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1.
This study investigated the construction of a spatial model in relation to working memory (WM) and visuospatial abilities. Participants were trained to use either imagery or verbal strategies to process route spatial texts. Results obtained on a free recall task, a verification test and a graphic representation task showed the beneficial effect of using a strategy based on mental images. When imagery strategies were used, a concurrent articulatory task produced interference effects on recall performance, and a spatial tapping task also impaired performance as compared to the control condition. These interference effects suggest that both visuospatial and verbal WM were involved in construction of the spatial model. When repetition strategies were used, however, only the articulatory task produced interference effects, highlighting the role of the verbal WM. To elucidate how the involvement of the visuospatial component may differ in relation to visuospatial abilities, participants with good or poor ability in generation of visual images and spatial manipulation of objects were compared. The benefit of the imagery strategy was found in both groups, but whereas low-visuospatial imagery participants were sensitive to spatial interference, their high ability counterparts were not. These results question the role of imagery processes in the construction of spatial models and their relation to the visuospatial WM.  相似文献   

2.
A multiple baseline design was implemented to address the questions, “Do qualitative changes in reported strategies occur during treatment and does strategy instruction concurrently influence a conceptually related task?” The dependent measure for the prose recall task was the number of idea units recalled, while the number of facts comprehended during silent reading sessions assessed transfer effects. “Thinking aloud protocols” were used to identify cognitive processes during prose recall. The results suggested that a qualitative shift in verbal strategy reports occurred across training sessions. The introduction of cognitive training (visual and verbal mapping of idea units) increased the recall of prose compared to the baseline conditions, although concurrent effects on reading comprehension tasks were minimal. It was assumed that unstable cognitive processes during prose recall, as well as nonequivalent mental processes between the two tasks, accounted for the poor transfer of training effects.  相似文献   

3.
David Estes 《Child development》1998,69(5):1345-1360
From Piaget's early work to current theory of mind research, young children have been characterized as having little or no awareness of their mental activity. This conclusion was reexamined by assessing children's conscious access to visual imagery. Four-year-olds, 6-year-olds, and adults were given a mental rotation task in the form of a computer game, but with no instructions to use mental rotation and no other references to mental activity. During the task, participants were asked to explain how they made their judgments. Reaction time patterns and verbal reports revealed that 6-year-olds were comparable to adults both in their spontaneous use and subjective awareness of mental rotation. Four-year-olds who referred to mental activity to explain their performance had reaction time and error patterns consistent with mental rotation; 4-year-olds who did not refer to mental activity responded randomly. A second study with 5-year-olds produced similar results. This research demonstrates that conscious access to at least 1 type of thinking is present earlier than previously recognized. It also helps to clarify the conditions under which young children will and will not notice and report their mental activity. These findings have implications for competing accounts of children's developing understanding of the mind and for the "imagery debate."  相似文献   

4.
A number of studies have reported that most children with autism fail theory of mind tasks. It is unclear why certain children with autism pass such tests and what might be different about these subjects. In the present study, the role of age and verbal ability in theory of mind task performance was explored. Data were pooled from 70 autistic, 34 mentally handicapped, and 70 normal young subjects, previously tested for a number of different studies. The analysis suggested that children with autism required far higher verbal mental age to pass false belief tasks than did other subjects. While normally developing children had a 50% probability of passing both tasks at the verbal mental age of 4 years, autistic subjects took more than twice as long to reach this probability of success (at the advanced verbal mental age of 9-2). Possible causal relations between verbal ability and the ability to represent mental states are discussed.  相似文献   

5.
This study examines the influence of processing strategies, and the associated metacomponents that determine when to apply them, on the construct validity of a verbal reasoning test. Three strategies for solving verbal analogy items were examined: a rule-oriented strategy, an association strategy, and a partial rule strategy. Construct validity was studied in two separate stages: construct representation and nomothetic span. For construct representation, evidence was obtained that all three strategies, and their related metacomponents, are associated with performance on analogy items. For nomothetic span, the current study found that all three strategies contribute to individual differences in verbal reasoning and to the predictive validity of the test. The results of this study also point to the utility of metacomponents as constructs for describing and understanding test performance. Implications of the results for test development and theories of aptitude are elaborated.  相似文献   

6.
Gustafsson, J.‐E. Differential Effects of Imagery Instructions on Pupils with Different Abilities. Scandinavian Journal of Educational Research, 21, 157‐179. A study investigating interactions between imagery instructions and aptitude variables is presented. A group of seven fifth‐grade classes was given imagery instructions in the reading of a short text, while another group read the text in a regular way. Three different outcomes covering different types of learning were registered. Tests of verbal ability and spatial (or imagery) ability were used as aptitude variables. The data analysis indicated that there were differences for the girls between the treatment groups among the aptitude variables; the results for the girls thus had to be excluded. A positive effect of imagery instructions was found for boys high in verbal and imagery ability with respect to the acquisition of simple terms. For other outcomes and groups of subjects either no effect or a negative effect was found.  相似文献   

7.
Sixty deaf and hearing students were asked to search for goods in a Hypertext Supermarket with either graphical or textual links of high typicality, frequency, and familiarity. Additionally, they performed a picture and word categorization task and two working memory span tasks (spatial and verbal). Results showed that deaf students were faster in graphical than in verbal hypertext when the number of visited pages per search trial was blocked. Regardless of stimuli format, accuracy differences between groups did not appear, although deaf students were slower than hearing students in both Web search and categorization tasks (graphical or verbal). No relation between the two tasks was found. Correlation analyses showed that deaf students with higher spatial span were faster in graphical Web search, but no correlations emerged between verbal span and verbal Web search. A hypothesis of different strategies used by the two groups for searching information in hypertext is formulated. It is suggested that deaf users use a visual-matching strategy more than a semantic approach to make navigation decisions.  相似文献   

8.
Verbal reports of examinees' thinking on multiple-choice critical thinking test items can provide useful validation data only if the verbal reporting does not change the course of examinees' thinking and performance. Using a completely randomized factorial design, 343 senior high school students were divided into five groups. In four of the groups, different procedures were used to elicit students' thinking as they worked through Part A of a critical thinking test of observation appraisal (Norris & King, 1983). In the control group, students took the same test in paper-and-pencil format. There were no significant differences in test performance among the five groups nor in the quality of thinking among the four groups from whom verbal reports of thinking were elicited. These results are evidence that verbal reports of thinking can meet one of the necessary conditions of useful validation data—namely, that collecting the data does not alter examinees' thinking and performance. Some analyses found significant interviewer main effects and sex-by-interviewer and elicitation-level-by-interviewer-by-sex-by-grade interaction effects. Analysis of these interactions suggested that the role of the interviewer might limit the generality of the technique.  相似文献   

9.
Rats were presented with 2, 4, 6, 8, or 10 spatial locations on a 12-arm radial maze and on a subsequent test were required to choose between a place previously visited and a novel place. The animals were reinforced for entering the novel spatial location. During learning, animals showed an increase in errors as the number of places to be remembered increased from 2 to 8, indicating the use of a retrospective memory code. These animals also showed a decrease in errors as the number of places to remember increased from 8 to 10, indicating the use of a prospective memory code. In an analogous mnemonic task, college students were presented with 2, 4, 6, 8, 10, 12, or 14 Xs, shown one at a time, marked on a grid of 16 squares. On a subsequent test, the college students were asked to choose between a novel X and one that had appeared previously. Subjects were asked to circle the novel X. On the basis of their verbal reports, the subjects were divided into two groups reflecting different memory coding strategies. The subjects who reported a retrospective coding strategy showed an increase in errors as the list length increased. The subjects who reported a retrospective and prospective strategy showed an initial increase in errors for list lengths of 2 to 8 items followed by a decrease in errors for list lengths of 8 to 14 items. The results are interpreted to reflect a correspondence between animals and humans in the use of coding strategies aimed at facilitating memory performance for long lists of information.  相似文献   

10.
An extensive body of literature has explored the involvement of motor processes in mental rotation, yet underlying individual differences are less documented and remain to be fully understood. We propose that sensorimotor experience shapes spatial abilities such as assessed in mental rotation tasks. Elite wrestlers' and non-athletes' mental rotation accuracy and response times were measured in three different conditions: mental rotation (a), mental rotation with visual (b) and movement (c) interference. Results showed that both groups were equally affected by the visual interference task, as hypothesized from previous literature. However, the movement interference task impacted tremendously more wrestlers' mental rotation performance. These findings suggest that experts in motor activities rely heavily on motor processes in three-dimensional mental rotation problems solving, thus performing more poorly when simultaneously holding movements. The implications of this work in providing further evidence for the close tie between perceptive, motor and cognitive processes are discussed.  相似文献   

11.
Sources of age differences in speed of processing   总被引：4，自引：1，他引：4  
R Kail 《Child development》1986,57(4):969-987
3 experiments were conducted to study developmental change in the speed of cognitive processes. In Experiment 1, subjects ranging in age from 8 to 21 years were tested on a mental rotation task in which they judged whether pairs of letters presented at different orientations were identical or mirror images, and on a name retrieval task in which they judged if pairs of pictures were identical physically or had the same name. Increases with age in the speed of mental rotation and speed of name retrieval were both well described by exponential functions, and the rate of developmental change was comparable for the 2 tasks. Experiment 2 confirmed that age changes in rate of mental rotation are well described by an exponential function. Experiment 3 demonstrated, on a mental rotation task, a perfect correlation across conditions between children's mean response times and adults' mean response times for corresponding conditions. These results are interpreted as indicating that age differences in speed of processing are due, at least in part, to a central limiting mechanism that increases with age.  相似文献   

12.
Age-related changes in children's use, self report, and awareness of verbal problem-solving strategies (private speech) and strategy effectiveness were explored with a large (N = 2,156) cross-sectional sample of children aged 5 to 17. Children's verbal strategies moved from overt, to partially covert, to fully covert forms with age. Self-reports of verbal strategy use were accurate yet incomplete. Awareness of children's use of verbal strategies was low and increased with age. Although verbal strategies were associated with competence among the youngest children, self-talk was unrelated to task performance for older children, suggesting considerable persistence over time of a relatively ineffective strategy. Awareness was not a prerequisite for children's verbal strategy use but was positively associated with strategy effectiveness among those who talked.  相似文献   

13.
Developmental changes in knowledge about the differences between the mental processes of comprehension and memory were investigated in 3 studies using first graders, third graders, and undergraduates as subjects. 2 types of knowledge were assessed: (a) knowledge about the types of strategies appropriate to achieving the goals of comprehension, memorization, or a combination of the 2; (b) knowledge about how different task variables differentially affect comprehension and memorization tasks. With respect to the former, only the 2 older groups showed some understanding of the differential effectiveness of rehearsal and word familiarity for memory versus comprehension and thus showed some understanding of the comprehension-memory distinction with respect to strategy knowledge. As for the latter, only undergraduates correctly differentiated between the 2 mental processes with respect to the task variables of list length, item familiarity, and the categorical organization of the items.  相似文献   

14.
The study was concerned with the relation between reading comprehension and task‐specific strategies used in arithmetical word problems. Two hypotheses were formulated in the study. H1 stated that subjects good at arithmetic as well as reading (Group 1) would emphasize deductive strategies to a greater extent than subjects in the remaining groups. H2 considered IQ to be a stronger predictor for subjects’ strategies in arithmetical word tasks than reading comprehension. Four groups of 9‐year‐old children with different competencies in arithmetic and reading were sampled for the investigation. An intelligence test (WISC) and three other tests, Mathematical tests 1‐3, were constructed and administered to the 20 subjects. The tests were used to examine subjects’ strategies in completed task solutions. The findings indicated that great similarities existed between Groups 1 (good at both skills) and 2 (good at arithmetic and poor at reading) as to strategies used in addition and subtraction problems. Whereas subjects in groups 1 and 2 mainly used deductive strategies, those in Groups 3 (good at reading and poor at arithmetic) and 4 (poor at both skills) rather used procedural strategies in solving the problems. Concerning strategies applied in multiplication and division tasks a more diverse pattern of strategies was revealed in all of the four groups, but the majority of subjects emphasized deductive strategies. Multiple regression analyses of the data indicated strong linear relationships between the predictors and the criteria used in the analyses. However, IQ was the only significant single predictor found in the regression analyses. H1 had to be suspended, but H2 could not be rejected.  相似文献   

15.
This article deals with the solving of rotation problems, and shows that there is an alternative to using mental rotations or their encoding into verbal terms: namely using geometrical properties. The idea is consistent with the theory which distinguishes between visual and analytical individuals, but uses the construct strategies instead of the construct preferred processing mode. Moreover, contrary to many researchers who refer to this distinction, but who often use it to classify students, this researcher introduces a new parameter, namely the nature of the task. The article presents the analysis of the functionality and effectiveness of the different kind of strategies as a function of the task's characteristics. The research, dealing not with individual traits but with solving strategies, offers information that could be helpful for the improvement of geometry teaching.  相似文献   

16.
杜秀芳  高艳 《教育学报》2012,(3):97-105
采用计算机模拟的自我指导实验探究任务,以小学高年级和初中学生为被试,分析其探究中使用的实验设计策略和证据评价策略,并探讨中小学生科学探究策略的发展特点。研究发现:科学探究中学生所使用的实验设计策略按发展水平由高到低分别有完全设计策略、局部连锁策略、局部控制策略、分离变量水平策略和无策略五种;所使用的证据评价策略主要有:两两比较策略、共同发生策略、直觉评价策略和无策略四种。在简单的任务中被试虽然也使用了正确的策略,但这些策略的掌握往往是自发形成的,探索的方法和策略的掌握仍然需要有意识的培养。  相似文献   

17.
Individuals with an aptitude for interpreting spatial information (high mental rotation ability: HMRA) typically master anatomy with more ease, and more quickly, than those with low mental rotation ability (LMRA). This article explores how visual attention differs with time limits on spatial reasoning tests. Participants were assorted to two groups based on their mental rotation ability scores and their eye movements were collected during these tests. Analysis of salience during testing revealed similarities between MRA groups in untimed conditions but significant differences between the groups in the timed one. Question‐by‐question analyses demonstrate that HMRA individuals were more consistent across the two timing conditions (κ = 0.25), than the LMRA (κ = 0.013). It is clear that the groups respond to time limits differently and their apprehension of images during spatial problem solving differs significantly. Without time restrictions, salience analysis suggests LMRA individuals attended to similar aspects of the images as HMRA and their test scores rose concomitantly. Under timed conditions however, LMRA diverge from HMRA attention patterns, adopting inflexible approaches to visual search and attaining lower test scores. With this in mind, anatomical educators may wish to revisit some evaluations and teaching approaches in their own practice. Although examinations need to evaluate understanding of anatomical relationships, the addition of time limits may induce an unforeseen interaction of spatial reasoning and anatomical knowledge. Anat Sci Educ 10: 528–537. © 2017 American Association of Anatomists.  相似文献   

18.
The effects of different approaches to learning Chinese characters were investigated. Ninety-two high-school students were randomly assigned to one of five treatment groups: translation, verbal mnemonics, visual mnemonics, dual coding mnemonics, or self-generated mnemonics. All groups received instruction and completed posttests in a computer-based environment. The results indicate that participants who generated their own mnemonics demonstrated higher posttest performance than those in visual coding, verbal coding, and translation groups; subjects in the dual coding group scored higher than those in the translation group. Those who generated their own mnemonics spent more time on task than any other group, and those in the verbal coding group took more time than those in the translation group. Survey and qualitative data suggest that learners' interpretations of the Chinese characters were rooted in their cultural backgrounds and personal experiences.  相似文献   

19.
This study examined the effects of a verbal mediation strategy on three groups of subjects who had visual-spatial deficits. Thirteen females with Turner syndrome, 13 females with nonverbal learning disabilities, and 14 males with nonverbal learning disabilities, who ranged in age from 7 to 14 years, were taught via a cognitive behavioral modification approach to verbally mediate a spatial matching task. Pretest and posttest performance differences on parallel forms of a visual-spatial orientation task were examined. All three groups showed significant improvement in visual-spatial task performance after the training. There were no significant differences in the degree of improvement among the three groups. The results suggest that children with Turner syndrome may benefit from problem-solving strategy training in a manner similar to children with nonverbal learning disabilities.  相似文献   

20.
An important question that must be answered is whether cognitive styles, abilities, and aptitudes provide complementary or redundant information regarding students' characteristics. Measures of 6 styles, 6 abilities, and 12 aptitudes were administered to 201 Navy recruits. Relationships among all cognitive attributes and between sets of styles and abilities as well as styles and aptitudes were examined by computing product-moment correlations and two canonical analyses. A principal-factor analysis and varimax rotation were also computed for all 24 characteristics. The results indicated that many styles are significantly related to abilities and aptitudes. However, the amount of shared variance between styles and abilities or aptitudes is small. Three significant factors were extracted (i.e., technical aptitude, verbal ability, and general problem solving) which underlie much of the variability of these cognitive characteristics. The data demonstrated (1) the relative dependence of most cognitive styles with abilities and aptitudes inherent to general problem solving, and (2) the relative independence of some cognitive styles from technical aptitude and verbal ability dimensions.  相似文献   

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