共查询到20条相似文献，搜索用时 31 毫秒
1.
David H. Uttal 《Child development》1996,67(6):2763-2779
Young children have performed poorly in spatial tasks that require the scaling and reconstruction of a configuration. The present research investigated whether or not children's reconstructions nevertheless preserved the relative positions of objects within the configuration. In Experiment 1, preschoolers (ages 4 and 5), young elementary school children (ages 6 and 7), and adults were asked to reconstruct symmetric configurations of six objects that were depicted on simple maps of an empty room. Most subjects preserved the overall configuration of objects, but preschoolers placed the objects far from the correct locations. Many of the preschoolers' reconstructions contained systematic transformations; many reconstructions were off-center and too small or too large. In Experiment 2, the configurations were asymmetric, and preschoolers performed substantially worse than in Experiment 1. Experiment 3 demonstrated that preschoolers could reconstruct the asymmetric configurations when scaling was not required. Taken together, the results reveal that even young children can represent and transform an entire configuration of objects. At the same time, the results reveal important developmental differences. 相似文献
2.
Three studies investigated children's belief in causal determinism. If children are determinists, they should infer unobserved causes whenever observed causes appear to act stochastically. In Experiment 1, 4-year-olds saw a stochastic generative cause and inferred the existence of an unobserved inhibitory cause. Children traded off inferences about the presence of unobserved inhibitory causes and the absence of unobserved generative causes. In Experiment 2, 4-year-olds used the pattern of indeterminacy to decide whether unobserved variables were generative or inhibitory. Experiment 3 suggested that children (4 years old) resist believing that direct causes can act stochastically, although they accept that events can be stochastically associated. Children's deterministic assumptions seem to support inferences not obtainable from other cues. 相似文献
3.
Karl S. Rosengren Susan A. Gelman Charles W. Kalish Michael McCormick 《Child development》1991,62(6):1302-1320
Beliefs about naturally occurring transformations were examined in children aged 3 to 6 years in 4 experiments. Experiment 1 tested children's understanding that animals (but not artifacts) predictably get larger over time. Experiment 1a examined whether the results obtained in the first experiment could be attributed to an added memory component on the artifact task. Experiment 2 further examined beliefs about the aging of artifacts. In Experiment 3, color and shape (metamorphosis) changes of animals were investigated. At all ages, children appeared to understand that animals get larger and not smaller with age. While older children and adults allowed for rather dramatic changes in the size and shape of animals over the life span if the alternative involved decreasing in size with age, preschool children were less willing to accept these changes. Taken together, the results of these studies suggest that even young preschool children have 2 conceptual insights about natural transformations: that they are lawful and nonrandom, and that they are domain and mechanism specific. Further, children as young as age 3 are able to go beyond the perceptual appearance of animals in making judgments about transformations caused by growth. Implications for children's understanding of personal and species identity are discussed. 相似文献
4.
Conflict has frequently been hypothesized to play an important role in development, and yet, until recently, little empirical work has been conducted on preschoolers' social conflicts. The aim of this study was to investigate the types of social issues that produce conflicts, the extent to which children respond positively to protests from others, and how conflicts are resolved. Children were observed in two contexts: semi-structured peer groups in which adults did not intervene, and school-time free-play. The results showed that even when adults do not intervene, children are often responsive to protests from others and resolve conflicts on their own. Differences were also observed for the types of issues that generate conflicts in the two settings and the types of conflicts that children respond to most often. These results indicate that children's conflicts are not solely negative or aggressive and that children's social interactions and their social contexts are multi-dimensional. The findings point to interpersonal aspects of settings, such as the differential role of adults and peers, and to contextual features of settings, such as free-play and sustained play, that should be considered by teachers and parents when structuring social interactive opportunities for young children. 相似文献
5.
2 experiments examined hyperactive children's attentional diffusion, that is, their tendency to underfocus their attention during learning. In Experiment 1 hyperactive children correctly rejected more incorrect incidental information than their nonhyperactive peers, indicating they were more likely to process noncentral attributes. This type of diffuse attention did not interfere with hyperactive children's overall memory performance. Experiment 2 varied the difficulty level of encoding central information, either by limiting the time available for encoding it (brief vs. long) or by varying the meaningfulness of the central information (high associative value shapes vs. low associative value ones). Results showed that hyperactives outperformed nonhyperactives on incidental recognition only when the encoding demands of the central task were easy. Easy encoding permitted them to attend to incidental information without sacrificing central information. Taken together, the results of both experiments demonstrated the validity of the attentional diffusion hypothesis and indicate the need to assess the central processing demands associated with central and incidental learning in order to evaluate the extent of hyperactive children's attentional diffusion. 相似文献
6.
There is substantial evidence that clinically referred and nonreferred high-anxious adults selectively shift attention toward threatening stimuli. In contrast, low-anxious adults shift attention away from threatening stimuli. Recent evidence suggests that clinically referred anxious children also selectively attend to threatening information. The present study tested for the presence of such a bias in a nonreferred sample of high-anxious children and also included the first adequate test for an attentional bias away from threat among low-anxious children. 20 high- and 20 low-test-anxious children, 11–14 years of age, completed a task in which visual attention was indexed by latency to detect probes following emotionally threatening and neutral words. Results supported the predicted attentional bias toward threat cues among high-test-anxious children. Unexpectedly, the predicted attentional bias away from threat cues was found only among low-test-anxious boys. Low-test-anxious girls attended equally to threatening and neutral words. In sum, selective attention mechanisms influence children's processing of threatening information and may play a role in the regulation and dysregulation of childhood anxiety. 相似文献
7.
Two experiments examined how imposing a delay between learning and reproducing locations influences children's memory for location. In Experiment 1, ninety-six 7-, 9-, and 11-year-old children and adults learned the locations of 20 objects in an open, square box divided into four regions by opaque walls. During test, participants attempted to place the objects in the correct locations without the aid of the dots that had marked the locations or the boundaries that had divided the space. The test phase began either immediately following learning or following a 12-min delay. As predicted by the Category-Adjustment model, bias toward category centers increased significantly following an intervening delay. Moreover, the magnitude of categorical bias followed a systematic U-shaped developmental pattern. Results from a second study (N = 72) replicated this developmental pattern. Discussion focuses on the implications of these results for understanding how children and adults remember locations. 相似文献
8.
Two experiments tested the claim that the transparency of Korean fraction names promotes fraction concepts (Miura, Okamoto, Vlahovic-Stetic, Kim, & Han, 1999). In Experiment 1, U.S. and Korean first and second graders made similar errors on a fraction-identification task, by treating fractions as whole numbers. Contrary to previous findings, Korean children performed at chance when a whole-number representation was included. Nonetheless, Korean children outperformed their U.S. peers overall. In Experiment 2, U.S. children's performance improved when fraction names were used that explicitly referred to part-whole relations like Korean fraction names. U.S. children's scores actually exceeded those of Korean children. Thus, although the differences in fraction names may influence children's performance, this may not account for the reported cross-national differences. 相似文献
9.
Paul Kim Elizabeth BucknerHyunkyung Kim Tamas MakanyNeha Taleja Vallabhi Parikh 《International Journal of Educational Development》2012,32(2):329-340
This study explores the effectiveness of a game-based mobile learning model for children living in underdeveloped regions with significant contextual variations. Data for this study came from a total of 210 children between the ages of 6-14 years old from six marginalized communities in India. The findings reveal that children with little or no previous exposure to technology were able to not only figure out the given mobile learning technology, but also solve a series of incrementally challenging problems by playing math games without specific intervention or instruction by adults. The study also found that various factors, including gender and group size, do affect children's ability to adopt and learn while presenting a unique set of learning interaction patterns. This paper concludes with specific recommendations for future ICT4D (Information and Communication Technology for Development) projects for educational development particularly targeting developing regions. 相似文献
10.
Children''s Awareness of the Biological Implications of Kinship 总被引：5，自引：0，他引：5
Ken Springer 《Child development》1992,63(4):950-959
Preschoolers' thinking about kinship was explored by means of a simple induction task. A target animal was described as possessing a property, and children were asked whether each of 2 other animals shares the property or not. When no information about kinship was given, children in Experiment 1 based their inductions of biological properties on physical similarity. However, when kinship relations were specified, children judged that dissimilar-looking kin share more biological properties than similar-looking but unrelated members of the same species. In Experiment 2, describing the similar animals as socially related did not change the basic pattern of inductions obtained in the first experiment. Moreover, subjects in Experiment 3 did not induce more acquired physical and psychological properties among families than among unrelated animals. The results of Experiments 1 and 2 illustrate one case where young children favor a nonperceptible relation (kinship) over a perceptible one (similarity) as a basis for judgment. The overall pattern of data suggest that young children distinguish to some extent between the biological and social domains. 相似文献
11.
The present study examines the role of orthographic complexity on Italian children’s word reading. Two experiments are reported
in which elementary school children (3rd and 5th graders) read aloud words containing simple or contextual letter-sound conversion
rules. In Experiment 1, both groups of participants read words containing contextual rules more slowly and less accurately
than words containing simple, non-contextual rules. Experiment 2 showed that the effect of rule complexity held for low but
not high frequency words, on both reading speed and accuracy. No interactions with grade were found. This pattern is in line
with previous findings on the effects of rule contextuality on adult performance [Burani, C. Barca, L. & Ellis, A. W. (2006).
Psychonomic Bulletin & Review, 13, 346–352]. Despite the regularity of the Italian orthography, the presence of complex rules influences both reading speed
and accuracy of young readers. Moreover, the reading system of readers of a shallow orthography seems efficient from the first
years of reading instruction. 相似文献
12.
Children's ability to make probability estimates: skills revealed through application of Anderson's functional measurement methodology 总被引：2，自引：0，他引：2
Functional measurement methodology was used to assess children's attention to the total number of alternative outcomes as well as the number of target outcomes when making probability estimates. In Study 1, first-, third-, and fifth-grade children were given the task of estimating on a simple, continuous but nonnumeric scale the probability of drawing a particular color of jelly bean from a bag containing either 1, 2, or 3 jelly beans of that color, and either 6, 8, or 10 jelly beans total. In Study 2, first- through fifth-grade children were given the task of estimating the likelihood that a bug would fall on a pot containing a flower when presented displays of planters containing either 2, 3, 4, or 5 pots with flowers, and 6, 8, or 10 pots total. In both studies, the children were exposed to each of the combinations of numerator and denominator across 3 replications. The results indicate that all age groups attend to variations in the denominator as well as to variations in the numerator, and, furthermore, that they attend to the interaction between these variables. This finding contrasts sharply with research that requires children to choose which of 2 containers offers the greater chance of yielding a target item in a blind draw. It is suggested that children possess the skill to make accurate probability estimates, but they are unaware that these estimates should always be made and used when comparing the probability of an event across trials. The findings are discussed in relation to the broader issue of the limitations of the choice paradigm as a means of investigating children's thinking. 相似文献
13.
Reflecting on Scientific Thinking: Children's Understanding of the Hypothesis-Evidence Relation 总被引：1，自引：1，他引：1
3 experiments were carried out to examine children's understanding of the role of covariation evidence in hypothesis formation. Previous research suggested that it is not until 8 to 11 years of age that children begin to understand how a given pattern of covariation supports a particular hypothesis about which factor is causally responsible for an observed effect. Experiments 1 to 3 employed a different (fake evidence) technique than previous research and showed that by 6 years of age most children understand how evidence would lead a story character to form a different hypothesis than the subject's own. Experiment 3 showed that most 6- and young 7-year-olds understand how a character's future actions (e.g., choice of an object) and predictions of future outcomes depend on the hypothesis he or she holds. 相似文献
14.
The Priority of Separable Perception in Stimulus Classifications of Children with Mental Retardation
Children (mean CA = 12 years) with mental retardation and adults without mental retardation classified tetrads of stimuli that could be grouped according to identities on separate dimensions or according to overall similarity. When color, size, and line orientation were varied (Experiment 1), both groups used separate dimensions for classification. When hue, saturation, and brightness varied (Experiment 2), both groups used overall similarity for classification. Test-retest correlations showed that the predominant classifications were reliable across 1-week testing intervals. Results support Garner's distinction between separable and integral stimulus structure but do not support an integral-to-separable shift in perceptual development. Comparisons of the tetrad task used in the present study and triads used in previous work are discussed as well as implications of the present data for developmental theories of perceptual classification and processing in children with mental retardation. 相似文献
15.
Conclusions Although we do not understand very well what the processes are that contribute to language development, it is clear that communication plays a central role. As children strive to become increasingly skilled at communicating their ideas (White, 1959), as they have increasingly complex ideas to communicate (Piaget, 1955), and as they encounter an increasingly diverse set of people with whom to communicate (Brown, 1973), they must learn to use language which is richer and more flexible.When children come to school or to a day care center they already know a great deal about language. They have readily and actively mastered words, sentences and forms of communication which they need in their own family and community. In their new environment—the school or center—children's language development can further be fostered by adults who are receptive to children's efforts at communication. Adults who encourage children to use language in new ways, who attend to what children mean to say and who recognize that children's errors are often not mistakes, are likely to play a positive role in children's language development.Janet H. Kane and Karen Sheingold are on the Staff at Bank Street College of Education. 相似文献
16.
3 experiments examined the modes of processing used by children and adults in learning family-resemblance categories. The materials were cartoon faces (Experiments 1 and 2) and bugs (Experiment 3) divided into categories that possessed no single defining attributes, but rather several characteristic attributes that were each partially predictive of category membership. The categories were structured so that a holistic mode of processing in which the individual did not selectively weight any given attributes could have led to success. Nevertheless, preschoolers (Experiments 2 and 3), first and third graders (Experiment 1), and adult college students (all experiments) all exhibited primarily analytic modes of learning that consisted of single- and dual-attribute approaches. Although the proportion of analytic learners among the preschoolers was lower than among the adults in Experiment 3, in no case were holistic modes of learning evident. The results are discussed in terms of their implications for young children's apparent relative success in learning natural categories. It is suggested that children's success in learning real-world categories may be based, in part, on an interaction between a basically analytic processing style and natural category structures that provide many partially informative attributes. 相似文献
17.
Metamemory in children with autism 总被引：2，自引：0，他引：2
Five experiments are reported comparing metamemory abilities in children with autism, age- and language-matched mentally retarded children, and language-matched young normal controls. The mean language age of the participants in Experiment 1 was approximately 6 years, in Experiments 2, 3, and 4 approximately 8 years, and in Experiment 5 approximately 9 years. All the children were given one or more false belief tests. Experiment 1 assessed the children's understanding that a task variable (list length) and a person variable (age) will affect their own and others' performances on an immediate auditory-verbal recall task. Experiment 2 assessed the ability to utilize category cues in a picture recall task. Experiments 3 and 4 assessed the ability to verbalize strategies used in a memory span test and in one retrospective and two prospective memory situations. Experiment 5 assessed the children's knowledge and understanding of another person's memory. On the basis of available evidence and theory, we predicted that the children with autism would be impaired on all the metamemory tasks and that impairment would be associated with failure on tests of false belief. Our predictions were not supported. The children with autism were not impaired on any of the metamemory tasks, although they were less likely than controls to make spontaneous use of memory strategies involving other people. Unexpectedly few of the children failed the false belief tasks. These results are discussed in relation to theories concerning primary psychological deficits underlying autism. 相似文献
18.
Three experiments (total N=140) tested the hypothesis that 5-year-old children's membership in randomly assigned "minimal" groups would be sufficient to induce intergroup bias. Children were randomly assigned to groups and engaged in tasks involving judgments of unfamiliar in-group or out-group children. Despite an absence of information regarding the relative status of groups or any competitive context, in-group preferences were observed on explicit and implicit measures of attitude and resource allocation (Experiment 1), behavioral attribution, and expectations of reciprocity, with preferences persisting when groups were not described via a noun label (Experiment 2). In addition, children systematically distorted incoming information by preferentially encoding positive information about in-group members (Experiment 3). Implications for the developmental origins of intergroup bias are discussed. 相似文献
19.
Development of the ability to distinguish communicative intention and literal message meaning 总被引：2，自引：0，他引：2
Children's ability to distinguish the literal meaning of a message and the speaker's communicative intent was investigated in 2 experiments. First- and second-grade children evaluated brief referential communication messages for ambiguity under 2 conditions. In an informed condition, the children knew which referent the speaker had intended. In an uninformed condition, they did not know the intended referent. 2 communication systems were used. In Experiment 1, the messages were written on cards and read to the child; in Experiment 2, a novel communication system was used. The developmental pattern of results was similar for both studies. The results showed that the first graders in the informed condition often claimed that an ambiguous message could not refer to a referent the speaker had not meant, whereas children in the uninformed condition were able to detect the referential ambiguity of the message. There were no condition differences for the second graders. The results suggest that young children's ability to analyze the literal meaning of a message is affected by the accessibility of the speaker's communicative intent and that children may develop a general ability to analyze representations of communicative intention. 相似文献
20.
通过文献梳理与作品分析,从幼儿感知觉与汉字形态结构特征的关系、汉字构形思维方式与幼儿思维特点的关系、汉字透视取像特征与幼儿对画面组织方法的关系探讨了幼儿学习汉字的可行性。研究表明,幼儿汉字教育具有可行性。 相似文献