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1.
Since young children have little experience in answering test questions, misunderstandings easily arise when they are subjected to tests. The experimenter wants to test the children, whereas they expect the experimenter to help them solve the problem. In an experiment the expectations of children about the interaction with the experimenter were influenced in a pre-task. In condition Exp:A (Expectation: Assistance) it was suggested that the experimenter would help the child. In condition Exp:T (Expectation: Test) children were made to expect that the experimenter would give no assistance. A third condition was a standard condition (S) without a pre-task. The experimental task was a conservation of number problem. The subjects in condition Exp:T performed significantly better than the children in the other conditions. It is concluded that unfamiliarity with the rules of testing contributes to children's poor results in this kind of experiment. Making explicit what is intended leads to better performances. 相似文献
2.
Groups of seven and eleven year old children were given a test of visual performance in which they viewed a small white disc on a black background in a tachistoscope and reported whether the disc appeared to disappear when the experimenter switched very briefly to a second completely black field. The shortest disappearance reported was taken as a measure of their dark interval threshold. The threshold decreased with age for girls, who also had a higher threshold than boys at both ages. When the subjects were grouped according to their threshold, the girls at seven and eleven who had a moderate threshold were superior on reading accuracy to those of low and high threshold. For the boys this was so at eleven, but not at seven. 相似文献
3.
Nine-year-old children were given a test of dark-interval threshold (DIT), and two parallel forms of the Neale Analysis of Reading Ability, one at low and the other at high illumination. DIT was measured by determining the shortest interval which caused a white disc viewed in a tachistoscope to disappear when the experimenter switched briefly to a second (black) field for an interval which ranged from 20 ms to 300 ms. A reasonable range of individual differences in DIT was found. There was a significant interaction (p<0.05) between DIT and illumination level in their effect on reading accuracy. Children who had a short DIT read more accurately in high than in low illumination, and the performance was reversed for long DIT subjects. 相似文献
4.
4 locative categories were investigated to determine whether their examples were organized according to the prototype/nonprototype distinction. A ranking task was presented to 30 adult subjects to see whether they would judge those instances which had been designated as prototypes by the experimenter to be the best exemplars of each category. An elicited-drawing task was administered to see whether there was a preference for drawing adult-designated prototypical instances. A matching task was presented to determine whether fewer errors would occur in response to adult-designated prototypical instances. The latter 2 tasks were presented to 4-year-olds, 6-year-olds, and adults, with 17 subjects in each group. The results provide strong evidence of prototype/nonprototype organization in 3 of the locative categories and weak evidence in the fourth. Tentative conclusions regarding the development of such organization are drawn. 相似文献
5.
Kelling AS Snyder RJ Marr MJ Bloomsmith MA Gardner W Maple TL 《Learning & behavior》2006,34(2):154-161
Hue discrimination abilities of giant pandas were tested, controlling for brightness. Subjects were 2 adult giant pandas (1
male and 1 female). A simultaneous discrimination procedure without correction was used. In five tasks, white, black, and
five saturations each of green, blue, and red served as positive stimuli that were paired with one or two comparison stimuli
consisting of 16 saturations of gray. To demonstrate discrimination, the subjects were required to choose the positive stimulus
in 16 of 20 trials (80% correct) for three consecutive sessions. Both subjects reached criterion for green and red. The female
subject also reached criterion for blue. The male was not tested for blue. This study is a systematic replication of Bacon
and Burghardt’s (1976) color discrimination experiment on black bears. The results suggest that color vision in the giant
panda is comparable to that of black bears and other carnivores that are not strictly nocturnal. 相似文献
6.
D Stipek S Recchia S McClintic 《Monographs of the Society for Research in Child Development》1992,57(1):1-98
A series of studies was conducted to examine the development of self-evaluation in children aged 1-5 years. Developmental changes in children's reactions to achievement-related outcomes were assessed in a variety of contexts, using different tasks and different criteria for success. The first study of 1-3-year-olds revealed an increased social orientation after the age of 21 months. Only children over this age were more likely to look up at the experimenter after they had produced an outcome themselves than after the same outcome had been produced by the experimenter. These older children were also more likely than younger children to call their mothers' attention to their achievements in a free-play situation. In a second study, on a task with visibly salient success versus failure outcomes, children aged 2-5 years responded to success with positive affect (e.g., smiling) and to failure with avoidance reactions (e.g., looking away from the experimenter). Praise enhanced children's positive affective reactions to success, but its effect was modest. In the final study, winning or losing on a competitive task was not understood by children below age 33 months and had no effect on their affective reactions to the task. In contrast, winning enhanced older children's pleasure in completing the task. Three stages are proposed in the development of self-evaluation. In the first stage, children experience joy in causality, but they lack the cognitive representational skills required for self-evaluation in a self-reflective sense, and they do not anticipate others' reactions to their performance. In the second stage, beginning before the age of 2 years, children anticipate adult reactions, seeking positive reactions to their successes and endeavoring to avoid negative reactions to failure. The proposed third stage involves a gradual internalization of external reactions, with children beginning to evaluate their performance and react emotionally to success and failure independently of their expectations of adult reactions. Although all studies focused on achievement outcomes, the development of self-evaluation in the moral domain may parallel this developmental sequence proposed for the achievement domain. It is also proposed that caretakers' reactions to rule violations might engender concerns about meeting adult expectations in achievement contexts. 相似文献
7.
Lisa S. Freund 《Child development》1990,61(1):113-126
This study focused on a social interaction theory of the development of cognitive self-regulation. Specifically, the effect of mother-child interaction on the child's ability to problem solve was investigated. The general predictions were (1) children who interacted with their mothers throughout a problem-solving task would subsequently exhibit improved independent performance over practice-control children, who received corrective feedback from a female experimenter at the end of the task; (2) mothers would be more responsible for task activities, would more often regulate their child's task behaviors, and offer more specific verbal content when task demands on child competence increased than when they decreased. 60 3- and 5-year-olds either worked with their mothers or practiced alone and were given corrective feedback on a sorting task in which miniature pieces of furniture were placed in a doll house. As predicted, children who interacted with their mothers subsequently created more correct, adult-like groupings independently than children who received corrective feedback. Mothers displayed more task responsibility and regulation with younger children and when task demands on children of both age groups increased. Maternal verbal content became less specific when task demands decreased. Child performance was related to (1) variation in maternal regulation of the child; and (2) degree of specificity of maternal verbal content. 相似文献
8.
Valora Washington 《The Urban Review》1983,15(1):53-68
Despite concern about the effectiveness of biracial schooling, there is little research which delineates what actually happens in desegrated classrooms. To generate information where the scientific knowledge base is limited, 10 second-grade teachers (five black and five white) were observed. The question raised was: In a sequence of teaching behaviors for reading groups, what are the proportions of positive and negative behaviors directed toward black and white children? In summing the behavior of all 10 teachers, the proportions of positive and negative behaviors directed toward black and white children were remarkably similar to the ethnic composition of the sample, yet these undifferentiated results did not hold for groups of black or white teachers. In addition to group differences, sketches of an individual white and a black teacher are presented, including observation results and data from a standardized interview of social distance. 相似文献
9.
From original data at age 13 years on 386 North American females (201 black and 185 white), statistics are presented for 10 somatic variables. The 2 ethnic groups yield similar means for standing height, arm girth, and leg girth; the black females, contrasted with their white peers, are shorter in sitting height, longer in lower limb height, and narrower in hip width. The Columbia subjects are compared with black and white females studied in North America several decades ago, and with black and white females studied recently in other parts of North America and in Australia, Europe, Africa, and the Lesser Antilles. 相似文献
10.
This study tested the hypotheses that the nonverbal behavior of teachers is affected by the race and performance of their students. Fifty-six white college-age subjects, acting as teachers, were led to praise successful or unsuccessful students. The students were either white or black. Stimulus teachers' nonverbal behavior was recorded, and silent samples of their behavior were shown to naive judges who rated how pleased they appeared to be with their student. Results showed that stimulus teachers were more pleased with successful than unsuccessful students, and more pleased with white than black students. 相似文献
11.
Theodore J. Davis Jr. 《The Urban Review》1994,26(2):137-151
The primary interest of this study is to discover the extent to which black males are gaining or losing ground educationally
relative to other male populations. The findings of this study show that the relative difference in the percent of black and
white males with a high school or associate's degree has converged considerably, but the relative gap between black and white
males receiving a bachelor's, or graduate degree has remained constant. The data showed much upward and downward intergenerational
educational mobility for black males. Finally the data showed that the educational attainment of black males was significantly
associated with their age, their father's educational attainment level, and the size of the place in which they lived at age
16. 相似文献
12.
《The Journal of educational research》2012,105(6):324-328
AbstractThe study was designed to determine if social learning theory and cognitive dissonance theory would adequately predict the modeling behavior of subjects on a novel task. The study was limited to a task on which subjects were provided negative feedback concerning their ability to identify the personality characteristics of others. A total of 60 undergraduate students were given the opportunity to imitate models competent on the task or models poor on the task but more similar to the subjects’ performance. Most subjects imitated the poor models ip < .01), indicating support for dissonance and social learning theories. 相似文献
13.
School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education. 相似文献
14.
Toni Morrison presents how the white culture crashed on the black people and changed their values in The Bluest Eye.The tragedy story of black girl Pecola reveals that the negative impact of white culture is the major reason for distorted and deformed values of black people.Besides exposing the astonishing reality of black people’s existence,Toni Morrison also explores the way to resist pressures from white culture and keep black people’s mental independence. 相似文献
15.
Paul Dash 《International Journal of Inclusive Education》2013,17(1):27-37
Since the period of black enslavement in the Americas, Diaspora people have used their bodies as a canvas on which to articulate their presence as subjects. This propensity to use the body as a key medium of creative and political expression emerged from an amalgam of African retentions and new, grounded syncretisms in the West. It was further influenced by their denial of access to the academies and cultural institutions such as music halls, galleries, theatres, museums and even clubs. But more than an embodied locus of creativity, the black body has been a site of political struggle since the antebellum period. Whether generated by an oppressor who sought to condition the black subject for labour by inflicting pain on his/her body or driven by the conflicts within some black subjects for physiognomic valuation, the body of the diasporic settler has been and remains a key site of political contestation. This paper will explore these two themes through the medium of black hair culture. In the process, it will look at the centrality of hair to diasporic aesthetics and hair as a symbol of black resistance to oppression. In doing so, it offers students and educationalists with an interest in issues‐based enquiry in art and design education a pathway to project development with a focus on hair culture that could be developed in a variety of media, while opening up avenues for dialogue that should enhance understanding. 相似文献
16.
William J. Moonan 《Journal of Experimental Education》2013,81(3):253-257
The present study attempted to test positive and negative reinforcement contingencies on learned helplessness. The basic task involved responding where the probability of a reinforcement given a response was equal to the probability of a reinforcement given a nonresponse. Four groups of subjects were assigned to one of two reinforcement conditions (20% or 80% reinforcement) and given positive or negative reinforcement. An attempt was made to induce helplessness in Task 1 by asking subjects to identify an object in each of sixty slides, with the experimenters controlling the actual reinforcement contingencies, unknown to the subjects. A second problem-solving task was administered to measure the effect of the induced helplessness from Task 1. An additional two groups of subjects participated in the second problem-solving task, along with the initial four groups, to serve as control measures. Results revealed no significant differences between the positive and negative reinforcement contingencies nor between the experimental control conditions. 相似文献
17.
Anita E. Woolfolk Karen S. Garlinsky Mark J. Nicolich 《Contemporary educational psychology》1977,2(2):124-132
The effects of systematically varied teacher verbal and nonverbal evaluative behavior upon student willingness to self-disclose were studied within an experimental microlesson. Subjects were 126 sixth-grade students who were removed from their classrooms to participate in a vocabulary lesson with one of the four experimental teachers (two male and two female). Within each experimental condition, the teacher employed one of four evaluative styles: (1) verbally and nonverbally positive, (2) verbally positive and nonverbally negative, (3) verbally negative and nonverbally positive, or (4) verbally and nonverbally negative. The data analysis indicated that teachers' verbal behavior influenced self-disclosure. The magnitude of student self-disclosure scores was a direct function of the positiveness of teacher verbal behavior. Nonverbal behavior also influenced self-disclosure, interacting with student sex. This effect varied across individual teachers, however, and no consistent pattern was evident. 相似文献
18.
Still flies in buttermilk: black male faculty,critical race theory,and composite counterstorytelling
Rachel Alicia Griffin LaCharles Ward Amanda R. Phillips 《International journal of qualitative studies in education》2013,26(10):1354-1375
Driven by critical race theory, this essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Situated at the intersections of race and gender, our composite counterstory is richly informed by 11 interviews with black male faculty alongside critical race scholarship that documents the omnipresence of black misandric ideology. Through our protagonist Dr Timesnow, a black male Assistant Professor, we reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community. 相似文献
19.
中学生自我概念与心理健康研究 总被引：3，自引：0，他引：3
采用《田纳西自我概念量表》和《中学生心理健康量表》对重庆市两所中学305名学生进行调查,探讨中学生自我概念与心理健康影响因素及其相互关系。结果表明:中学生具有较积极的自我概念,但心理健康状况不容乐观。心理健康问题突出表现在情绪不平和学习压力两个方面,其次是焦虑和人际关系紧张与敏感;自我概念正向因子与心理健康问题呈负相关,负向因子与心理健康问题呈正相关;心理自我、社会自我、自我批评、家庭自我、自我满意对心理健康问题有显著的预测作用。 相似文献
20.
As was true for many school districts across the United States during the early decades of the twentieth century, Houston Independent School District sought modernization through a multimillion dollar building program and curricular reform. Houston's new course of study, heavily influenced by the theories of child-centered pedagogy, received widespread praise from curricular experts at the nation's top schools of education. In the 1920s, Houston was a segregated, southern city that, in many ways, shared the conservatism of the region. Nevertheless, Houston's superintendent, E.E. Oberholtzer, was able to overcome resistance from taxpayers and teachers to successfully implement his program. Corporate élites from the petroleum industry, among the biggest boosters of progressive educational reform in Houston, believed that a child-centered curriculum would develop the leadership skills and creative ability needed to train white-collar workers for the expanding economy. Those left behind, primarily students of color, were further disadvantaged in the changing job market. Jim Crow was an essential component to the success of the reform policies in Houston. As twenty-five per cent of the population, African-American students deserved twenty-five per cent of the district's revenues. Segregation allowed the district to use almost one hundred per cent of the money for curriculum reform on only seventy-five per cent of the population. Nevertheless, Houston manufacturers were dependent on unskilled black labor and were hit hard by the exodus of the Great Migration. Thus, corporate élites could not be too blatant in their discrimination against African-Americans. The pro-industry school board responded to the threats of migration and the demands of Houston's vociferous black press by building two new modern African-American high schools, refurbishing "Old Colored High School," and vastly improving the number and condition of elementary schools for black children. Yet, although these new schools did represent a vast improvement over black education before Oberholtzer's arrival in Houston, in the face of massive expenditures and dramatic improvements in white education, the material gains of black students lagged far behind the educational opportunities for white students. While the new, child-centered curriculum excluded black students (except for the heroic efforts of individual black educators), curriculum development excluded the vast majority of teachers. White teachers lost considerable power over pedagogical decisions in their own classrooms as they faced onerous, top-down directives. The district maintained control over teacher education by opening a junior college in 1927 to train white teachers according to the new pedagogy. Many white teachers resented the district's efforts to tie salary raises to increased educational qualifications, even for experienced teachers. In 1928 conflicts with the superintendent contributed to the growth of new memberships in the all-white Houston Teachers Association. In response, the school district passed a significant salary increase for white teachers that was funded partially by reducing the automatic annual increases in black teacher salaries. Intense job competition within African-American schools kept black teachers from protesting their discriminatory salaries and treatment. Ironically, many black teachers, excluded from training in child-centered pedagogy, welcomed additional educational opportunities. Black teachers themselves fought for the creation of Houston Junior College for Negroes, although the new college failed to receive adequate funding. Thus, the school administration modernized white schools by denying new educational opportunities to black students and teachers. While many scholars have criticized the supposed "advantages" of progressive education, in Houston, at least, progressivism operated as another form of unearned white privilege. 相似文献