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1.
Maternal language to prelinguistic infants: syntactic aspects   总被引：1，自引：0，他引：1  
Maternal speech to children has been shown to vary by age and language ability of the children. Previous studies have usually involved children over 1 year of age. In this study maternal speech to male and female 4-, 6-, and 8-month-old infants was recorded in the laboratory. Mothers used shorter utterances to 8-month-olds than to 4- or 6-month-olds, presumably in response to the infant's changing level of comprehension. Mothers used more sentences with subjects, verbs, or objects deleted to 8-month-olds and more complex sentences to 4-month-olds.  相似文献   

2.
A sample of 30 teachers were given a questionnaire about how they viewed the relationship between playful fighting and real fighting. In addition, these teachers and 20 children aged five to seven were shown a videofilm of 20 fighting episodes, some playful and some real, and asked to make judgements about them; the responses of teachers and children were compared. Teachers reported difficulty in distinguishing playful from real fighting for about one‐third of occasions ‐ sometimes due to false information from children, and sometimes due to missing the whole of a complex sequence. They also thought that play fighting was about twice as frequent as real fighting, with both much more frequent in boys than girls; and that nearly one‐third of play fighting episodes would turn into real fighting (more often for boys than girls). The video analysis showed that the teachers tended to agree with children about the nature of episodes, but verbally reported a wider range of cues in making their judgements. Results are discussed in terms of some apparent areas of disagreement between teachers, children and outside observers concerning the relative frequency of playful and real fights, and the likelihood of the former turning into the latter.  相似文献   

3.
Emotional/behavioral problems of 238 deaf Dutch children ages 4-18 years were studied. Parental reports indicated that 41% had emotional/behavioral problems, a rate nearly 2.6 times higher than the 16% reported by parents of a Dutch normative sample. Mental health problems seemed most prevalent in families with poor parent-child communication. Deaf children ages 12-18 showed more problems with anxiety and depression and more social problems than those ages 4-11. Deaf children with relatively low intelligence showed more social problems, thought problems, and attention problems than those with relatively high intelligence. The authors stress the need to get information on deaf children's mental health functioning not just from parents but from other informants such as teachers and the children themselves. An expansion assessment of deaf children, and of special services and treatments for deaf children and adolescents with emotional/behavioral problems, is recommended.  相似文献   

4.
OBJECTIVE: This follow-up investigation studied the extent of bullying among children aged 8 (Study 1) and 12 (Study 2), and measured the persistence of this behaviour. The relationship between bullying and psychological disturbance at these two time points was also studied. Furthermore, the relationships between bullying and some background factors were investigated. METHOD: 1268 children were studied at two time points using three different questionnaires. Parents filled out the Rutter A2 Scale, teachers the Rutter B2 Scale and children themselves the Children's Depression Inventory (CDI). RESULTS: Males outnumbered females at both time points among bullies, bully-victims (children who both bully and are victims) and victims. There was a clear difference between the genders among bullies and bully-victims, but the difference was quite minimal among victims. The number of children involved in bullying declined somewhat during the 4-year follow-up period, and a substantial number of children changed status, bullies became bully-victims for example. Nearly half the children involved in bullying in Study 2 had been involved 4 years earlier. Those children who were bully-victims in Study 1 were most commonly found to be still involved in bullying 4 years later. At both time points, children involved in bullying were found to have significantly more psychiatric symptoms than other children, and to be psychologically disturbed. Males and children from low SES families were more prone to continue to be involved in bullying over a 4-year period. CONCLUSIONS: Bullying is common among children, and in many cases lasts for years. Bully-victims are particularly at risk of remaining involved in bullying over longer periods. Also, children involved in bullying often have psychiatric problems and are disturbed.  相似文献   

5.
Forty 6- to 7-year-old children were tested with single-step, addition/subtraction story problems with and without superfluous numerical information. Half of the children were allowed to find out the solution using objects and half were given pen and paper. Fewer problems with superfluous information than those without such information were solved accurately. Less than half of the problems were attempted with spontaneous modelling with objects and rarely were pen and paper used. In many cases, the use of objects could not facilitate solution of problems with superfluous information thus suggesting that in these cases children's failure to solve the problems could not be explained just by an increase in the cognitive demand for selective attention to, and memory of, the relevant information.  相似文献   

6.
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   

7.
Gopnik A  Sobel DM 《Child development》2000,71(5):1205-1222
Three studies explored whether and when children could categorize objects on the basis of a novel underlying causal power. To test this we constructed a "blicket detector," a machine that lit up and played music when certain objects were placed on it. First, 2-, 3- and 4-year-old children saw that an object labeled as a "blicket" would set off the machine. In a categorization task, other objects were demonstrated on the machine. Some set it off and some did not. Children were asked to say which objects were "blickets." In an induction task, other objects were or were not labeled as "blickets." Children had to predict which objects would have the causal power to set off the machine. The causal power could conflict with perceptual properties of the object, such as color and shape. In an association task the object was associated with the machine's lighting up but did not cause it to light up. Even the youngest children sometimes used the causal power to determine the object's name rather than using its perceptual properties and sometimes used the object's name rather than its perceptual properties to predict the object's causal powers. Children rarely categorized the object on the basis of the associated event. Young children also sometimes made interesting memory errors-they incorrectly reported that objects with the same perceptual features had had the same causal power. These studies demonstrate that even very young children will easily and swiftly learn about a new causal power of an object and spontaneously use that information in classifying and naming the object.  相似文献   

8.
OBJECTIVE: Baseline data are reported on the demographics, psychological adjustment, victimization, and perpetration histories of 127 6- to 12-year-old children who have engaged in developmentally unexpected sexual behaviors. Information regarding the children's caregivers, and their extended families, is also presented. Data were collected during intake of the families into a longitudinal treatment outcome study. METHOD: A comprehensive battery of psychometric devices and a structured interview were completed with 127 children with sexual behavior problems and their primary caregivers at intake to a treatment outcome study. RESULTS: More than half of the children engaging in developmentally unexpected sexual behaviors had been abused both sexually and physically by more than two different perpetrators. One-third of the people who had maltreated these children were less than 18 years old. These children had acted out against an average of two other children. High levels of distress in the children and their caregivers were evident across a number of psychometric and historical variables. CONCLUSION: Children with sexual behavior problems exhibited a number of functional impairments commonly associated with maltreatment, including learning and psychiatric disorders. Their caregivers and families manifested several characteristics that deter children's recovery from maltreatment, including an impaired attachment between parent and child. The scope of the children's problems requires that treatment extend beyond the therapist's office to include schools and other agencies or individuals with whom the child and families have regular contact.  相似文献   

9.
3 experiments were conducted to investigate the claim made by Wimmer, Hogrefe, and Perner that 3-4-year-old children do not understand that people gain knowledge about something by looking at it. The first experiment involved a simple forced-choice procedure in which children had to judge which of 2 assistants knew what was inside a box when one of the assistants had looked inside and the other had lifted it up. In this experiment, the children did realize that the assistant who had looked in the box knew its contents. The second experiment followed the Wimmer et al. procedure, but with a simpler question form. The children were just asked to state whether someone knew what was in the box. Again, the children were able to work out that a person who had looked in a box knew what was inside it. In the third experiment, a direct comparison was made between the simpler question and the more complex, double-barreled question asked by Wimmer et al. The children found the more complex question considerably harder. The results of these experiments suggest that, in contrast to the claims made by Wimmer et al., 3- and 4-year-old children do understand that looking leads to knowing, and that their difficulty in the Wimmer et al. study was mainly with the form of the question that they were asked.  相似文献   

10.
The study presented here will examine the connection between teaching and development, focusing in particular on how children solve “missing addend” story problems. Vygotsky’s theory of development will serve as the framework. Ordinarily, when second graders are forced to solve a problem of this type by choosing an arithmetic operation (+ or ?), half of them fail. The most frequent error is choosing addition. The subjects in the experiment presented here were second graders who had always been given the opportunity to use objects or drawings to “act out” (model) the actions expressed in the problem statament. They had never been in the above “forced-choice” situation. Moreover, they had been taught to use a “forward strategy” to solve subtraction problems like 42–36 (to get from 36 to 40, it takes 4; and then to get to 42, it takes 2 more) and a “backward strategy” for subtraction problems like 42–6. When given the following missing-addend problem: “Pierre has 63 pieces of candy and paul has 4. Paul wants to have the same number of pieces as Pierre. How many pieces of candy must Paul buy?” none of these children performed an addition, approximately half did a subtraction, and the others succeeded by using a breakdown strategy or a drawing. The overall success rate was 92%. The results obtained suggest a way of operationalizing the notion of “zone of proximal development” for problem solving of this type.  相似文献   

11.
Recent analyses of natural kind terms (e.g., dog, gold) suggest that people expect members of a kind to share unforeseen properties. The present study investigated the development of this expectation by studying children's inductive inferences. On each of a series of problems, 3- and 4-year-old children were taught a new fact about an object and then were asked whether it would generalize to: an object that looked like the original, that had the same label as the original, that looked like the original and had the same label, or that differed from the original in both respects. The results indicate that 3- and 4-year-olds drew more inferences based on category membership than on perceptual appearances, when both were available. Furthermore, children often based their inferences on category membership even when no label was provided. Thus even 3-year-olds assumed that natural kind categories include more than superficial features.  相似文献   

12.
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13.
4-5-year-old, 6-7-year-old, and 8-9-year-old children were given picture-recognition tasks in which recognition stimuli were systematically varied with respect to familiarization stimuli. Subjects were required either to verbalize or remain silent during familiarization and to identify either central figure only or whole picture recognition. Results suggested that (a) young children base recognition primarily on central figure whereas older children are more likely to utilize the entire stimulus array, and (b) younger children are more likely than older children to use spoken labels as a basis for recognition when they verbalize during familiarization.  相似文献   

14.
The purpose of this article is to present two experiments investigating the ability of children aged 4, 5 to 7 years to reason about temporal problems. The first experiment indicates that within the same problem space, temporal problems are not found by children to be of equal complexity, and secondly that children throughout the age range investigated were able to solve temporal problems with varying sophistication. The second experiment continued the investigation of temporal problem solving using a computer based task. Children’s performance was compared when were given feedback about the effectiveness of their solutions and when no feedback about the effectiveness of their solutions and when no feedback was given. The data suggested firstly, that feedback contributes to the level of sophistication of the solutions offered rather than to overall success, and secondly that the feedback condition contributes to an understanding of the problem space such that children who were given feedback were more effective problem solvers in a subsequent retest.  相似文献   

15.
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16.
Abstract

The authors investigated the development of the ability of 4-, 5-, 6-, and 7-year-old bilingual children to perform a complex perceptual-motor task when they were given only Spanish or English verbal instructions. Results indicated that children perform better when given Spanish instruction. This was especially true of the 5-year-olds. Results also indicated that performance under both languages increased with age, and that a stable system of perceptual-motor connections was established by verbal instruction under the Spanish treatment at age 6 and under the English treatment at age 7.  相似文献   

17.
文章使用自编积极心理品质问卷、青少年亲社会倾向量表和儿童长处和困难问卷,抽取安顺市6所学校4－6年级学生,通过与一般儿童的比较,梳理留守儿童的积极心理品质。研究发现,留守儿童中主动帮助他人、主动求助、经常帮助做家务的人数比例高于一般儿童。除了在同伴交往方面留守儿童得分高于一般儿童,在亲社会行为和情绪行为问题各因子上,留守儿童与一般儿童均没有差别。结果表明,尽管留守儿童“亲情缺失”,但他们并没有表现出较多的心理行为问题。最后提出促进留守儿童积极心理品质发展的教育建议。  相似文献   

18.
As part of a large scale mathematics study, students were asked to make up a mathematics problem that would be difficult for a friend to solve. They were also asked to solve the problem themselves. A sub-sample of 11- to 13-year-olds was interviewed while they worked through the items in the study.The problems made up by a group of eight more able and eight less able children from this sub-sample are reported here, together with the comments the children made during the interviews about their respective problems.The results highlight features of the problems made up by the two groups of children. In general, the more able children made up problems of greater computational difficulty, with more complex number systems and with more operations than their less able peers. In addition, there is evidence to suggest that the more able students planned their problems and were able to work out the answer, while their less able peers had difficulty with both the planning and the solution of their own problems.As the substance and style of the problem made up by each child uniquely reflects that child's mathematical experiences and ideas, the made up problem is a particularly useful tool for studying mathematically talented children for whom routine tasks are usually completed quickly and accurately.  相似文献   

19.
The purpose of this study was to better understand whether visual discrimination abilities are related to reading intelligence and other achievement areas in children with learning disabilities and normally achieving children. Children with visual discrimination problems were identified using the Gibson letter-like visual discrimination task. This task was given to a large sample of children with learning disabilities as well as a sample of normally achieving children. All children were followed throughout elementary school. Results indicated that children with learning disabilities who had visual discrimination problems at 6 or 7 years of age performed more poorly in reading and general achievement over the elementary school years in comparison to the other children with learning disabilities and compared to normally achieving children. Discussion centers around the importance of this skill for reading.  相似文献   

20.
Young children (ages 4 and 5) and school-aged children (6 to 10) from a day-care center were randomly assigned to a sexual abuse prevention training group and a wait-list control group. Children in the prevention training group were exposed to a three-hour program teaching common sexual abuse prevention concepts (e.g., the difference between OK and not-OK touches). Children in both groups were given a structured interview before and after the prevention group received training. Results of a repeated measures multivariate analysis of variance indicate that children in the prevention training group significantly increased their knowledge of prevention concepts while children in the control group did not. Older children learned more than younger children. Both younger and older children had greater difficulty learning prevention concepts of an abstract nature than concepts of a specific nature.  相似文献   

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