共查询到20条相似文献，搜索用时 140 毫秒
1.
Steven R Yussen Joel R Levin Thomas M DeRose Elizabeth S Ghatala 《Contemporary educational psychology》1976,1(2):170-179
Children's incidental recall of pictures was examined in two related experiments. Extrapolating from adult research, it was predicted that categorizing pictures with respect to their semantic properties would yield greater recall than categorizing them according to their physical properties. In Experiment 1, second-grade children were exposed to 16 line drawings cross-classified to represent four taxonomic categories and four shape categories, with four instances per category. Control subjects simply looked at pictures. Semantic subjects identified each picture's semantic category, and Physical subjects identified each physical category. In Experiment 2, first graders freely sorted the pictures and were classified as Semantic or Physical sorters based on their predominant bases for sorting. Following exposure (Experiment 1) or sorting (Experiment 2), all subjects were asked to recall the picture names. Results of both experiments show that semantic classification yields greater recall than physical classification. Experiment 2 also shows that semantic sorting yields greater semantic clustering in recall and that sorting by physical category yields greater physical clustering. It was suggested that children's preferences for a mode of processing (Experiment 2) may constitute an individual difference dimension with fairly clear-cut instructional implications. 相似文献
2.
3.
Kay M. Kincade 《Journal of Research in Reading》1991,14(2):81-98
The purpose of this study was to examine the effects of grade level and recall task type on children's memory for explicit, implicit and metaphorical information following reading. Forty second and 40 fifth grade subjects balanced as to gender read four prose passages and were randomly assigned to cued and free recall conditions. A MANOVA produced significant main effects for grade level and task type on each of three dependent variables; EXPLICIT, IMPLICIT and METAPHOR recall measures. As predicted, fifth graders fared better than second graders and the cued condition exceeded free recall. Of greater significance was the finding that second graders were able to engage in metaphorical reasoning when the task was appropriately structured. The results suggest that providing externally generated, structured probes can greatly enhance children's reading recall at both grade levels and can enable children to demonstrate metaphorical comprehension prior to the age at which it spontaneously appears. In addition, significantly different patterns of recalled information were found within the two task conditions, patterns that remained stable across age groups. 相似文献
4.
5.
《The Journal of educational research》2012,105(10):368-372
AbstractThe instructional procedure of separating the similar sounds e and i from each other during instruction was evaluated in two experiments. In Experiment 1,42 first graders were assigned to a group in which e and i were introduced together or were separated by four other letters. Children in the similar-separated group made more correct responses to the two target letters during training, but the posttest scores were low and did not differ for the two groups. By measuring trials to criterion, Experiment II investigated the efficiency of separating similar sounds and of cumulatively introducing each sound. In the cumulative introduction procedure, children were brought to criterion on each group of sounds before a new sound was introduced. Thirty-five pre-schoolers completed training in one of three groups: similar-separated with cumulative introduction, similar-together with cumulative introduction, and similar-separated with simultaneous introduction. Children from the similar-separated group with cumulatively introduced sounds reached criterion significantly more quickly than the similar-together group and the simultaneous group. Posttest scores for all the children were substantially higher than in Experiment I and were significantly higher for the two cumulative introduction groups than for the simultaneous group. 相似文献
6.
This study was designed to examine whether there is a relationship between phonological memory and reading ability in Greek-speaking children aged between 6 and 9 years. An additional aim of the study was to investigate whether training of phonological memory during preschool years enhances reading achievement during early school years. In Experiment I, the phonological memory ability of 136 first graders, 134 second graders and 132 from each of the third and fourth grades was assessed with a nonword repetition test. A reading test was also used to evaluate the reading skills of the above subjects. The results revealed strong links between reading performance and nonword repetition scores. 120 kindergarten children randomly assigned to a control and an experimental group participated in Experiment 2. Training that involved practice in the repetition of nonwords was used as a means of promoting the phonological memory of the children in the experimental group over the course of one year in school. Subjects’ reading ability was tested during the last month of their first year in the primary school. The findings showed that the performance of the trained subjects in the reading test was superior to that of the control subjects. Such evidence underlines the importance of teaching children of preschool years phonological strategies in order to boost their reading skills during early school years. 相似文献
7.
2 experiments were performed to examine whether children and adults possess a single-object/single-motion intuition. This intuition involves the view that because all parts of a rigid object move together, they all must move at the same speed. We found that third graders, sixth graders, ninth graders, and adults all responded in accord with this intuition. On problems where the intuition led to errors, a large majority of subjects of all ages answered incorrectly. On problems where it led to successful performance, subjects answered more accurately than on problems where the intuition was not applicable. In addition, the specific errors were those that the intuition yielded, and the intuition fit individual patterns of performance. The intuition not only influenced speed judgments but also judgments of distance traveled. Experiment 2 demonstrated that making sixth graders aware of the intuition and providing them kinesthetic experience that contradicted it produced significant improvements in the children's understanding. Implications for how scientific misconceptions in general can be overcome were discussed. 相似文献
8.
Age-related Asynchrony of Knowledge and Action 总被引：1，自引：0，他引：1
Children's ability to act in accordance with rules was assessed in 2 experiments. Experiment I included 66 children, aged 31, 33.5, or 36 months, who performed 2 tasks. In a forced-choice, deductive sorting task, children were told 2 rules (if-then statements) and then required to use the rules to sort items. A knowledge task tested children's knowledge about which rule's antecedent condition held true for each item. Rules were either based on natural categories (e.g., vehicles vs. musical instruments) or ad hoc categories (e.g., things found inside the house vs. things found outside). Children in the 2 younger age groups performed better on the knowledge task than on the sorting task. The 36-month-olds performed equally well on both tasks. In Experiment 2, groups of 12 32.25-month-olds received either the knowledge task, the sorting task, or a mnemonically supported version of the sorting task. The group that received the knowledge task performed better than the other groups, which did not differ. This result undermines the possibility that differential performance on the knowledge and sorting tasks is due to a difference in memory demand. Taken together, the results of Experiments 1 and 2 imply a relatively rapid, age-related change culminating in the ability to execute systematically rules that require access to extant knowledge. 相似文献
9.
Marcus Hasselhorn 《Child development》1992,63(1):202-214
Second and fourth graders received 1 of 3 lists of items differing in category representativeness in either a free recall or a sort-recall task. The selection of list materials permitted a separation of the effects of age differences in category knowledge from those of that knowledge per se on children's recall behavior. Proximal and distal measures of metamemory also were derived. Levels of recall and clustering were superior in the sort-recall task and for items of high category typicality. Recall also increased with age, while grade effects for clustering were restricted to the sort-recall/high typicality condition. The deliberate use of an organizational strategy increased with items' category typicality and with age, and was more frequent in the sort-recall than in the free recall task. The results were interpreted as supporting the hypothesis that most 10-year-olds are capable of strategically activating category knowledge in appropriate task environments when items of high category typicality are provided. 相似文献
10.
Learning to Make Good Decisions: A Self-Regulation Perspective 总被引：2，自引：0，他引：2
Two studies were conducted to determine the extent to which feedback could improve the decision-making of adolescents and adults. In Experiment 1, 96 eighth graders and adults engaged in a task that required a choice between easy and hard questions. Two types of feedback (i.e., verbal and outcome) were used to help participants identify the type of question that would be most likely to earn them points. Results showed that (1) neither group benefited from verbal feedback, and (2) adults benefited more from outcome feedback than eighth graders. In Experiment 2, two types of feedback were once again employed in the context of a medical decision-making task. Fifty-five adults and adolescents participated. As was found in Experiment 1, adults seemed to benefit more from feedback than adolescents. In addition, intelligence was unrelated to performance. The results are interpreted within the perspective of a self-regulation model of decision-making. 相似文献
11.
Adalira Sáenz-Ludlow 《Educational Studies in Mathematics》1995,28(2):101-132
A longitudinal constructivist teaching experiment that lasted approximately one academic year was conducted with six third graders. The purpose of the teaching experiment was to analyze the itinerary of children's ways of operating while solving fraction tasks. Ann was one of the third graders who participated in the teaching experiment, and her case study presents the author's interpretation of the generation and evolution of Ann's fraction schemes. 相似文献
12.
Functional Measurement Assessment of Young Children''s Ability to Predict Future Behavior 总被引：1，自引：0，他引：1
Mary Dozier 《Child development》1991,62(5):1091-1099
The reported experiments demonstrate that young children's ability to use previous behavioral information to predict future behavior emerges on quantitative, but not dichotomous, judgment tasks. In a first experiment, kindergartners, second graders, and fourth graders made quantitative liking judgments and predictions for peers after being presented 2 pieces of behavioral information. Children of all 3 age groups used both pieces of information in their liking judgments and predictions. In a second experiment, kindergartners were presented with 2 types of tasks; one was a quantitative prediction, comparable to the task in Experiment 1, and the second were dichotomous predictions, comparable to judgment tasks typically used in other experiments. Children's predictions were significantly more consistent with the behavioral information on the quantitative task than on either of the dichotomous tasks. These results suggest that young children believe in the ability of interpersonal behavior, but have difficulty dealing with the complexity of some prediction tasks. 相似文献
13.
14.
Ilse Schweinsberg‐Reichart 《Communication quarterly》2013,61(4):35-39
This study of the utility of evidence differs from previous studies in its use of a respondent‐generated matrix of information and sources. This matrix comprised three dimensions (expertness × trustworthiness‐acquaintanceship x information type] and was used to produce Q‐statements which subjects sorted according to a most useful‐Jeast useful criterion in three hypothetical decision‐making situations. The Q‐analysis revealed several types of persons, including: types which found directive information most useful, types which preferred unknown but competent sources, and types which depended upon sources who were known and trusted regardless of the kind of information the source offered. 相似文献
15.
Lorna K. S. Chan 《The Australian Educational Researcher》1988,15(1):19-39
Two studies are reported in this paper. In the first study, 32 fifth and sixth grade poor readers and 32 average third graders matched with the poor readers on reading age were randomly assigned to either a general or a specific instruction condition. In both treatments subjects were shown how to monitor text for internal inconsistency. In addition, the specific instruction condition provided explicit instruction in how to use a cross-referencing technique to evaluate the internal consistency of a given text. Results indicated significant Subject-group x Instruction Condition interaction on all three dependent measures: detection and identification of inconsistency and comprehension competence. Whereas the poor readers were found to be inferior to the RA-matched controls in the general instruction condition, in the specific instruction condition the poor readers’ performance was superior to that of the RA-matched controls. It was suggested that the significant discrepancy in performance between the poor readers and the younger RA-matched controls in the specific instruction condition may be related to differences in maturity and experience. The validity of this interpretation was examined in the second study by including a third group of average fifth graders matched with the poor readers on chronological age. Further, a second evaluative standard, namely, violation of prior knowledge, was also included. Data from the second study in general confirmed the findings of the first study. 相似文献
16.
《Contemporary educational psychology》1988,13(3):221-228
Dual-task procedures—finger tapping and associative memory—were used to examine developmental differences in the amount of mental effort required to deploy rehearsal and elaboration. Sixth- and college-grade subjects participated. Subjects performed the strategies aloud in Experiment 1 vs silently in Experiment 2. Recall results showed the superiority of elaboration over rehearsal in associative memory. Mental effort estimates were based on the amount of finger-tapping interference produced by concurrent memory strategy activity. Evidence for a developmental difference in mental effort was found only in the second experiment. A significant age-by-condition interaction indicated a small age-related increase in the effort required to use rehearsal, accompanied by a much larger developmental decline in the elaboration effort. 相似文献
17.
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
18.
How does understanding the decimal system change with age and experience? Second, third, sixth graders, and adults (Experiment 1: N = 96, mean ages = 7.9, 9.23, 12.06, and 19.96 years, respectively) made number line estimates across 3 scales (0–1,000, 0–10,000, and 0–100,000). Generation of linear estimates increased with age but decreased with numerical scale. Therefore, the authors hypothesized highlighting commonalities between small and large scales (15:100::1500:10000) might prompt children to generalize their linear representations to ever‐larger scales. Experiment 2 assigned second graders (N = 46, mean age = 7.78 years) to experimental groups differing in how commonalities of small and large numerical scales were highlighted. Only children experiencing progressive alignment of small and large scales successfully produced linear estimates on increasingly larger scales, suggesting analogies between numeric scales elicit broad generalization of linear representations. 相似文献
19.
David Michael James Hartley 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(2):84-98
Two studies are reported which aim to test the generality of the conclusions drawn from previous literature on the effectiveness of flowcharts with adult participants. In Experiment One secondary school children of different ages took part, and in Experiment Two a group of senior citizens participated. In both experiments, the effectiveness of a flow chart was compared with that of short contingency statements for finding a solution to a complex problem.
In Experiment One there was an initial advantage for the flow chart over the contingency statements in terms of speed but this was not the case in Experiment Two. Furthermore, the results showed there to be no significant differences in error rates between the two modes of presentation in both experiments. Participants who were particularly accurate responders did not respond any more slowly (or quickly) in Experiment One.
Practice at the task had marked effects. The differences in speed between the two modes of presentation on trial 1 were markedly reduced on trial 2 in both experiments and performance speeded up with practice. Age also played a part. In Experiment One, older children performed more rapidly than younger ones. In Experiment Two, the elderly participants found both formats very difficult to use. It seems that the generally accepted view that flowcharts are superior to contingency statements might not hold for younger participants or for the elderly, especially when accuracy is the main criterion. 相似文献
In Experiment One there was an initial advantage for the flow chart over the contingency statements in terms of speed but this was not the case in Experiment Two. Furthermore, the results showed there to be no significant differences in error rates between the two modes of presentation in both experiments. Participants who were particularly accurate responders did not respond any more slowly (or quickly) in Experiment One.
Practice at the task had marked effects. The differences in speed between the two modes of presentation on trial 1 were markedly reduced on trial 2 in both experiments and performance speeded up with practice. Age also played a part. In Experiment One, older children performed more rapidly than younger ones. In Experiment Two, the elderly participants found both formats very difficult to use. It seems that the generally accepted view that flowcharts are superior to contingency statements might not hold for younger participants or for the elderly, especially when accuracy is the main criterion. 相似文献
20.
Bilingual German fourth‐graders are expected to develop greater linguistic awareness than monolingual children and therefore should habitually apply different text‐processing strategies compared with German monolingual fourth‐graders when comprehending and recalling a text. Bilingual children are expected to process texts from the bottom up, from the text base to the gist, whereas monolingual children should engage in top‐down processing, which is indicated, for example, by more text intrusions and inferences. This research attempts to clarify whether bilinguals show this shift in direction of processing when they process cross‐linguistic versus mono‐linguistic texts. The results of Experiment 1 supported our main hypothesis. Monolingual German fourth‐graders had more intrusions than same‐aged German–English (L1–L2) bilingual children. In Experiment 2, nearly balanced German–English and German‐dominant children were tested separately in within‐language free recall in both languages and in across‐language text recall. For nearly balanced bilingual children, within‐ and cross‐language recall was equally efficient in both languages but not for German‐dominant bilingual children – in their recall, more intrusions appeared in their L2 recall. Top‐down processing seems to increase when it is in the weaker language. Engaging in bottom‐up processing apparently is associated with cognitive functioning in L1. 相似文献