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1.
Susan Bruce Zayyad Muhammad 《International Journal of Disability, Development & Education》2009,56(3):229-246
This article presents a review of the literature on object permanence with an emphasis on research on children with severe disabilities. Object permanence is the realisation that objects continue to exist in time and place even when they are no longer visible. This understanding is achieved across Stages IV(VI of Piaget’s Sensorimotor Period. Children with intellectual disability, physical disabilities, blindness, and autism develop object permanence in a similar sequence although at a slower rate than children without disabilities. Challenges with regulation make it difficult for children with autism to demonstrate object permanence knowledge in Stage VI tasks. There is ample evidence that children with severe disabilities benefit from direct and systematic instruction of object permanence. Assessment‐based instruction, establishment of visual attention, consideration of the characteristics of the object to be hidden (including the impact on differential attention), repeated naming of the object, individually appropriate prompting procedures, and direct reinforcement have been found to support mastery of object permanence in children with disabilities. 相似文献
2.
We report on stable individual differences in young yellow-crowned parakeets across 38 tasks of cognitive development on three scales involving object permanence, means-end relations, and spatial relations. Stable performance ranks on blocks of tasks emerged after 13 weeks in two groups of sibling parakeets, one hand-reared and the other parent-reared. Examination of subject characteristics, such as hatch order, sex, general activity level, avoidances, latencies, social status, and errors, showed no significant correlations with these performance ranks. Characteristic individual approaches to unstructured play activities (from a fourth scale) were consistent with individual behavioral differences seen on the structured cognitive tasks. 相似文献
3.
Object permanence was assessed for cats and dogs, using tasks analogous to those typically employed for human infants. Neither species solved all of the problems correctly when rewarded only by the discovery of a hidden toy. However, both species showed that they had fully developed concepts of object permanence when the problems were changed so that the animals had to search for hidden food in an odor-control procedure. These results indicate that sensorimotor intelligence is completely developed in these nonprimates. 相似文献
4.
Gagnon and Doré (1992) showed that domestic dogs are able to solve a Piagetian object permanence task called the invisible displacement problem. A toy is hidden in a container which is moved behind a screen where the toy is removed and left. Dogs make more errors in these problems than they do in visible displacement tests, in which the object is hidden directly behind the target screen. In Experiment 1, we examined components of the standard procedure of invisible displacements that may make encoding or retention of the hiding location more difficult than it is in visible displacements. In Experiment 2, we compared dogs’ performances in visible and invisible displacement problems when delays of 0, 10, and 20 sec were introduced between the object’s final disappearance and the subject’s release. The results revealed that dogs’ poorer performance in invisible displacement tests is related to the complex sequence of events that have to be encoded or remembered as well as to a difficulty in representing the position change that is signaled, but not directly perceived. 相似文献
5.
The development of detour ability during infancy 总被引：1，自引：0，他引：1
J J Lockman 《Child development》1984,55(2):482-491
3 longitudinal studies were conducted to examine the generalization of detour ability across motor responses and barrier types and the relationship between the development of object permanence and detour ability. In Experiment 1, 12 8-month-olds were tested every 3 weeks for 4 months on 4 different detour problems and Stage 4 and 6 object permanence tasks. In the detour problems, infants had to reach or move around a transparent or opaque barrier to obtain an object. The results indicated that infants made reaching detours before corresponding locomotor ones and generally made detours around opaque barriers before transparent ones. Infants also solved the Stage 4 task before the detour problems but failed to solve the Stage 6 task before testing ended. The results of Experiments 2 and 3 suggested that the difference in reaching and locomotor detour performance was not an artifact of barrier length or the infant's position relative to the barrier. The overall results are discussed in relation to issues of developmental synchrony and Piaget's theory of infant spatial development. 相似文献
6.
Susan Wood Kathleen M. Moriarty Beatrice T. Gardner R. Allen Gardner 《Learning & behavior》1980,8(1):3-9
In a repeated-measures design, two infant chimpanzees and three human infants were tested in like manner using the Uzgiris and Hunt (1975) stepwise assessment instrument for the development of object permanence in human infants. Comparisons between chimpanzee and human subjects showed similarities in the number of steps achieved, in the order and rate of achieving the steps, and in the detailed characteristics of searching behavior. These results suggest that the course of development of the concept of object permanence, as described by Piaget, is a very general one. 相似文献
7.
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
8.
赵娟 《牡丹江教育学院学报》2009,(1):64-65
主体和客体是一对哲学术语。主体是参加社会实践的人,客体是主体指向、认识和改造的对象。哲学对主、客体关系的描写适合对翻译主、客体的描写。翻译主体是从事翻译活动的人,即译者;而翻译客体是译者指向、认识和改造的对象。利用哲学观点,探讨翻译主、客体的本质特征及其关系,旨在使译者准确地把握翻译客体的多雏性,充分发挥主体的主观能动性,使翻译主、客体达到完美的结合。 相似文献
9.
审美主体从"观物取象"到比兴思维下的物我交融，直至在审美活动中获得情感满足的心理过程，体现了审美意象生成的动态性。审美主体的情感因物而兴，同时又以物为寄托。比兴思维与想象是主体在审美意象生成过程中实现物我交融的方式。审美主体在"观"和"取"中的心理倾向体现了审美意象动态生成的必然属性。无论是基于物我关系的创构，还是随着主体生命活动而不断变化，抑或是在历史文化中发展，都表明审美意象不是预成的，而是动态生成的。 相似文献
10.
周崇谦 《张家口职业技术学院学报》2007,20(2):48-50
对近代汉语被动句,先根据有无主语进行分类,分出“有主语被动句“和“无主语被动句“.然后根据受动者出现的次数,对有主语被动句作第二层次的分类,分出“受事一现被动句“和“受事二现被动句“;同时根据有无受动者,对无主语被动句作第二层次的分类,分出“有受事无主语被动句“和“无受事无主语被动句“.通过这么两次两层次的分类,近代汉语被动句的句式就形成了系统,具备了整体性、结构性、层次性、开放性. 相似文献
11.
孙宜晓 《淮南师范学院学报》2008,10(1):31-35
主体和客体的问题是认识论的基本问题,皮亚杰发生认识论的主客体思想在微观领域丰富和发展了辩证唯物主义认识论的主客体思想的丰富和发展。 相似文献
12.
中西智慧在本质上都希望主客体关系协调统一的发展。中国智慧的思维特性表现为主客融合，强调客体主体化，但往往导致主体自我中心的遮蔽；西方智慧的思维特性表现为主客对立，强调主体客体化，又往往导致主体自我中心主义。如果二者结合，既注重客体的自然世界丰富，又注重主体的心灵世界的丰富，则是人类理想的思维方式。 相似文献
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14.
阿多诺认为传统的主客体理论, 通过主体中介客体实质上建立了主体的绝对统治, 所以必须超越这种主客体的二元对立模式, 在树立客体优先性地位的基础上建立主体与客体间张力式的关系。阿多诺在对文化工业的分析中围绕主体、客体、人等一系列重要范畴, 揭示了文化工业的实质特性。基于这种中介思想的体认, 阿多诺建立了独特的客体向度的文化救赎式道路。 相似文献
15.
论述庄子的主客体平等、主客体相互联系及客体对主体的制约等关于主客体关系的思想,并认为庄子的主客体关系的思想有许多真知灼见。对于我们今天正确处理主客体关系,仍然具有启迪作用。 相似文献
16.
刘卫英 《十堰职业技术学院学报》2001,14(1):70-72
“闪回”是以客体时而中断来引起主体连贯性感觉的电影艺术手段，可以推广到教学中，其大体可分为印证闪回、类比闪回、对比闪回、互见闪回。“闪回”可在新旧知识联系中提高思维能力，有利于保持学生注意力的持久和稳固；其适当应用，还有助于调节学生自信心与探索欲的两关系。 相似文献
17.
The perceived spatiotemporal continuity of objects depends on the way they appear and disappear as they move in the spatial layout. This study investigated whether infants' predictive tracking of a briefly occluded object is sensitive to the manner by which the object disappears and reappears. Five-, 7-, and 9-month-old infants were shown a ball rolling across a visual scene and briefly disappearing via kinetic occlusion, instantaneous disappearance, implosion, or virtual occlusion. Three different measures converged to show that predictive tracking increased with age and that infants were most likely to anticipate the reappearance of the ball following kinetic occlusion. These results suggest that infants' knowledge of the permanence and nonpermanence of objects is embodied in their predictive tracking. 相似文献
18.
崔立斌 《天津师范大学学报(社会科学版)》2005,16(6):75-78
先秦汉语动词作主语、宾语跟名词作主语、宾语是不同的，先秦汉语动词作主语、宾语有四种不同情形：动词作主语、宾语；动词作主语、宾语后活用为名词；动词作主语、宾语时兼有名词性质；动词跟作主语、宾语的词是不同的单位。因此，先秦汉语动词的活用和兼类就少一些。 相似文献
19.
以唯物辩证法为理论指导进行分析,当代中国人的现代化是“主体客体化”和“客体主体化”的辩证统一关系;而当代中国社会的现代化是“社会主体现代化”和“社会客体现代化”的辩证统一关系。人的现代化在当代中国现代化中获得了前所未有的全面推进的可能性。 相似文献
20.
张全廷 《三门峡职业技术学院学报》2006,5(1):62-66
创作过程是由动力情感、主体情感、体验情感、对象情感共同作用而完成的一个系统工程。动力情感具有偶发性、持续性、变化性、自控性的特征;主体情感具有稳定性、倾向性、理智性的特征;体验情感具有实践性、本真性、多样性、深刻性的特征;对象情感具有审美性、自主性、感染性的特征。动力情感推动主体情感和体验情感的活动,主体情感一方面融化在对象情感之中,一方面又跳出来,从理性角度对对象情感进行价值判断。在判断过程中,相互冲突,相互搏斗,相互突进。体验情感是主体情感和对象情感的中介。对象情感一方面接受主体情感的渗透,一方面反向刺激主体情感。 相似文献