共查询到20条相似文献，搜索用时 31 毫秒
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Valdois Sylviane Bosse Marie-Line Ans B. Carbonnel S. Zorman Michel David D. Pellat Jacques 《Reading and writing》2003,16(6):541-572
The present study describes two Frenchteenagers with developmental reading andwriting impairments whose performance wascompared to that of chronological age andreading age matched non-dyslexic participants.Laurent conforms to the pattern of phonologicaldyslexia: he exhibits a poor performance inpseudo-word reading and spelling, producesphonologically inaccurate misspellings butreads most exception words accurately. Nicolas,in contrast, is poor in reading and spelling ofexception words but is quite good atpseudo-word spelling, suggesting that hesuffers from surface dyslexia and dysgraphia.The two participants were submitted to anextensive battery of metaphonological tasks andto two visual attentional tasks. Laurentdemonstrated poor phonemic awareness skills butgood visual processing abilities, while Nicolasshowed the reverse pattern with severedifficulties in the visual attentional tasksbut good phonemic awareness. The presentresults suggest that a visual attentionaldisorder might be found to be associated withthe pattern of developmental surface dyslexia.The present findings further show thatphonological and visual processing deficits candissociate in developmental dyslexia. 相似文献
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Saskia Selzam Philip S. Dale Richard K. Wagner John C. DeFries Martin Cederlöf Paul F. O’Reilly 《Scientific Studies of Reading》2017,21(4):334-349
It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education (EduYears) to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample of 5,825 unrelated individuals. EduYears GPS accounts for up to 5% of the variance in reading performance at age 14. GPS predictions remained significant after accounting for general cognitive ability and family socioeconomic status. Reading performance of children in the lowest and highest 12.5% of the EduYears GPS distribution differed by a mean growth in reading ability of approximately two school years. It seems certain that polygenic scores will be used to predict strengths and weaknesses in education. 相似文献
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Nathlie A. Badian 《Annals of dyslexia》1993,43(1):90-109
The main aim of the study was to determine whether performance on reading-related cognitive processing tasks would help predict reading progress in children receiving special help. The 86 subjects were initially aged six to eight years and most were followed up after two years. When variance due to IQ and age was accounted for, an orthographic processing task, phonological awareness (phoneme deletion), and digit- naming speed were significant predictors of later reading skills. A strength in phonological awareness differentiated initial poor readers who later made excellent gains in reading from poor readers who did not improve. Children whose reading deteriorated had serious weaknesses on tasks of naming speed and confrontation naming. Their poor lexical retrieval skills had a more deleterious effect on later reading than on initial. Indications were that for children diagnosed as poor readers at age six or seven years, prognosis is better for boys, and for garden- variety poor readers, than for dyslexics. Caution was urged in applying the term dyslexic to children in the first two school grades because many of them will be slow starters who do not have a persistent reading problem. 相似文献
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Mark Oromaner 《Community College Journal of Research & Practice》2013,37(6):547-548
This investigation addressed the effects of teaching styles, student cognitive styles, matched and mismatched conditions, student age, and student gender in relation to course grades in community college education. The Gregorc Style Delineator was used to determine the dominant cognitive styles of 16 teachers and 207 students on two campuses of a comprehensive community college. Data were analyzed according to two analysis of variance models. The findings indicated that concrete sequential teachers assigned significantly lower grades to students than did teachers dominant in any other style and that students 25 years of age and older received significantly higher grades than younger students, except when matched with concrete random teachers. Although many authors have suggested that students whose cognitive styles match those of their teachers tend to attain higher grades, findings in this study contradicted the literature and indicated that mismatched students performed better academically. 相似文献
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This study examined the effect of cognitive demand on situational interest and performance using running tasks in physical education. Adolescents (N = 179) participated in a field study involving three different levels of cognitive demand. Running performances and situational interest were measured four times with a testing interval of seven days. Results from multivariate analyses of covariance suggested that cognitive demand had a significant effect on situational interest and running performances. Higher cognitive demand led to higher levels of situational interest. Situational interest was weakly or moderately correlated with running performances (|r| = .17?.40), yet students reported significantly lower performance when the perceived interest was the highest. These findings suggest the importance of designing instructional tasks with moderate cognitive demand to optimally preserve situational interest and performance in physical education. The findings also help further conceptualise the relations among cognitive demand, situational interest and performance. 相似文献
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ABSTRACT Two studies explored individual differences in general memory ability and their relation to performance in a public examination taken at age 15‐16 years in England and Wales. Five memory tasks were used to test both immediate memory and retention a week later. Rank orders of performance across the memory tasks, with IQ partialled out, were found to be significantly related, suggesting some general process. Separate indices of general memory ability for the immediate and delayed tests were highly correlated with each other and also with self‐ratings of memory ability. Multiple regression revealed that self‐rating of memory ability was the only significant independent predictor of examination performance. The results suggest that individual differences in memory ability account for between 10 and 20% of the variance in performance in this examination in groups of above‐average IQ. Possible reasons for the importance of memory in this context and implications for instructional methods are discussed. 相似文献
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The development of multitasking abilities was investigated in relation to working memory capacity, sustained attention, inhibition, and task switching. Using a new touch-screen task, 90 children aged 7–10 years were asked to monitor several timers running at different paces, and to press a button whenever a timer had completed its cycle. Results showed that a significant part of the variance in children's multitasking performance was explained by age, and performance increased significantly until about 8–9 years. Multitasking performance was generally affected by the number of tasks, but even more so in younger children. Sustained attention explained a significant part of the variance in triple-, but not dual-task performance; visuospatial working memory capacity explained variance in dual- and triple-task performance, even after controlling for age. In conclusion, multitasking develops considerably in middle childhood and may involve different processes than dualtasking. 相似文献
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儿童在对人的行为进行归纳推理时是否遵循多样性原则,是否受到了其他认知因素的影响？本研究采用归纳推理多样性效应的范式,分析了4-5岁、6-7岁、8岁、9岁儿童和成人在对人的行为进行推理时表现出多样性效应的发展趋势。结果表明,6-7岁、8岁、9岁和成人表现出了多样性效应,并且9岁儿童运用多样性信息的能力已达到成人水平。但6-7岁和8岁儿童的多样性表现与成人仍有显著差别。从发展趋势上,对年龄、属性特征外显性和人格特质理解等因素的影响进行了初步探讨。 相似文献
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Chris Simmons 《Journal of Teaching in Social Work》2013,33(3):235-247
This study examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking. In the regression analysis, education accounted for more of the variance associated with cognitive complexity than age and practice experience. When age and direct practice experience were controlled for, education accounted for 6% of the variance in cognitive complexity. Results suggest that education experience may play a more important role in social work student cognitive complexity than age or practice experience. Implications for social work education and assessing student cognitive development are discussed. 相似文献
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Fotini Stavridou Domna Kakana 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):75-93
Background:?The study investigated a small range of cognitive abilities, related to visual-spatial intelligence, in adolescents. This specific range of cognitive abilities was termed ‘graphic abilities’ and defined as a range of abilities to visualise and think in three dimensions, originating in the domain of visual-spatial intelligence, and related to visual perception and the ability to represent space. The educational importance of graphic abilities has received minimal attention from the educational community and, consequently, plays a limited role in educational practice. Purpose:?In order to understand the particular educational importance of this range of cognitive abilities, we investigated how graphic abilities are connected with the performance and the subject preference of adolescents in several academic areas. Our hypotheses were, first, that there is a high degree of correlation between developed graphic abilities and high performance in mathematics and science, and second, that there is a high degree of correlation between developed graphic abilities and personal subject preference in these two areas. Sample:?The sample consisted of 60 14-year-old students (30 girls and 30 boys) attending a public secondary school in a small town in northern Greece. The entire sample had followed the same mathematics courses, which did not involve any geometry or spatial representation tasks. Design and methods:?We identified and defined a specific range of three graphic abilities, related to visual-spatial intelligence, and we investigated these abilities in the sample through several visual-spatial tasks designed for the study and measured the sample's performance in these tasks. The degree of adolescents' graphic performance (that is, the performance in these visual-spatial tasks) was correlated with their performance in mathematics and science and with their subject preference (mathematics, science and language). Results:?Our findings confirmed both hypotheses. A high degree of correlation was found between developed graphic abilities and high performance in mathematics, and a lower but still significant degree of correlation was found between developed graphic abilities and high performance in science. The findings support the second hypothesis as well, suggesting that children with developed graphic abilities reported that their favourite subject was mathematics and second favourite subject was science. Conclusions:?The research suggested that there is a particular relation between the level of graphic abilities performance and children's performance and in preference for mathematics and science. That is, children with developed visual perception, visual thought and representational skills are actually better with numbers and physical concepts. This particular relation might be relevant to the overall cognitive development of children, especially with respect to the increasingly developing communication technologies, and it would seem to deserve more attention and extended research from the educational community. The authorial position is that education would gain from a better understanding of: the nature of graphic abilities, how we can develop this range of abilities and how the development of visual thought and graphic expression contributes to several curriculum subjects. 相似文献
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Huei-Mei Liu 《Early education and development》2014,25(8):1103-1117
Research Findings: I examined the long-term association between the lexical and acoustic features of maternal utterances during book reading and the language skills of infants and children. Maternal utterances were collected from 22 mother–child dyads in picture book–reading episodes when children were ages 6–12 months and 5 years. Two aspects of language input were studied: lexical features (the amount and diversity of vocabulary, and the proportion of isolated target words) and an acoustic feature (the acoustic space of vowels). Standardized language tests were used to assess receptive vocabulary and language production abilities at age 5. The results showed that greater diversity of vocabulary and the use of fewer isolated target words during book reading with infants were associated with enhanced language skills in children 4 years later. Regression analyses showed that the proportion of isolated target words was the most potent predictor of, and acoustic vowel space also accounted for, variance in language expression skills at age 5. Maternal utterances and mothers' education jointly accounted for more than 60% of the variance in language abilities. Practice or Policy: These findings suggest that lexical and acoustic inputs in picture book reading with infants have long-term associations with children's language development throughout early childhood. 相似文献
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The use of a second screen can enhance information processing and the execution of search tasks within a given period. In this study, we examined the learner's attentional shift (AS) between two screens and controlled secondary tasks (STs) in the media multitasking setting and its effect on the learning process. In particular, we analyzed how cognitive and emotional learning effects can be explored depending on the role of this setting. A between-subject experiment was conducted with 69 participants (simultaneous vs. sequential use of a second screen in terms of open versus closed STs). The findings showed that there was a greater difference in emotional learning effects than in cognitive learning effects for participants who used a second screen. In terms of estimated emotional learning effects of media multitasking, participants engaged in sequential use demonstrated lower anxiety levels and higher competence beliefs during learning compared to participants who were engaged in simultaneous use. Moreover, an interaction effect occurred in the AS between the two screens and in controlled STs of recognition memory. These results indicate that attentional change and controlled STs are key predictors of learning effects in the media multitasking environment. 相似文献
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W J Friedman 《Child development》1977,48(4):1593-1599
Developmental psychological approaches to the study of time have fallen into 3 categories: studies of time perception; studies of logical, reconstructive abilities; and studies of the understanding of conventional time systems. The present work examines problems spanning the latter 2 categories--the development of children's understanding of temporal cycles and the relationship between cyclic concepts and cognitive development. 62 children, ranging in age from 4 to 10 years, were administered Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks. Results show major progress in the representation of cyclic order and recurrence during the age period examined. For a variety of particular cycles, order responses were shown before continuity responses. The ability to produce a correct order is related to seriation performance but not classification performance when the variance attributable to age is partialed out. Continuity responses appear to be unrelated to performance on either of the Piagetian tasks tested when age is controlled. 相似文献
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Impaired visual attention in children with dyslexia 总被引：2，自引：0，他引：2
Reading involves the correct and rapid identification of visual stimuli with letters and words. The processing of visual stimuli depends not only on the integrity of the peripheral and central visual system but also on the attentional systems involved. In the present study, a cue-target visual attention task was administered to a population-based sample of 25 children with dyslexia from 10 to 12 years of age. A control group matched for group size, age, and gender was obtained from the same general population. A two-stage screening process involved a spelling task of regular words followed by a battery of five single-word reading tasks. The cue-target task involved both a computer-controlled stimulus presentation and a computer-controlled measurement of reaction time. The data were analyzed by visual field, cue condition (valid, invalid, and no cue), and cue-target interval (CTI). The results showed a general pattern of slower responses in the dyslexia group compared to the control group. The dyslexia group also had longer reaction times in the short CTI condition (covert shift of attention) and in the long CTI condition (overt shift of attention). The findings may reflect a general attentional deficit to visual stimuli in dyslexia, possibly related to problems with the recruitment of necessary cognitive resources for the performance of complex reaction time tasks and for fluent reading. 相似文献
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This paper reports on a longitudinal study using the computer‐based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short‐term visual and auditory‐verbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow‐up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age. Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory‐verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory‐verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short‐term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing. Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer‐based cognitive profiling for facilitating differentiated teaching in early reading is also considered. 相似文献
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The development of working memory in normally achieving and subtypes of learning disabled children 总被引：13，自引：1，他引：13
Working memory has been proposed as an important component of reading and arithmetic skills. The development of working memory was studied in normally achieving and subtypes of learning disabled children. The performance of reading disabled (RD), arithmetic disabled (ARITHD), and attentional deficit disordered (ADD) children, age 7-13, was compared to normal achievers (NA) on 2 working memory tasks, 1 involving sentences and the other involving counting. There was a significant growth of working memory as a function of age. In addition, the RD children had significantly lower scores on both tasks. The ARITHD children had significantly lower scores only on the Working Memory--Counting task, and the ADD group had scores similar to the normally achieving children except at the youngest age level in the Working Memory--Sentences task. Thus, a reading disability appears to involve a generalized deficit in working memory. Children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information. As children with ADD did not have deficits in these tasks, working memory may not have significant attentional components. An important component of the development of reading and computational arithmetic skills appears to be the growth of working memory for language and numerical information. 相似文献
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Concerns about social rejection can be disruptive in an academic context. We set out to train a positive cognitive habit that would buffer against social and performance threat thereby making students less vulnerable and more resilient to rejection. Participants from adult education centers (n = 150) were first trained to inhibit rejection using a specially designed computer task, and were then taken through a rejection and failure manipulation. Results showed that of the most vulnerable participants with low explicit and low implicit self-esteem, those in the experimental condition exhibited significantly less vigilance for rejection compared to their counterparts in the control condition. The attentional training also made participants with low explicit self-esteem feel less rejected after a rejection manipulation and less willing to persevere on a virtually impossible anagrams task. Finally, participants in the experimental condition reported less interfering thoughts of being rejected while completing the anagrams task, and overall higher state self-esteem after having been rejected and experiencing failure. The results show that training positive social cognitions can have beneficial self-regulatory outcomes in response to social and performance threat in a school context. 相似文献
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The performance of participants with attention-deficit/hyperactivity disorder (ADHD) relative to control participants was measured on four tasks uniquely assessing the functions of selective attention, executive attention, sustained attention, and orienting of attention. The results showed that deficits in sustained attention were the most pronounced, characterizing most participants with ADHD and deficits in each of the other three functions characterized more than half of these participants. Different participants with ADHD revealed different clusters of attentional deficits. These results call for a revision of leading theories of ADHD that identify the core of the pathology as a sole deficit in executive functions. 相似文献
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Reuven Babai 《International Journal of Science and Mathematics Education》2010,8(2):203-221
According to the intuitive rules theory, students are affected by a small number of intuitive rules when solving a wide variety
of science and mathematics tasks. The current study considers the relationship between students’ Piagetian cognitive levels
and their tendency to answer in line with intuitive rules when solving comparison tasks. The findings indicate that the tendency
to answer according to the intuitive rules varies with cognitive level. Surprisingly, a higher rate of incorrect responses
according to the rule same A–same B was found for the higher cognitive level. Further findings and implications for science and mathematics education are discussed. 相似文献