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1.
Inability of five-month-old infants to retrieve a contiguous object: a failure of conceptual understanding or of control of action? 总被引：2，自引：0，他引：2
Infants of 5 to 6 months of age can retrieve a free-standing object, but fail to retrieve the same object from atop a slightly larger object. The accepted explanation has been that the infants do not understand that an object continues to exist independently when placed upon another. Predictions based on that explanation were tested against the hypothesis that infants' problem consists of lack of precision in visually guided reaching and lack of ability to inhibit reflexive reactions to touch. Twelve infants each at 5 and 7 months of age were tested on 16 trials. More 5-month-olds succeeded, in less time, and with fewer touches to an edge of the base, on trials more forgiving of an imprecise reach than on less forgiving trials. Success in retrieving objects close in size and fully contiguous with their bases was seen even at 5 months when the demands on skill in reaching were reduced. It is proposed that when 5-month-old infants fail to retrieve one object placed upon another, it is not because of a lack of conceptual understanding, but because they lack the skill to reach to the top object without accidentally touching an edge of the base en route. 相似文献
2.
3 studies investigated whether young children understand that the acquisition of certain types of knowledge depends on the modality of the sensory experience involved. 3-, 4-, and 5-year-old children were exposed to pairs of objects that either looked the same but felt different, or that felt the same but looked different. In Study 1, 36 children were asked to state, when one of these objects was hidden inside a toy tunnel, whether they would need to see the object or feel it in order to determine its identity. In Study 2, 48 children were asked to state which of 2 puppets knew that an object hidden inside a tunnel possessed a given visual or tactile property, when one puppet was looking at the object and the other was feeling it. In Study 3, 72 children were asked, in a scenario similar to Study 2, to state for each puppet whether he could tell, just by looking or by feeling, that the hidden object possessed a certain visual or tactile property. Children were also asked what was the best way to find out whether a given object possessed a certain visual or tactile property. Results of all 3 studies suggest that an appreciation of the different types of knowledge our senses can provide (i.e., modality-specific knowledge) develops between the ages of 3 and 5. The results are discussed in relation to young children's developing understanding of the role that informational access plays in knowledge acquisition. 相似文献
3.
相毅敏 《辽宁师范大学学报(社会科学版)》2012,35(5):699-702
人类绘画发展从幼稚的简化阶段到具象写实,再到抽象的过程,是绘画技巧及思维发展和成熟的过程,也是绘画发展的必然结果。人们从简单模仿到写实模仿的过程一旦完成,就会进入理想化阶段,最终必然要关注内心的表达,而人的内心是主观的,任何抽象都是主观看事物结果的表达。无论绘画的形式如何,其中都隐含或具有抽象的因素,这是衡量优秀作品的重要标志。"绘画的抽象是建立在整体的归纳和简化基础上,是对客观对象主动把握。观看一个物体,就是在进行某种抽象活动,因为观看活动中包含着对物体结构特征的把握,而不仅仅是对细节不加区别的录制。而且视知觉这种抽象能力从观看一开始就发挥作用了。"视觉之所以有思维本领,就是凭借直接抽象出事物里的式样来进行思考的。 相似文献
4.
Young children often fail to generalize a novel verb based on sameness of action since they have difficulty focusing on the relational similarity across events while at the same time ignoring the objects that are involved. Study 1, with Japanese-speaking 3- and 4-year-olds (N = 28 in each group), found that similarity of objects involved in action events plays a scaffolding role in children's extraction of relational similarity across events when they extend a verb. Study 2, with 4-year-olds (N = 47), further showed that repeated experience of action-based verb extension supported by object similarity leads children to be better able to extend a novel verb based on sameness of action, even without support from object similarity. 相似文献
5.
The principal objective of this experiment was to investigate whether previous reports of a relation between locomotor status and stage 4 object permanence performance generalized to performance on a different object localization task. A secondary objective was to evaluate the contribution of visual tracking as a mediating variable in the relation between locomotor experience and search performance. Precrawling (n = 20), crawling (n = 10), and creeping (n = 18) infants (M = 33 weeks old) were tested using a search task in which either they or the hiding containers were rotated 180 degrees before search was permitted. The results revealed that locomotor status was related to search performance following a displacement of the infant, but not following a displacement of the containers. Moreover, visual tracking of the correct container was not related to locomotor status, even though it was related to search performance. These findings suggest that the effects of locomotor experience on infants' search performance are quite specific and are mediated by a variety of factors that do not necessarily generalize across search tasks. 相似文献
6.
Judy S. DeLoache 《Child development》1991,62(4):736-752
Before one can understand or use any symbol, one must first realize that it is a symbol, that is, that it stands for or represents something other than itself. This article reports 4 studies investigating very young children's understanding of 2 different kinds of symbolic stimuli--scale models and pictures. The data replicate previous findings that 2.5-year-old children have great difficulty appreciating the relation between a scale model and the larger space it represents, but that they very readily appreciate the relation between a picture and its referent. This result is interpreted in terms of the dual orientation hypothesis. Models are difficult for young children because they require a dual representation--a child must think about a model both as an object itself and as a representation of something else. Because pictures are not salient as real objects, they do not require a dual representation. Several kinds of evidence supporting the dual orientation hypothesis are presented. An additional result was the occurrence of a transfer effect: Prior experience with a picture task led to better performance on a subsequent model task. This finding suggests that experience with a symbolic medium they understand can help young children figure out a different, unfamilar medium that they would otherwise not understand. 相似文献
7.
Filling in the gaps in what humans see is a fundamental perceptual skill, but little is known about the developmental origins of occlusion perception. Three experiments were conducted with infants between 2 and 6 months of age to investigate perception of the continuity of an object trajectory that was briefly occluded. The pattern of results across experiments provided little evidence of veridical responses to trajectory occlusion in the youngest infants, but by 6 months, perceptual completion was more robust. Four-month-olds' responses indicated that they perceived continuity under a short duration of occlusion, but when the object was out of sight for a longer interval, they appeared to perceive the trajectory as discontinuous. These results suggest that perceptual completion of a simple object trajectory (and, by logical necessity, veridical object perception) is not functional at birth but emerges across the first several months after onset of visual experience. 相似文献
8.
Developmental differences in part/whole identification 总被引：1，自引：0，他引：1
At issue in the present research was whether or not preschoolers are able to simultaneously perceive multiple aspects of an object. This issue was examined in 2 experiments in which 3-5-year-olds were asked to describe part/whole pictures (e.g., a "house made of crayons"). Prior developmental research has suggested that preschoolers typically fail to name both part and whole aspects of such pictures. In the present study, parts and wholes ranged from relatively "simple" to relatively "difficult" for preschoolers to identify and label. The results showed that even 3-year-olds frequently named both part and whole aspects of our "simple" pictures but were significantly less likely to name both aspects of more "difficult" pictures. Overall, the results suggest that multiple-aspect perception is available as early as 3 years of age, and that preschoolers' failure in previous studies to explicitly identify both part and whole aspects of the same object may reflect failure in verbal or metacognitive skills rather than in children's ability to perceive multiple aspects of an object. 相似文献
9.
10.
Previous research has suggested that handwriting letters may be an important exerciser to facilitate early letter understanding. Experimental studies to date, however, have not investigated whether this effect is general to any visual–motor experience or specific to handwriting letters. In the present work, we addressed this issue by testing letter knowledge using three measures in preschool children before and after a school-based intervention. Participants were divided into four training groups (letter-writing, digit-writing, letter-viewing, digit-viewing) that either wrote letters or digits or viewed letters or digits, twice a week for 6 weeks. We hypothesized that the visual–motor experience of handwriting letters or digits would improve letter knowledge more than viewing experience and that this effect would not be specific to training with letters. Our results demonstrated that the writing groups improved in letter recognition—one component of letter knowledge—significantly more than the viewing groups. The letter-writing group did not improve significantly more than the digit-writing group. These results suggest that visual–motor practice with any symbol could lead to increases in letter recognition. We interpret this novel finding as suggesting that any handwriting will increase letter recognition in part because it facilitates gains in visual–motor coordination. 相似文献
11.
The ability to recall and organize actions was studied in children from 5 to 11 years in age. 8 different auditory or visual commands were successively presented for 10 trials in each modality in a free-recall task. Younger children performed fewer commands but recalled relatively more recent ones, and they showed the same degree of subjective organization and the same degree and structure of hierarchical clustering as the older children. The hierarchical structure was independent of recall, age, and modality, with the motor actions being organized by the locus of the object or instrument of the verb in the command. The difficulty of the commands was highly correlated with uncertainty of the locus of the action, that is, the number of possible arguments (objects or instruments) a verb could assume, as measured by a subsidiary experiment on 8-year-olds who were asked to name as many parts of the body upon or with which one could perform each action. Developmental differences in recall appear to rise because of primary organization (retrieval) and rehearsal strategies rather than secondary organization. 相似文献
12.
Richard E. Clark 《教育心理学家》2013,48(2):92-101
There is evidence that negative correlations between student achievement and their enjoyment of instructional methods exist under certain circumstances. In aptitude‐treatment interaction (ATI) studies where two or more methods are allowed to interact with student aptitudes to predict enjoyment and achievement, it appears that students often report enjoying the method from which they learn the least. Selected ATI studies are reviewed, and an explanation is suggested which may account for the negative correlations between achievement and enjoyment in instructional settings. It appears that students make inaccurate judgments about the amount of effort they will have to expend to achieve maximum learning outcomes. Low ability students typically report liking more permissive instructional methods, apparently because they allow them to maintain a “low profile” so that their failures are not as visible. However, in order to experience maximum achievement low ability students require less permissive methods which lower the information processing load on them. High ability students like more structured methods which they believe will make their efforts more efficient when these lower load methods seem often to interfere with their learning. High ability students seem to learn more from more permissive approaches which allow them to bring their own considerable skills to bear on learning tasks. 相似文献
13.
Several studies have observed that school-aged, reading-disabled children have object-naming problems. In addition, significant
positive relationships between object-naming ability and reading and spelling skills have been observed for this population.
The co-occurrence of these problems has been explained by common underlying phonological deficiencies. Because written language
problems can persist beyond the school-aged years, the purpose of this study was to examine object-naming ability and the
relationship between object naming and written language of adults. Twenty-two adults, half with written language difficulties
and half without, performed four tasks: object naming, object recognition, reading, and spelling. Significant positive relationships
were obtained between object-naming ability and reading ability, object-naming ability and spelling performance, and reading
and spelling performance. In addition to phonological deficiencies, the results indicated that adult poor readers and spellers
lack knowledge of the orthographic structure of words. These findings suggest that problems underlying object naming and written
language do not resolve with cognitive maturation or additional years of experience with language and should be addressed
in the early school-aged years.
This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada to the second
author. 相似文献
14.
Young children's ability to differentiate appearance-reality and level 2 perspectives in the tactile modality 总被引：1，自引：0，他引：1
A key acquisition in the child's developing knowledge of the mind is the subjective-objective distinction, which includes a clear understanding that things may appear to be other than the way they really are (appearance-reality distinction) and may present different appearances to self and others (Level 2 perspective-taking). Previous studies using tasks involving visual appearances have found that most children do not show such understanding until 4 or 5 years of age. However, a conceptual analysis of tactile as compared to visual and other perceptual experiences suggested the hypothesis that this understanding might appear earlier if the appearances the child must identify are tactile rather than visual. This hypothesis was supported by the results of 3 studies. In Studies 1 and 2, 3-year-old subjects could correctly indicate, for example, that an ice cube they were feeling with a heavily gloved finger did not feel cold to that finger (tactile appearance for the self), did feel cold to the experimenter's ungloved or thinly gloved finger (tactile appearance for another person), and was a cold ice cube, really and truly (reality). In contrast, and consistent with previous research findings, they were much poorer at distinguishing between real and visually apparent object identity, number, and color. Similarly, in Study 3 they tended to perform better on tactile appearance-reality tasks involving the properties of number, wetness, and intactness than on visual appearance-reality tasks that involved these same properties. 相似文献
15.
2 studies were designed to test the prediction that spatial search strategies (i.e., "object permanence") may be influenced by locomotor experience. Infants were assigned to 3 groups based on locomotor history: prelocomotor, prelocomotor with walker-assisted experience, and hands-and-knees creeping. Infants in all groups were 8.5 months of age. Results showed that hands-and-knees and walker-assisted locomotor experience facilitated spatial search performance. The longer that infants had been moving, the higher their scores. Furthermore, there were no differences between the hands-and-knees and prelocomotor/walker-assisted groups, suggesting that the relation between locomotor experience and spatial search performance was not merely a function of the maturation of prone progression. A third study found that the quality of locomotion affected object permanence performance: Belly crawlers performed differently than infants with hands-and-knees or walker experience, insofar as they performed at prelocomotor levels regardless of weeks of locomotor experience. Taken together, the pattern of findings suggests that infants with more efficient modes of locomotion are more likely to profit from the experiences generated by locomotion. 相似文献
16.
In the present studies, we investigated 4- and 5- to 6-year-olds' ability to compare the distances covered by a direct route to a location and an indirect route to the same location. The distances ranged between 16 and 22 feet. The routes were visible from a single vantage point, and objects serving as landmarks were sometimes located along the routes. We found clear demonstrations of the two classic Piagetian distance errors—the direct-indirect error , in which children judge that a direct route and an indirect route cover the same distance, and the interposed object error , in which children judge that a route is shorter when it is segmented by an object located somewhere along the route. The interposed object error occurred because children focused on only one segment of the route, which was consistent with Piaget's explanation of the error. However, in contrast to Piaget, we found that about 40% of 4-year-olds could successfully avoid the direct-indirect error, and in addition, when the routes were visually displayed, they could also avoid the interposed object error. It is important that they also gave correct explanations for why the indirect route was longer, by referring to the fact that it was not straight. For these children at least, the interposed object error was due to difficulty they had representing routes, rather than to a misconception of distance. We suggest that future research should examine whether that may also be true for younger children. 相似文献
17.
汪玉敏 《黑龙江教育学院学报》2014,(1):88-89
对聋童来说,"阅读"是他们在接受几年的学校教育中主要发展的能力。由于聋童的词语匮乏,生活经验少,对一般的文章不能产生兴趣,语言能力发展迟缓,对文章中的语句不大了解。因而他们会渐渐地避开文字,不会去阅读文章,这就严重影响了他们将来融入社会生活、劳动、与人沟通、交流等能力。他们只有从小习得阅读方法,培养爱阅读、阅读后养成写读书笔记的习惯,他们长大以后就可以掌握资源,开拓视野,增进人与人的交往,从而肯定自我,融入社会。 相似文献
18.
ABSTRACTIn this paper, we offer a Leftist critique of standard liberal defenses of the public school. We suggest that the standard arguments employed by mainstream liberal defenders of the public school are generally inadequate because they fail to provide a credible representation of their historical object, let alone effective remedies to our current problems. Indeed, many of these narratives, in our view, are grounded in fantasies about what public schools, or teaching and learning, are or could be, as much as they are grounded in the historical realities of public schools or the realities of so-called privatization. We speculate whether the self-identification of the proponents of this cause as ‘progressive’ is not part of this ideological construction and if the underlying political agenda is not in fact more conservative. 相似文献
19.
Clare Wood 《教育心理学》1999,19(3):277-286
ABSTRACT A review of current literature into children's use of orthographic analogies during reading results in an apparent contradiction: that normal readers’ ability to draw such analogies is not predicted by their prior phonological awareness (Muteret al., 1994), rather by their reading experience and proficiency (Bowey and Underwood, 1996), but that dyslexic children are less able to draw these analogies because of theirlack of phonological awareness (Hanleyet al., 1997). It is suggested that in the absence of extensive reading experience, a combination of analogous problem‐solving ability and phonological awareness may be necessary for the successful use of orthographic analogies during reading. To assess this possibility, 70 children of limited reading experience and ability were assessed on phonemic awareness, their ability to make visual analogies and use orthographic analogies when reading. Phonemic awareness was able to account for 14% of the variance in reading ability. Phonemic awareness also accounted for 40% of the variance in children's orthographic analogy scores, and the ability to make visual analogies accounted for another 5%. It was also found that the ability to make orthographic analogies does not account for variance in reading ability scores once phonemic awareness has been taken into account. 相似文献
20.
Keith Weber 《Educational Studies in Mathematics》2001,48(1):101-119
The ability to construct proofs is an important skill for all mathematicians. Despite its importance, students have great
difficulty with this task. In this paper, I first demonstrate that undergraduates often are aware of and able to apply the
facts required to prove a statement but still fail to prove it. They thus fail to construct a proof because they could not
use the syntactic knowledge that they had. By comparing doctoral students and undergraduates constructing proofs in abstract
algebra, I have hypothesized four types of `strategic knowledge' – knowledge of how to choose which facts and theorems to
apply – which the doctoral students appeared to possess and undergraduates did not. The doctoral students appeared to know
the powerful proof techniques in abstract algebra, which theorems are most important, when particular facts and theorems are
likely to be useful, and when one should or should not try and prove theorems using symbol manipulation.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献