共查询到20条相似文献，搜索用时 31 毫秒
1.
Thomas C. Lorsbach Roseanne H. Ewingx 《International Journal of Disability, Development & Education》1995,42(3):241-257
The results of a recent study by Lorsbach, Melendez and Carroll‐Maher (1991) suggest that children with learning disabilities may possess a general deficit in remembering the source of their verbal memories. The purpose of the present study was to examine further whether children with learning disabilities possess a general deficit in source monitoring and whether such a deficit is independent of performance on a recognition memory task. Children with learning disabilities and nondisabled children were presented with a series of incomplete sentences once or twice in either a listen‐listen (external source monitoring) condition or a think‐listen (reality monitoring) condition. Following the presentation of the study‐list, subjects were presented with the terminal nouns of the preceding sentences and asked to make old/new recognition judgments, as well as source attributions. Although children with learning disabilities were deficient in both forms of source monitoring, they did not differ from nondisabled children in their recognition performance. The results suggest that children with learning disabilities possess a general deficit in verbal source monitoring. 相似文献
2.
Black and white male schoolchildren covertly evaluated their own performance at a verbal task administered by black and white male experimenters. It was hypothesized that academically successful children would be predisposed to appraise themselves favorably, whereas relatively unsuccessful pupils would be biased toward self-criticism. The covert self-evaluations were assumed to represent at internalization of early experiences of predominantly positive or negative social reinforcement from adult socializing agents. The predicition for self-criticism was upheld in the white experimenter condition but not in the black experimenter condition. Relationships consistent with the theory were found between subjects' self-appraisals and their retrospective reports of positive and negative reinforcements received from parents and teachers in various typical situations. These relationships were more evident for black subjects than for white subjects. The extent to which children's self-praise and self-criticism mediated affect was assessed by means of a color conditioning technique. Contrary to predicition, possibly due to the easy nature of the experimental task. 相似文献
3.
Esther Ziegler Peter A. Edelsbrunner Elsbeth Stern 《Educational Psychology Review》2018,30(2):531-558
Knowledge representations that result from practicing problem solving can be expected to differ from knowledge representations that emerge from explicit verbalizing of principles and rules. We examined the degree to which the two types of learning improve problem-solving knowledge and verbal explanation knowledge in classroom instruction. We presented algebraic addition and multiplication problems to 153 sixth graders randomly assigned to two conditions. Students in the explicit learning condition had to verbally compare contrasted algebra problems. Students in the implicit learning condition had to generate and solve new problems. On three follow-up tests over 10 weeks, students in the explicit learning condition exhibited better problem-solving knowledge than students in the implicit learning condition, as well as some advantages in verbal concept knowledge. Implicit learning showed some advantages on not directly taught but incidentally learned aspects. Overall, this outcome favors the explicit learning of concepts. Explicit comparison fostered student performance on non-verbal and verbal measures, indicating that verbalization facilitates effective comparison. 相似文献
4.
This investigation was designed to determine whether an enactment interview condition involving a doll and props, in contrast to a verbal interview, would enhance 3- and 5-year-olds' (N = 62) recall of a pediatric examination. An additional aim was to explore the influence of behavioral styles and language skills on children's performance, and the extent to which these relations varied by age and interview condition. Both 1- and 6-weeks following their check-ups, the children in the enactment condition, particularly the 3-year-olds, provided more spontaneous, elaborate reports than did those assessed with a verbal protocol. Nonetheless, enactment also resulted in increased errors by the 3-year-olds at the first interview, and by children in both age groups after the 6-week delay. The age and interview condition effects, however, were moderated by the children's behavioral characteristics. Among the younger children, a measure of manageability predicted performance in the enactment setting, whereas an indicator of persistence was associated with recall in the verbal condition. The results have implications for an understanding of children's memory of events and of their ability to provide testimony in legal settings. 相似文献
5.
The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism 总被引：30，自引：0，他引：30
Francesca G. E. Happé 《Child development》1995,66(3):843-855
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
6.
Tevhide Kargin 《International Journal of Disability, Development & Education》2004,51(4):401-418
The purpose of this study was to investigate the effectiveness of a family‐focused early intervention program developed to meet the needs of children with hearing loss and their parents. The participants were 12 children with severe and profound hearing loss who lived in a rural area of Turkey. They did not have any additional disabilities. Their ages ranged between 0 to 4 years. These children and their families had not participated in any intervention program before this research was designed. The 12 participants and their families were assigned to either an experimental or a comparison group. The data was collected before and after the implementation of the program, using three instruments; a preliminary information form for parents, a Scale of Parental Needs and an observation form to evaluate verbal communication. After the implementation of the intervention program, statistically significant differences were found between the experimental and comparison groups regarding their verbal communication. 相似文献
7.
Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within‐subject longitudinal study lasting 14 months that tested the use of gestures in the classroom, with the experimenter presenting the items to be acquired. Participants learned 36 words distributed across two training conditions: In the audio‐visual condition subjects read, heard, and spoke the words; in the gestural condition subjects additionally accompanied the words with symbolic gestures. Memory performance was assessed through cued native‐to‐foreign translation tests at five time points. The results show that gestures significantly enhance vocabulary learning in quantity and over time. The findings are discussed in terms of Klimesch's connectivity model (CM) of information processing. Thereafter, a code, a word, is better integrated into long‐term memory if it is deep, that is, if it is comprised of many interconnected components. 相似文献
8.
The degree of extraversion of 11‐year‐old children was determined and after excluding children whose reading attainment was below average, the subjects were randomly assigned, within sexes, to the two presentation conditions of listening and reading. They then received a prose passage followed by an immediate questioned test of recall. The details in the prose passage necessary to answer the questions were categorised as simple or complex to represent in verbal and imagery codes. The main finding was of significant interactions between extraversion‐introversion (verbal‐imagery learning style), coding complexity and mode of presentation in their effect on recall. The results were discussed in terms of the probable relationship between extraversion‐introversion and verbal‐imagery learning style. Extraverts were assumed to be verbalisers and introverts imagers. Recall was superior following listening when the details were simple to represent in the learner's preferred code, but best after reading when complex. For the non‐preferred mode the results were reversed. 相似文献
9.
《Learning and Instruction》2000,10(5):447-462
Children worked in pairs or as individuals on a computer-based language problem-solving task, and their keyboard activities were monitored along with their discussions of the task. A total of 60 children worked in either single-gender or mixed-gender pairings and a further 21 children worked individually. Previous investigations have indicated that suggestions and evaluations by the children are associated with improved task performance, and that the gender composition of the pairs has also been found to influence performance. In the present cloze task boy–girl pairs showed lower levels of verbal interaction and less keyboard co-operation, but few differences in task performance in comparison with single-gender pairs. All children working in pairs out-performed children working individually. 相似文献
10.
OBJECTIVE: Several components of a social information processing model of child physical abuse were tested. Abusive and comparison mothers' evaluations of children's transgressions, choices of disciplinary techniques, expectations for children's compliance following discipline, and appraisals of the appropriateness of disciplinary choice were examined in a no-cry and a crying-infant condition. METHOD: Thirty physically abusive and 30 matched comparison mothers were individually matched on ethnic background, age, education, marital status, number of children, and cognitive ability. Mothers were asked to respond to questions related to vignettes describing children engaging in moral, conventional, and personal transgressions. RESULTS: As predicted, abusive, relative to comparison, mothers evaluated conventional and personal, but not moral, transgressions as more wrong, used more power assertion (physical and verbal force), expected less compliance from their own children, and appraised their own disciplinary responses as less appropriate. In contrast to expectations, there were no group by cry condition interaction effects on any of the study measures. CONCLUSIONS: The findings provide additional support for the view that abusive, relative to comparison, mothers are different in their evaluations and expectations of their own children's behaviors and that they more frequently select aversive disciplinary techniques. However, given the lack of an expected differential impact of a stressful condition on the cognitions and disciplinary choices in abusive mothers, additional research is needed. 相似文献
11.
Young (mean age of 19 years) and older (mean age of 69 years) adults participated in a two‐choice, matching‐to‐sample reaction time experiment. Young adults responded more quickly than older adults; all subjects responded more quickly to a verbal standard sign than to a pictorial standard. However, there was an age difference in speed of performance only for those subjects in the stimulus order condition receiving first pictorial standards and then verbal standards. These data are interpreted within a model of dual memory processing systems (verbal and nonverbal). During adulthood there is an increasing tendency for verbal codes to elicit more general associations of both a verbal and a pictorial symbolic nature, while a pictorial code continues to activate only other pictorial stimuli. More generally, the implications of such a model for understanding aging and educational gerontology are discussed. 相似文献
12.
Richard M. Gargiulo 《Contemporary educational psychology》1977,2(3):284-291
The present experiment examined concept attainment in 80 educable mentally retarded and 80 normal boys of high and low mental age. The concept of an equilateral triangle was assessed following random exposure to one of four experimental conditions assessing the influence of verbal labels and instruction on the labels. A 2 × 2 × 4 multivariate analysis of variance revealed a significant effect of mental age; however, retarded and normal subjects did not differ in mean performance on any of the five dependent measures. The hypothesized treatment effect was significant at the formal level of concept attainment. The findings were discussed in terms of theoretical and educational implications. 相似文献
13.
本实验以视系列呈现、选择、判断的方法对分别强化了的三类汉字认知的识虽速度进行了比较,探讨了聋人与听力正常人在阅读过程中对汉字的形码、义码、音码的信息的加工方式。实验结果发现：聋人与听力正常人在字词识别的加工过程中都表现出较强的形码作用;在字义提取时,聋人采用了通过字形直取其义的直通加工方式,听力正常人则更多地采取形／音转换后提取字义的加工方式。进一步的分析认为：聋人与听力正常人在汉字识别的内部心理机制方面并没有本质的区别。聋人也有“视觉型的语音编码”,字词的直通加工和形／音转换加工,很可能是一种相互激活的综合加工过程 相似文献
14.
Pascale-Elsa Eme Josette Marquer 《European Journal of Psychology of Education - EJPE》1999,14(1):89-108
Thirty-two subjects were first submitted to a series of aptitude tests, then participated in a mental rotation task with advance information (Cooper, 1975), and finally gave retrospective reports about their solution strategy. The verbal reports showed that different subjects used different strategies to perform the rotation task, and also that some subjects shifted strategies, in that they successively adopted several ways of processing the same task. The coding of verbal reports led to distinguish five types of strategies (called rotation, partial rotation, verbal, projection, multiple). Five groups of subjects using preferentially one of these strategies were constituted. For each group hypotheses on performance were tested via analyses on reaction times and errors. These analyses confirmed that the five strategy groups produced different patterns of RT in conformity with verbal reports. Moreover the comparison of the mental aptitude profiles across the different strategy groups suggests that strategy choices are affected by steady and general characteristics of cognitive functioning. 相似文献
15.
Enrique Jacoby Santiago Cueto Ernesto Pollitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(1):27-43
In the rural Andes of Peru, primary school inefficiency ranks higher than in the rest of the country, with a nearly 50 per cent rate of first grade repetition. In 1993 the investigators administered a battery of four psycho-educational tests to 360 schoolchildren in the fourth and fifth grades at ten primary schools in the Andean region of Huaraz. They also recorded the children's individual characteristics, i.e. family background, nutritional status, and educational attainment, and rated the schools according to educational features such as classroom size, time devoted to learning, and student-teacher ratio. A year later, in 1994, children were re-examined in the schools using the same test battery. All subjects were small for their age, had poor diets, spoke mostly Quechua at home (Spanish in school), lived in a rural environment, and walked considerable distances to school. Regression analyses of the 1993 data indicated that the performance of Quechua children on verbal tests was heavily influenced by family background, while their mathematical competence was related to school experience. On the other hand, improvement in test scores from one year to the next appeared to be strongly related to test performance in 1993 and less clearly to the other recorded variables. Finally, the schools' promotion rates were clearly associated with test scores from the previous year but less clearly with grade repetition rates. 相似文献
16.
H Tager-Flusberg 《Child development》1985,56(5):1167-1178
The purpose of this study was to examine the nature of the representation of substantive word meanings in children with autism. The subjects included 3 groups of autistic, mentally retarded, and normal children, who were matched on verbal mental age. The subjects participated in 2 experiments investigating their comprehension of words for basic level and superordinate level categories. The 3 groups were equivalent in their performance in both experiments. They also showed the same patterns of overextension and underextension errors that were related to a prototype representation of the underlying concepts. These findings suggest that semantic knowledge for concrete objects is represented and organized in similar ways in autistic, retarded, and normal children and that previous findings on cognitive deficits in autistic children are more likely related to their inability to use cognitive representations in an appropriate and flexible manner. 相似文献
17.
Asja Maass Kirsten Kollhörster Annemarie Riediger Vanessa MacDonald Arnold Lohaus 《European Journal of Psychology of Education - EJPE》2011,26(3):339-353
The present study focuses on the short-term effects of electronic entertainment media on memory and learning processes. It
compares the effects of violent versus non-violent computer game content in a condition of playing and in another condition
of watching the same game. The participants consisted of 83 female and 94 male adolescents with a mean age of 17.6 years.
The dependent variables are memory for previously learnt verbal and visual material, memory for media-related content and
physiological measures of stress (heart rate, cortisol, salivary alpha-amylase). Besides the group comparisons, potential
mediation effects and gender differences were examined. The results show that violent content leads to a poorer memory performance
for verbal material and to an increased heart rate. The heart rate, however, does not mediate the effect on memory performance.
Genders differ regarding their abilities to memorise verbal and visual material, with females showing a better performance
(independent of the experimental condition), and for memorising media-contents, where the males outperform females (also independent
of experimental condition). The study supports the assumption that violent and arousing media content has a negative short-term
effect on simultaneous information processing and learning and that there are gender-specific media effects. 相似文献
18.
Robert Pasnak Alice Hansbarger Shannon L. Dodson Julie B. Hart John Blaha 《Psychology in the schools》1996,33(1):70-83
The same cognitive intervention was attempted with children from two schools serving different populations. All children were identified by their teachers as having cognitive difficulties in kindergarten. Within each school, children were randomly assigned to experimental and control groups. Children in the experimental groups received more than 40 short lessons on unidimensional classification (oddity), seriation, and number conservation. These lessons were taught via a learning-set procedure employing 160 kinds of manipulatable objects. Children in the control groups received an equal amount of instruction on verbal and mathematics materials recommended by their teachers. Five months after the instruction was concluded, the experimental group in one school scored significantly better on a psychometric test of reasoning. There was no significant difference in verbal and mathematics achievement. Differences in the significance of outcomes of the intervention at the two schools suggest that children at different stages of cognitive development will benefit differently from cognitive interventions. © 1996 John Wiley & Sons, Inc. 相似文献
19.
Nancy C. JordanJanellen Huttenlocher Susan Cohen Levine 《Learning and individual differences》1994,6(4)
In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic. 相似文献
20.
Enrique Jacoby Santiago Cueto Ernesto Pollitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,20(4):27-43
In the rural Andes of Peru, primary school inefficiency ranks higher than in the rest of the country, with a nearly 50 per cent rate of first grade repetition. In 1993 the investigators administered a battery of four psycho-educational tests to 360 schoolchildren in the fourth and fifth grades at ten primary schools in the Andean region of Huaraz. They also recorded the children''s individual characteristics, i.e. family background, nutritional status, and educational attainment, and rated the schools according to educational features such as classroom size, time devoted to learning, and student-teacher ratio. A year later, in 1994, children were re-examined in the schools using the same test battery. All subjects were small for their age, had poor diets, spoke mostly Quechua at home (Spanish in school), lived in a rural environment, and walked considerable distances to school. Regression analyses of the 1993 data indicated that the performance of Quechua children on verbal tests was heavily influenced by family background, while their mathematical competence was related to school experience. On the other hand, improvement in test scores from one year to the next appeared to be strongly related to test performance in 1993 and less clearly to the other recorded variables. Finally, the schools'' promotion rates were clearly associated with test scores from the previous year but less clearly with grade repetition rates. 相似文献