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1.
《Journal of moral education》2012,41(1):17-33
Adolescence is a developmental period characterized by intense changes, which impact the interaction between individuals and their environments. Moral reasoning (MR) is an important skill during adolescence because it guides social decisions between right and wrong. Identifying the cognitive underpinnings of MR is essential to understanding the development of this function. The aim of this study was to explore predictors of MR in typically developing adolescents (n = 92, 33 males, M = 16.3 years, SD = 2.2 years) and the specific contribution of higher order cognitive processing using an innovative visual MR assessment tool and measures of executive functioning and intelligence. MR maturity was correlated with four executive functions (cognitive flexibility, feedback utilization, conceptual reasoning, verbal fluency) and was predicted by four variables: age, intelligence, nonverbal flexibility and verbal fluency. Overall, these results contribute to a better understanding of MR during adolescence and highlight the importance of using innovative tools to measure social cognition. 相似文献
2.
Bonifacci Paola Trambagioli Nicole Bernabini Luca Tobia Valentina 《European Journal of Psychology of Education - EJPE》2022,37(3):681-705
The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy (vocabulary, phonological awareness, letter knowledge) and numeracy (magnitude comparison, number knowledge) skills. The structural equation model indicated that verbal working memory and, to a lesser extent, inhibition represented cross-domain predictors, whereas home numeracy activities and visuo-spatial working memory explained additional variance only for early numeracy skills. Implications for parents and educators are discussed.
相似文献3.
Research Findings: The present study investigated the social and cognitive precursors of vocabulary knowledge in 239 Turkish preschoolers both concurrently (Time 1 [T1] Mage = 53.29 months, SD = 10.19) and subsequently 1 year later (Time 2 [T2] Mage = 65.40 months, SD = 10.55). We examined the role of parenting behaviors by focusing on emotional and stimulation aspects of parenting (maternal warmth and inductive reasoning) and children’s inhibitory control skills in vocabulary comprehension. The results showed that T1 maternal warmth was linked with neither concurrent nor subsequent vocabulary knowledge, whereas T1 maternal inductive reasoning predicted vocabulary knowledge 1 year later. On the other hand, T1 inhibitory control predicted vocabulary knowledge at both time points, even when the child’s age and SES were controlled. T1 vocabulary knowledge mediated the links from T1 inhibitory control and SES to T2 vocabulary knowledge. The findings highlighted that parenting, children’s regulation skills, and broader contextual variables (SES) are all involved in the development of children’s vocabulary knowledge. Practice or Policy: The findings provided a nuanced understanding of the relation between aspects of parenting and vocabulary knowledge by showing that not maternal warmth but inductive reasoning is crucial for enhancing word comprehension of preschoolers. 相似文献
4.
Most research on dyslexia to date has focused on early childhood, while comparatively little is known about the nature of dyslexia in adolescence. The current study had two objectives. The first was to investigate the relative contributions of several cognitive and linguistic factors to connected‐text oral reading fluency in a sample of adolescents with dyslexia (n = 77). The second was to test the hypothesis that the effect of verbal working memory on connected‐text oral reading fluency is moderated by word‐level skills and/or vocabulary knowledge. The results suggest that many deficits associated with childhood dyslexia remain prominent in adolescence, but the nature of the relationships between key cognitive and linguistic predictors (i.e., word‐level reading, vocabulary, verbal working memory) and reading fluency appear to be different in adolescence. For example, while word‐level skills remain a significant predictor, the strength of the effect is relatively weak. In contrast, the data support an increased role for vocabulary and verbal working memory, including an interaction between these factors. The presence of an interaction can be interpreted as evidence that the influence of verbal working memory on connected‐text oral reading fluency in adolescents with dyslexia depends on individual differences in vocabulary knowledge. These results offer support for the changing nature of dyslexia across development, and suggest that researchers should study dyslexia in adolescents on its own terms, rather than treating it as an extension of reading problems in early childhood. 相似文献
5.
Edwards L Figueras B Mellanby J Langdon D 《Journal of deaf studies and deaf education》2011,16(2):189-197
The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed. 相似文献
6.
Patrick McCloskey 《教育心理学》1995,15(1):3-10
A total of 127 11 + and 81 12 + subjects drew rectangular solids from memory, after viewing them from different positions. The results were correlated with IQ, vocabulary, verbal judgement and reasoning, and a spatial test with assessment in art and crafts. Unexpectedly high and significant correlations were yielded between drawing solids and cognitive tests involving verbal ability, when compared with correlations between solids, the spatial test and craft subjects, especially for the 12 + group. This appeared contrary to received views on the association of aptitude in drawing with spatial ability. Furthermore, as spatial factors are considered to underpin drawing and craft subjects, a closer association between these, rather than between drawing and verbal ability, was expected. This outcome raised certain theoretical questions concerning drawing and its interaction with perception, language, memory and intellectual development. 相似文献
7.
The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills (mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among elementary school students. With the two-stage meta-analytic structural equation modeling approach, I synthesized 112 correlation matrices from 98 empirical studies (N?=?111,346) and fitted the hypothesized partial mediation model. Overall, path analysis indicated that language comprehension, working memory, attention, mathematics vocabulary, and mathematics computation were unique predictors of word-problem solving. Subgroup analysis demonstrated different unique predictors for younger and older students to perform word problems (K-2nd grades versus 3rd–5th grades). Implications, limitations, and future directions are discussed.
相似文献8.
The present study examined the construct and predictive validity of a dynamic test of decoding. In theory, a dynamic test provides a direct measure of potential for learning. In this study, children were taught 3 novel letters and how to blend the sounds of those into new words, then they were tested on different words comprising the 3 letters. The study followed 171 children from kindergarten to the end of Grade 1. The dynamic test was found to add significantly to the longitudinal prediction of word reading difficulties at the end of Grade 1 even after controlling for a wide range of standard predictors. The dynamic test correlated strongly with concurrent measures of early reading, letter knowledge, and phoneme awareness but less strongly with vocabulary and nonverbal intelligence. It is suggested that the dynamic test taps learning of sublexical units and processing essential for initial reading development. 相似文献
9.
The current longitudinal study examined the development of general cognitive abilities of 4–6-year-old children of low-income, ethnic-minority families in preschool over two and a half years by determining the changes in general, and in verbal and fluid cognitive abilities, relative to age norms, using an intelligence test. The results revealed significant increases over time, relative to age norms, in full scale and in both verbal and fluid intelligence test scores of disadvantaged children, with medium effect sizes. These gains in measured intelligence were moderated by children's home language and age. Children who gained most also profited most from their increased abilities with respect to emergent school skills. Gains in verbal intelligence predicted emergent school vocabulary, but gains in fluid intelligence did not. Overall, gains in fluid intelligence predicted emergent math skills, and gains in verbal intelligence predicted emergent math skills only among older children. 相似文献
10.
We examined the growth of spelling skills in a large sample of Norwegian children (N = 228) over the first 3 years in school. The roles of phoneme awareness, letter knowledge, rapid automatized naming (RAN), visual–verbal paired-associate learning, and verbal short-term memory as predictors of later spelling skills were examined. Phoneme awareness and letter knowledge together with nonalphanumeric RAN and verbal short-term memory were independent longitudinal predictors of both word and nonword spelling. In addition growth mixture modeling suggested that individual variations in the growth of word spelling were best characterized as variations around a single trajectory, whereas growth in nonword spelling was better characterized as variations around two distinct trajectories. The results are related to current theories about the cognitive and linguistic foundations of spelling. 相似文献
11.
Intra‐individual variability of cognitive measures, such as verbal and spatial ability tests, has frequently been reported to typify learning disabled children. To test the generality of such findings, longitudinal data from a large representative and non‐clinical sample of Swedish children (n = 812) were analysed. At age 10, the children were tested with a Swedish intelligence scale. At age 13, basic academic skills were measured by standardised achievement tests. Typical cognitive profile types, based on the verbal and spatial intelligence subtests, were identified through cluster analyses (CLUSTAN) of the girl and boy samples separately. The satisfactory solution arrived at was a five‐cluster representation for the girls (n = 497) and an eight‐cluster representation for the boys (n = 497). For both sexes, verbally as well as spatially oriented profiles emerged. However, the verbal orientation was more pronounced for girls, whereas the boys displayed greater variability and stronger spatial orientation. General intelligence at age 10 was a strong predictor for basic skills at age 13 (r > 0.70). Verbally strong children tended to achieve better than predicted by their overall level of intelligence, whereas spatially oriented children showed a less favourable development in basic academic skills. The results are discussed in relation to neuropsychologically‐based models of reading disability and theories of language and development. 相似文献
12.
Verbal and nonverbal forms of thinking exhibit widespread dissociation at neural and behavioral level. The importance of this for children's causal thinking and its implications for school science are largely unknown. Assessing 5‐ to 10‐year‐olds' responses (N = 231), verbal ability predicted causal reasoning, but only at lower levels, while nonverbal ability was the strongest predictor at higher levels of causal inference. We also distinguished between generic and scientific vocabulary use (n = 101). The results showed that use of scientific vocabulary predicted causal reasoning beyond generic, and connected more to nonverbal thinking. The findings highlighted the importance of elementary school science activities supporting application of nonverbal ability in thinking about causal processes; the benefits of linking nonverbal imagery to scientific vocabulary; and shortcomings in understanding of the forms/sources of nonverbal ability and their role in learning. 相似文献
13.
This study examined the accuracy of self‐ and other‐estimated intelligence in relation to tested cognitive ability and gender. Three groups of raters were examined: 187 (102 male, 85 female; mean age 14.33 years, SD = .32) pupils of single‐sex comprehensive schools, 109 (55 mothers and 54 fathers) parents, and six teachers of the pupils. Pupils estimated their own overall IQ, while their parents and teachers estimated the pupils’ overall, mathematical, spatial, and verbal abilities. Self‐ and other‐estimates were compared to each other, and to the child’s psychometric test scores in verbal, quantitative, and figural/non‐verbal reasoning ability. Results suggested that participants were reasonably accurate at estimating pupils’ intelligence – teachers significantly more so than parents, and pupils significantly more so than fathers. Although both parents significantly overestimated their child’s IQ, this overestimation was more pronounced in fathers. 相似文献
14.
Cognitive Attributes,Attention, and Self‐Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention 
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下载免费PDF全文 Eunsoo Cho Garrett J. Roberts Philip Capin Greg Roberts Jeremy Miciak Sharon Vaughn 《Learning disabilities research & practice》2015,30(4):159-170
We examined cognitive attributes, attention, and self‐efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self‐reported self‐efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self‐efficacy compared to typical readers. 相似文献
15.
This study explores reader, word, and learning activity characteristics related to vocabulary learning for 202 fifth and sixth graders (N = 118 and 84, respectively) learning 16 words. Three measures of word knowledge were used: multiple-choice definition knowledge, self-report of meaning knowledge, and production of morphologically related words. Results indicate that significant vocabulary learning occurred on each measure and that certain words were easier to learn for certain types of readers. Controlling for other predictors in the model, reader characteristics like morphological awareness, reading comprehension, and language background were significant predictors of vocabulary learning, but not word reading fluency. Also, word characteristics like morphological family size and opaqueness were significant predictors of word difficulty but not number of morphemes or frequency of the word or root-word or affix. Controlling for other predictors in the model, morphological learning activities supported vocabulary learning for all 3 aspects of word knowledge. Implications for theory and instruction are discussed. 相似文献
16.
Ricarda Steinmayr Mattias Ziegler Birgit Träuble 《Learning and individual differences》2010,20(1):14-18
Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score and a quality of performance score in sustained attention as well as verbal, numerical, and general intelligence scores served as predictors. Achievement criteria were grades in math and German as well as Grade Point Average (GPA) obtained after testing. Both types of sustained attention scores were significantly related to school performance, but only the quality of performance score incrementally contributed to the prediction of school performance above and beyond intelligence. Overall differences in the sustained attention test significantly moderated the relationship between verbal intelligence and German grades. Quality of performance moderated the relationship between general intelligence and GPA as well as the one between numerical intelligence and math grades. The study elucidates the interplay between sustained attention, intelligence, and school performance in a non-clinical sample. 相似文献
17.
Åge Diseth 《Scandinavian Journal of Educational Research》2013,57(2):219-230
Three different tests of intelligence and the Approaches and Study Skills Inventory for Students were administered to 89 Norwegian undergraduate psychology students. The purpose was to investigate the relationship between intelligence, approaches to learning and academic achievement. Factor analysis supported a one-factor solution of the three intelligence tests as an expression of general intelligence. No relationship between general intelligence and approaches to learning was observed. The WAIS vocabulary test of intelligence and the surface approach to learning were negatively correlated. The WAIS vocabulary test of intelligence and the surface approach to learning predicted academic achievement. A curvilinear relationship between surface approach and academic achievement was observed. Multiple regression analysis showed interaction effects between deep-strategic and surface-strategic approaches to learning as predictors of academic achievement. The findings support the construct validity of approaches to learning due to its independence of intelligence. 相似文献
18.
Tuire Koponen Kenneth Eklund Riikka Heikkilä Jonna Salminen Lynn Fuchs Douglas Fuchs Mikko Aro 《Child development》2020,91(4):1063-1080
This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency. 相似文献
19.
Brenna Hassinger‐Das Katherine Ridge Amira Parker Roberta Michnick Golinkoff Kathy Hirsh‐Pasek David K. Dickinson 《Mind, Brain, and Education》2016,10(2):71-80
This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group. 相似文献
20.
Melissa Fogarty Michael D. Coyne Leslie E. Simmons Deborah C. Simmons Maria Henri Oi-Man Kwok 《Journal of research on educational effectiveness》2020,13(2):271-297
AbstractIn this experimental study, we examined the effects of a technology-mediated intervention to improve students’ understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of supplemental vocabulary instruction. Individual students within each classroom were randomly assigned to treatment (n?=?100) or typical instructional practices (n?=?100) conditions. In the treatment condition, students received, on average, 29 lessons on vocabulary and comprehension. Results of linear regression analyses showed statistically significant and practical effects on experimenter-developed proximal measures of decoding (ES = 0.52), expressive vocabulary (ES = 0.78), receptive vocabulary (ES = 0.51), and near transfer measures of understanding vocabulary in sentences (ES = 0.65), and informational text comprehension (ES = 0.28). Group performance did not differ statistically on near transfer measures of sentence verification with vocabulary and narrative text comprehension as well as distal standardized measures of general vocabulary or reading comprehension. Findings suggest the potential impact of technology-based vocabulary/comprehension lessons to supplement typical instruction. 相似文献