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1.
Preschool, second-, and fifth-grade children watched films and heard stories which portrayed an actor who intentionally or accidentally injured another for either good or bad motives. After each film or story, children were interviewed to determine their understanding of the actor motives and the intentionality of his act and their moral judgements. The results suggest that children of all ages understood the concepts of motive and intentionality, but that the ability to make accurate inferences about motives and intentionality develops with age. Motives affected children's evaluations at all ages, but intentionality affected only grade school children's evaluations. The results for moral judgment were discussed in terms of a theory which included features of both cognitive-developmental and social learning explanations of moral development. 相似文献
2.
Decision making can be defined as the process of making reasoned choices among alternatives based upon judgments consistent with the values of the decision maker. Models describing decision making generally include: identification of the problem, collection of relevant information, generation of alternatives, identification of consequences of alternatives, and selection of alternatives. This research focuses on the ability of children to generate alternatives in decision-making tasks. The problem was to determine the differential effects of the number of features of a decision-making situation in interview and computer-simulation modes on the number of alternatives children generate. The study involved 208 children with equal numbers of 2nd and 4th grade boys and girls. Each child responded to three decision-making situations either in an interview or computer-simulation mode. The three situations varied on the number of features of the award objects. An increase in the number of features (color) of the award objects (jelly beans) in a decision-making situation increased the number of alternatives generated. The children in this study generated more alternatives in the interview setting than with the computer simulation. 相似文献
3.
Children''s Sex-related Stereotyping of Colors 总被引：2，自引：0，他引：2
4 studies addressed children's sex-related stereotyping of colors. Study 1 examined preschoolers' awareness of color stereotypes. Children were presented with 6 toy animals, identical except for color, and were asked to identify the sex of each animal and to select a favorite. Both sex identifications and toy preferences were highly consistent with adult color stereotypes. Study 2 demonstrated that clothing color influences preschool, kindergarten, and first-grade children's impressions of other children whose sex is known. Studies 3 and 4 indicated that the effects of stereotyping based on color are modest in comparison to the effects of stereotyping based directly on sex. In addition, color stereotyping did not show the regular age-related increase that is characteristic of sex-role stereotyping. 相似文献
4.
Mary A. Silles 《Economics of Education Review》2011,30(2):258-268
This article, using the National Child Development Study, estimates the causal relationship between parents’ schooling and children's cognitive and non-cognitive development using the 1947 compulsory schooling legislation in Great Britain. The least squares estimates suggest strong correlations between parental education and these developmental indicators. However, the instrument variable estimates are not sufficiently precise to find that either parent's schooling has a beneficial effect on children's cognitive and non-cognitive development. 相似文献
5.
Mariana Alfonso 《Research in higher education》2006,47(8):873-903
Community colleges are seen as contradictory institutions. Supporters contend that community colleges increase baccalaureate attainment by providing access to higher education for students who would otherwise not attend college, while critics argue that these institutions decrease baccalaureate attainment for students who would otherwise attend a 4-year institution. Using the National Education Longitudinal Study, this article advances the literature on the impact of community colleges on baccalaureate attainment by estimating new models that allow controlling for pathways of enrollment while using different measures of educational expectations and correcting for college choice. Findings suggest that community colleges significantly reduce the probability of attaining a bachelor’s degree, as compared to 4-year institutions, an effect that remains after having taken into account non-traditional enrollment pathways, educational expectations, and self-selection into 2-year and 4-year institutions.An earlier version of this paper was presented at the November 2004 Annual Meeting of the Association for the Study of Higher Education. 相似文献
6.
Taryn W. Morrissey 《Child development》2009,80(1):59-76
Nationally, 15% of children younger than 5 years regularly attend more than 1 child-care arrangement. An association between arrangement multiplicity and children's behavior problems has been identified, but previous research may be susceptible to measurement or omitted variable bias. This study used within-child fixed effects models to examine associations between changes in the number of concurrent, nonparental child-care arrangements and changes in mother- and caregiver-reported behavior among 2- and 3-year-old children in the National Institute for Child Health and Human Development Study of Early Child Care and Youth Development ( N = 850). Increases in the number of arrangements were related to increases in children's concurrent behavior problems and decreases in prosocial behaviors, particularly among girls and younger children. Implications for policy and research are discussed. 相似文献
7.
Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects 总被引：6，自引：0，他引：6
A path model of teacher expectancy effects was evaluated in a sample of 376 first- through fifth-grade urban elementary school children. The roles of two moderators (classroom perceived differential treatment environment and developmental differences) and one mediator (children's self-expectations) of teacher expectancy effects on children's year-end achievement were examined. Significant differences in effects and effect sizes are presented. Both classroom environment (high versus low in differential treatment, as seen through children's eyes) and developmental differences moderated the strength of teacher expectancy effects. Generally, stronger effects were found in classrooms in which expectancy-related cues were more salient to children, but developmental differences moderated which effect was most pronounced. A significant age-related decline in direct effects on ending achievement was interpreted as evidence that teacher expectations may tend to magnify achievement differences in the early grades, but serve to sustain them in later grades. Support for indirect effects (teacher expectations --> children's self-expectations --> ending achievement) was limited to upper elementary grade classrooms perceived as high in differential treatment. In contrast to prior research that emphasized small effect sizes, the present analyses document several instances of moderate effects, primarily in classrooms in which expectancy-related messages were most salient to children. These results underscore the importance of explicit attention to the inclusion of moderators, mediators, and multiple outcomes in efforts to understand teacher expectancy effects. 相似文献
8.
Preschool ( M age = 4–11) and fifth-grade ( M age = 12–1) children and their mothers judged the acceptability of corporal punishment as a function of the type of transgression (dangerous, violation of social rule, or violation of moral precept) and discipline agent. Children of both ages and their mothers discriminated among different types of transgressions as a function of rule contingency, rule generalizability, and seriousness of the transgression. Social convention transgressions were judged to be more rule contingent, less generalizable (across settings), and less serious than prudential (dangerous) or moral violations, but overall children judged transgressions to be more generalizable than did their mothers. Preschool children showed broad acceptability for severe corporal punishment given any type of transgression, by any agent, whereas fifth graders were generally discriminating about limits of punishability, and their judgments appeared to be transitional between the broad acceptance shown by younger children and more focused acceptability shown by mothers. Mothers were proprietary with respect to agent and tended to focus on dangerous and moral violations as punishable. Findings suggest a developmental path from a single criterion for young children to consideration of multiple criteria for older children and adults. Judgments were also interpreted as reflecting social roles such as parents' responsibility to constrain children and children's expectations for constraint. Preschool children's broad acceptability of punishment despite their differentiation of classes of rules and of transgressions suggests that different constraints operate for judgments about rules or commands as opposed to sanctions. Implications for children's ability to identify and report abuse are also noted. 相似文献
9.
Children's Social Goals and Self-Efficacy Perceptions as Influences on Their Responses to Ambiguous Provocation 总被引：6，自引：0，他引：6
This study examined whether children who vary in their behavioral responses (aggression vs. withdrawal vs. problem solving) to ambiguous provocation but who are similar in their attributional processes differ in their social goals and self-efficacy perceptions. In response to 10 hypothetical situations involving ambiguous provocation, fourth- and fifth-grade students ( n = 781) indicated whether or not the protagonist intended to cause the harm and reported how they would respond to the protagonist's action. Newly developed measures assessed children's situated social goals and self-efficacy perceptions. Results indicated that the aggressive, withdrawn, and problem-solving responders differed in their social goals and self-efficacy perceptions. The strength of the findings, compared to earlier work on children's goals and self-efficacy perceptions, suggests the importance of a situated social-cognitive assessment in which children's thoughts are measured in a specific kind of social situation and are related to their reported behavior in the same type of situation. 相似文献
10.
Lyn D. English 《Educational Studies in Mathematics》1997,34(3):183-217
This one-year study involved designing and implementing a problem-posing program for fifth-grade children. A framework developed for the study encompassed three main components: (a) children's recognition and utilisation of problem structures, (b) their perceptions of, and preferences for, different problem types, and (c) their development of diverse mathematical thinking. One of the aims of the study was to investigate the extent to which children's number sense and novel problem-solving skills govern their problem-posing abilities in routine and nonroutine situations. To this end, children who displayed different patterns of achievement in these two domains were selected to participate in the 10-week activity program. Problem-posing interviews with each child were conducted prior to, and after the program, with the progress of individual children tracked during the course of the program. Overall, the children who participated in the program appeared to show substantial developments in each of the program components, in contrast to those who did not participate. 相似文献
11.
Children tend to extend object names on the basis of sameness of shape, rather than size, color, or material-a tendency that has been dubbed the "shape bias." Is the shape bias the result of well-learned associations between words and objects? Or does it exist because of a general belief that shape is a good indicator of object category membership? The present three studies addressed this debate by exploring whether the shape bias is specific to naming. In Study 1, 3-year-olds showed the shape bias both when asked to extend a novel name and when asked to select an object of the same kind as a target object. Study 2 found the same shape bias when children were asked to generalize properties relevant to category membership. Study 3 replicated the findings from Study 1 with 2-year-olds. These findings suggest that the shape bias derives from children's beliefs about object kinds and is not the product of associative learning. 相似文献
12.
C R Beal 《Child development》1985,56(3):631-642
Retrieval cues can be used to help one remember to perform tasks in the future and to relocate objects in the environment. However, in both tasks there are requirements for a retrieval cue to be effective as a mnemonic aid. For example, the cue must be associated with the target item, but it must not be ambiguous, and it must be appropriately placed. 2 studies assessed children's ability to evaluate the communicative quality of retrieval cues. In Study 1, 5-9-year-old children and adults evaluated the potential effectiveness of cues to remind themselves. In Study 2, 4-9-year-olds evaluated the potential effectiveness of cues for relocating hidden objects. Patterns of results were similar in both studies: young children first learned that the retrieval cue should be associated with the target and should be encountered for retrieval to occur. However, children often overlooked problems with the potential informativeness of the cues, such as ambiguity, and did not anticipate that such cues might be misinterpreted in the future. Children's difficulty in estimating their information needs may be related to their difficulty in monitoring their current comprehension state. 相似文献
13.
旦志红 《乌鲁木齐成人教育学院学报》2006,14(2):59-61
在由相对数或平均数求平均数时,可以以这一相对数或平均数的分母或分子为权数,对这一相对数或平均数进行加权,利用加权算数平均数的频数公式或加权调和平均数公式求其平均值。 相似文献
14.
Children's probability intuitions: understanding the expected value of complex gambles 总被引：3，自引：0，他引：3
Schlottmann A 《Child development》2001,72(1):103-122
Two experiments used Information Integration Theory to study how children judge expected value of complex gambles in which alternative outcomes have different prizes. Six-year-olds, 9-year-olds and adults (N = 73 in Study 1, N = 28 in Study 2) saw chance games that involved shaking a marble in a bicolored tube. One prize was won if the marble stopped on blue, another if it stopped on yellow. Children judged how happy a puppet playing the game would be, with the prizes and probability of the blue and yellow outcomes varied factorially. Three main results appeared in both studies: First, participants in all age groups used the normatively prescribed multiplication rule for integrating probability and value of each individual outcome--a striking finding because multiplicative reasoning does not usually appear before 8 years of age in other domains. Second, all age groups based judgment of overall expected value meaningfully on both alternative outcomes, but there were individual differences--many participants deviated from the normative addition rule, showing risk seeking and risk averse patterns of judgment similar to the risk attitudes often found with adults. Third, even the youngest children took probability to be an abstract rather than physical property of the game. Overall, in contrast to the traditional view, the present results demonstrate functional understanding of probability and expected value in children as young as 5 or 6. These results contribute to the growing evidence on children's intuitive reasoning competence. This intuition can, on the one hand, support surprisingly precocious performance in young children, but it may also contribute to the biases evident in adults' judgment and decision. 相似文献
15.
The Inheritability of Identity: Children's Understanding of the Cultural Biology of Race 总被引：1，自引：0，他引：1
Lawrence A. Hirschfeld 《Child development》1995,66(5):1418-1437
4 experiments explored adult and grade school children's beliefs about inheritability of identity, particularly the "one-drop rule" that defines children of mixed-race parents as belonging to the racial category of the minority parent. In Study 1, 8- and 12-year-olds ( N = 32) and adults ( N = 43) were asked the category membership of mixed-race children and the degree to which they resembled each parent. Study 2 investigated whether the same-aged children ( N = 36) and adults ( N = 18) expected mixed-race children to have white, black, or intermediate features. Study 3 explored children's ( N = 46) expectations about the inheritability of the same properties in animals. Older children, like adults, were found to believe that mixed-race children have black racial features. Adults additionally believe that such children inherit the categorical identity of the minority parent. Study 4 repeated the same tasks with black and white children ( N = 39) attending an integrated school. Unlike children attending a predominantly white school, children in the integrated school (regardless of race) expect mixed-race children to have intermediate racial features. 相似文献
16.
This study examined whether the affect children feel toward peers would influence children's social-cognitive evaluations and behaviors. The sample consisted of 209 fifth-grade children (11- to 12-year-olds; 119 boys and 90 girls). For each child, 3 target peers (liked, disliked, and neutral) were identified via a sociometric nomination procedure. The names of the targets were then inserted into hypothetical vignettes in which the target peer's behavior had a negative consequence for the child. After each vignette, questions about intent, outcome expectations, and self-efficacy beliefs were asked. In addition, self-reports regarding relationship-specific proactive and reactive aggression and regarding victimization were collected. The results demonstrate that children social-cognitively differentiate between the relationship types and that relationship-specific evaluations are associated with relationship-specific behaviors. 相似文献
17.
OBJECTIVE: The current study examined children's eyewitness memory nearly 4 years after an event and the ability of adults to evaluate such memory. METHOD: In Phase 1, 7- and 10-year olds were interviewed about a past event after a nearly 4-year delay. The interview included leading questions relevant to child abuse as well as statements designed to implicate the original confederate. In Phase 2, laypersons and professionals watched a videotaped interview (from Phase 1) that they were misled to believe was from an ongoing abuse investigation. Respondents then rated the child's accuracy and credibility, and the probability that the child had been abused. RESULTS: In Phase 1, few significant age differences in memory accuracy were found, perhaps owing in part to small sample size. Although children made a variety of commission errors, none claimed outright to have been abused. Nevertheless, some of the children's answers (e.g., saying that their picture had been taken, or that they had been in a bathtub) might cause concern in a forensic setting. In Phase 2, professional and nonprofessional respondents were unable to reliably estimate the overall accuracy of children's statements. However, respondents were able to reasonably estimate the accuracy of children's answers to abuse questions. Respondents were also more likely to think that 7-year olds compared to 10-year olds had been abused. Professionals were significantly less likely than nonprofessionals to believe that credible evidence of abuse existed. Professionals who indicated personal experience with child abuse or a close relationship with an abuse victim were more likely to rate children as abused. A gender bias to rate boys as more accurate than girls was apparent among laypersons but not professionals. CONCLUSIONS: Children were generally resistant to suggestions that abuse occurred during a long-ago generally forgotten event, but some potentially concerning errors were made. Both professionals and non-professionals had difficulty estimating the accuracy of children's reports, but adults were more likely to rate children as accurate if the children answered abuse-related questions correctly. Training and personal experience were associated with adults' ratings of children's reports. Implications for evaluations of child abuse reports are discussed. 相似文献
18.
Hannah Schildberg-Hoerisch 《Economics of Education Review》2011,30(6):1456-1467
This paper analyzes whether there exists a causal relationship between parental employment and children's educational attainment. We address potential endogeneity problems due to (i) selection of parents in the labor market by estimating a model on sibling differences and (ii) reverse causality by focusing on parents’ employment when children are aged 0–3. We use data from the German Socioeconomic Panel that provide information on household income, parental employment, and time spent with child care. Our approach disentangles income and time effects of parental employment. Overall, we find little support that parental employment affects children's educational attainment. Controlling for household income, we can rule out that having a mother who works one hour more per week lowers the probability of high secondary track attendance by more than 0.1%. 相似文献
19.
This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children. 相似文献
20.
A Comparison of Aggressive-Rejected and Nonaggressive-Rejected Children's Interpretations of Self-Directed and Other-Directed Rejection 总被引：2，自引：0，他引：2
The hypothesis that aggressive-rejected children are unaware of their social status because they are self-protective when processing negative peer feedback was tested in 3 studies. In Study 1, fourth-grade girls and boys were asked to name peers they liked or disliked, as well as peers they thought liked or disliked them. Comparisons of aggressive-rejected, nonaggressive-rejected, and average status groups revealed that aggressive-rejected children were more unrealistic in their assessments of their social status than were nonaggressive-rejected children. In Study 2, rejected and average boys identified in Study 1 were asked to name who they thought liked or disliked other children from their classroom. Comparisons of perceived and actual nominations for peers revealed that aggressive-rejected children were able to assess the social status of others as well as did nonaggressive-rejected and average status children. Because the difficulties aggressive-rejected children demonstrated in Study 1 did not generalize to judging the status of others in Study 2, the self-protective hypothesis was supported. Study 3 provided a parallel test of this hypothesis under more controlled conditions. Subjects from Study 2 viewed other children receiving rejection feedback from peers in videotaped interactions and received similar feedback themselves from experimental confederates. While all subjects rated self-directed feedback somewhat more positively than other-directed feedback, aggressive-rejected subjects had the largest self-favoring discrepancy between their judgments of self- and other-directed feedback. These findings also suggest that aggressive-rejected children may make self-protective "errors" when judging other children's negative feelings about them. Ethnicity differences in evaluating peer feedback emerged in Studies 1 and 3, raising questions about the impact of minority status on children's evaluations of rejection feedback. 相似文献