrimination of facial expressions lacking featural consistency was investigated in a series of 4 experiments. Infants were habituated to models posing either prototypically positive displays (e.g., happy expressions) or positive expression blends (e.g., mock surprise). They were then tested for their ability to recognize a positive expression on the face of a novel model and to discriminate positive and negative facial expressions. Only in Experiment 1, in which infants were familiarized to a mix of happy and surprised facial expressions, did 10-month-olds demonstrate generalized discrimination of positive affect. When positive blends or happy expressions alone served as familiarization stimuli, both 7- and 10-month-old infants failed to dishabituate to a change in affective tone. 7-month-olds, in particular, showed consistent recovery of looking to the introduction of novel models. The pattern of results suggests that it is not until sometime after 7 months of age that dependence on the presence of expression-specific features for affect recognition and discrimination diminishes. By 10 months of age, however, infants are beginning to recognize the affective similarity of familiar positive facial expressions. 相似文献
17.
4 studies investigate how differential input affects preschoolers' abilities to learn novel color words. 3-, 4-, and 5-year-old children saw objects in novel shapes and colors and heard a novel color label for the object. Labels were presented through ostensive definition (e.g., "See, it's mauve"), corrective linguistic contrast (e.g., "See, it's not purple; it's mauve"), or an inclusion statement (e.g., "See, it's mauve; it's a kind of purple"). 4- and 5-year-old children interpreted the novel word as a shape term when ostensive information was provided but as a color term when additional information, either contrastive or inclusive, specified a relation between the novel term and a known label for that color. Furthermore, children who consistently interpreted the novel word as a color word tended to treat the novel and known labels as mutually exclusive color terms if they heard contrastive information, whereas they tended to treat the words as hierarchically related if they heard inclusion information. 3-year-olds generally did not make use of either type of information in determining the semantic domain of the novel word or the relation between terms. 相似文献
18.
Age-related Asynchrony of Knowledge and Action 总被引：1，自引：0，他引：1
Children's ability to act in accordance with rules was assessed in 2 experiments. Experiment I included 66 children, aged 31, 33.5, or 36 months, who performed 2 tasks. In a forced-choice, deductive sorting task, children were told 2 rules (if-then statements) and then required to use the rules to sort items. A knowledge task tested children's knowledge about which rule's antecedent condition held true for each item. Rules were either based on natural categories (e.g., vehicles vs. musical instruments) or ad hoc categories (e.g., things found inside the house vs. things found outside). Children in the 2 younger age groups performed better on the knowledge task than on the sorting task. The 36-month-olds performed equally well on both tasks. In Experiment 2, groups of 12 32.25-month-olds received either the knowledge task, the sorting task, or a mnemonically supported version of the sorting task. The group that received the knowledge task performed better than the other groups, which did not differ. This result undermines the possibility that differential performance on the knowledge and sorting tasks is due to a difference in memory demand. Taken together, the results of Experiments 1 and 2 imply a relatively rapid, age-related change culminating in the ability to execute systematically rules that require access to extant knowledge. 相似文献
19.
This study investigated how 4‐month‐old infants represent sequences: Do they track the statistical relations among specific sequence elements (e.g., AB, BC) or do they encode abstract ordinal positions (i.e., B is second)? Infants were habituated to sequences of 4 moving and sounding elements—3 of the elements varied in their ordinal position while the position of 1 target element remained invariant (e.g., A B CD, C B DA)—and then were tested for the detection of changes in the target’s position. Infants detected an ordinal change only when it disrupted the statistical co‐occurrence of elements but not when statistical information was controlled. It is concluded that 4‐month‐olds learn the order of sequence elements by tracking their statistical associations but not their invariant ordinal position. 相似文献
20.
5 studies examined contributions of syllable-ordering and rhythmic properties of syllable strings to 6- and 9-month-old infants' speech segmentation. A pair of methods measuring complementary properties of representational units was used: a noise detection task sensitive to perceived cohesiveness of pairs of syllables, and a discrimination maintenance task sensitive to compactness of representations of syllable pairs. For 9-month-olds, results show that a key pair of syllables was represented as a unit when the grouping of these syllables was supported by correlated regularities of ordering and rhythm in the set of stimulus strings, but not when such grouping was supported by only rhythmic or only syllable-ordering regularity. For 6-month-olds, results show that a key pair of syllables was represented as a unit whenever grouping was supported by rhythmic regularity in the stimulus strings, regardless of whether syllable-ordering regularity was also present. Thus, whereas 9-month-olds appear to be capable of integrating sequential and suprasegmental information in forming wordlike (multisyllabic) phonological percepts, 6-month-olds are not. The emergence of integrative abilities portends increased efficiency in speech processing and may contribute to the formation and use of an initial lexicon. 相似文献