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Children’s development of a theory of mind 总被引：1，自引：0，他引：1
Maria Rosaria Cadinu Jeff Kiesner 《European Journal of Psychology of Education - EJPE》2000,15(2):93-111
A critical review of the literature on the theory of mind is presented. Consistent with the “early onset” view, it is suggested that important precursors of a theory of mind are found much earlier than the age of 4. Research on emotional development and intentional communication is reviewed to suggest that some rudimentary understanding of other people’s minds occurs before the age of 2. Later, 3-year-olds’ engagement in pretense and deception demonstrates a more sophisticated understanding of other people’s mental states. Limitations of the false belief task for determining the acquisition of a theory of mind will be discussed with reference to findings in the adult literature. 相似文献
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Children's skills of social interaction is a significant index of their following psychological development. Prosocial behaviors which influenced by many factors are fundamental representatives of social interaction. Present essay illustrates an indepth review of literature concerning the impacts of family,peers, school and media in Children's prosocial behaviors and also indicates the limitations of each research. 相似文献
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In carefully examining the thesis of a paper by Anderson, Nelson, and Edgington (1984) concerning the socalled Fool’s Type IIa error, one realizes that certain fundamental statistical tenets have been overlooked or ignored. The purpose of the present paper is to discount the notion of a Fool’s Type IIa error under the Neyman-Pearson philosophy of testing statistical hypotheses and to highlight the need for improved statistical education related to hypothesis testing. If the importance of Type I and Type II errors cannot be quantified, then the Neyman-Pearson approach to hypothesis testing is of no value, and hence a Fool’s Type IIa error is irrelevant. If statistical testing errors are important and can be quantified, then adjustment for the Fool’s Type IIa error region is equivalent to increasing the probability of making a Type I error. 相似文献
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Orit Hod-Shemer Hana Zimerman Safieh Hassunah-Arafat Cheruta Wertheim 《Early Childhood Education Journal》2018,46(2):179-186
Most studies on fairness behavior in preschool focus on fair resource allocation and on children’s behavior when faced with fairness dilemmas. The purpose of this study is to understand preschoolers’ point of view: what do they think when presented with various scenarios that call for fairness behavior? We interviewed 66 children aged 3.5–6 years, half of them girls, asking them about four social events in preschool life. We found that the children included three aspects in their answers that constituted the foundation of their perception of fairness and construal of social events: an explanation, expression of empathy and offering a solution. The children did so spontaneously and consistently. Moreover, the results showed that the more personally committed to the scenario the children felt, the fairer the behavior they reported. The study underscores various aspects of fairness and suggests referring to them both in research and in educational practice. 相似文献
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Kate Nation 《Australian Journal of Learning Difficulties》2019,24(1):47-73
Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to guide the classification of reading disorders. This paper discusses how weaknesses in either or both of components of the Simple View are implicated in children’s reading comprehension difficulties. It concludes with reflections on the strengths and limitations of the Simple View as a theoretical and practical framework to guide our understanding of reading comprehension and its development. 相似文献
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Jing Chen Tzu-Jung Lin Yu-Min Ku Jie Zhang Ann O’Connell 《Scientific Studies of Reading》2018,22(3):209-224
Concept of word—the awareness of how words differ from nonwords or other linguistic properties—is important to learning to read Chinese because words in Chinese texts are not separated by space, and most characters can be productively compounded with other characters to form new words. The current study examined the effects of reader, word, and character attributes on Chinese children’s concept of word in text. A total of 164 fifth-grade Chinese children participated in this study. Concept of word was measured by children’s lexical decisions about words and nonwords embedded in strings of characters. Cross-classified multilevel logistic models showed that reader attributes, including reading comprehension, vocabulary knowledge, and morphological awareness, interacted with certain word or character attributes in predicting children’s lexical decisions about words or nonwords. This study sheds light on the complex relationships between reader, word, and character attributes in the formation of concept of word in Chinese. 相似文献
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QinXiaohui 《中国高教论丛》2002,24(3):74-77
This paper aims to provide a discussion of the style of English children‘s poems. The focus is on several characteristics of the style,namely,detailed analyses are presented. 相似文献
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Anna Potocki Christine Ros Nicolas Vibert Jean-François Rouet 《Scientific Studies of Reading》2017,21(6):480-497
This study examines children’s strategies when scanning a document to answer a specific question. More specifically, we wanted to know whether they make use of organizers (i.e., headings) when searching and whether strategic search is related to their knowledge of reading strategies. Twenty-six French fifth graders were asked to search single-page documents presented on the screen of an eye tracker in order to respond to questions requiring the location of information in either a single paragraph (Location questions) or multiple paragraphs (Comparison questions). Location questions were easier and faster to answer than Comparison questions. The presence of headers led to more selective reading strategies but did not significantly speed up the search. Strong individual differences were observed in children’s scanning strategies: Some systematically fixated headers, whereas others did not. These differences were not significantly related to the participants’ decoding or comprehension skills but rather to their knowledge of reading strategies. 相似文献
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Children learn actions performed by a social partner better when they misremember these actions as their own. Identifying the factors that alter the propensity to make appropriation errors is critical for optimizing social learning. In two experiments (N = 110), we investigate the developmental trajectory of appropriation errors and examine social-cognitive and motor-related factors in 3- to 8-year-olds. Children with better theory of mind (ToM) skills made fewer appropriation errors for motorically complex actions. Appropriation errors did not differ as a function of ToM if children could perform the corresponding actions. A second experiment replicated this effect and found no influence of collaborative context on appropriation errors. This research sheds light on the complex relations among development, social-cognition, and motor-related factors. 相似文献
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Today’s children grow up surrounded by computers. They observe them, interact with them and, as a consequence, start forming conceptions of how they work and what they can do. Any constructivist approach to learning requires that we gain an understanding of such preconceived ideas and beliefs in order to use computers as learning tools in an effective and informed manner. In this paper, we present five such conceptions that children reportedly form about computers, based on an interdisciplinary literature review. We then evaluate how persistent these conceptions appear to be over time and in light of new technological developments. Finally, we discuss the relevance and implications of our findings for education in the contexts of conceptual pluralism and conceptual categorisation. 相似文献
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《The Journal of educational research》2012,105(10):442-446
AbstractExpectations of citizens for the role of the school board with respect to four educational concerns were examined with educational attainment and family income of citizens as independent variables. The population for the study was 1,794 citizens in twelve Wisconsin school districts. Citizens were placed in one of five education and one of five family income groups and mean expectation scores were treated statistically with analysis of variance and the Sheff6 post hoc means test. Expectation scares were obtained from responses to four sets of interview questions scaled from conservative to liberal. Generally, the higher the educational attainment and family income of citizens, the more liberal were their expectations for the role of the school board. 相似文献
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Mark Plater 《British Journal of Religious Education》2013,35(2):201-217
This article explores the attitudes and experiences of key stage one and two children concerning the British autumn festival of Hallowe’en, and then compares the results with data on the attitudes and practices of British primary schools and their teachers towards the festival, showing that there is a discordance between the two. After outlining the historical and cultural background of Hallowe’en, the article proposes that if schools and teachers really wish to listen to the voices of children, and to comply with legal requirements that they promote the spiritual, moral, cultural, mental and physical development of pupils, then they should ensure that children are helped to make sense of the festival and the issues that it raises for contemporary society. The data for the study are based on a small-scale quantitative survey which used questionnaires with year two and six pupils in two contrasting geographical locations. 相似文献
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Little experimental research has been done on the relationship between test anxiety, intelligence, sex, and problem solving ability. Thirty-seven third grade children were selected on the basis of average or superior intelligence and high or low test anxiety. The children were placed in small groups, and under normal and anxiety provoking instructions were asked to solve simple and complex problem solving tasks. Problem solving ability was measured by an anagram test. The results of the 3-factor ANOVA indicated that the anxiety treatment was not significantly related to level of intelligence. The 2-factor design indicated a significant Sex by Anxiety interaction for both simple and complex problem solving. 相似文献
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Timothy M. Flynn 《Journal of Experimental Education》2013,81(2):46-51
A multiple-choice behavioral observation scale designed to be used by preschool teachers (N = 424) was factor analyzed to obtain factor coefficients. The four factors obtained were cognitive skills, self-control, relationship with achievement model, and dependency. The factor coefficients were then applied to the ratings of 153 preschool disadvantaged children by 33 teachers and 64 teacher aides. Three multi-trait, multi-rater matrices were analyzed using Campbell and Fiske’s convergent discriminant validation procedures. The analyses supported convergent and discriminant validity of three of the four traits. 相似文献