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1.
Principles of evolutionary educational psychology 总被引：1，自引：0，他引：1
Evolutionary educational psychology is the study of the relation between evolved systems of folk knowledge and inferential and attributional biases as these relate to academic learning in modern society. Following discussion and illustration of the mechanisms of natural selection and their application to human motivational, cognitive, and behavioral evolution, the basic premises and principles of evolutionary educational psychology are outlined. The gist is that the evolved cognitive systems and inferential biases that define folk knowledge are not sufficient for academic learning, but, at the same time, are the foundation from which academic competencies are built. A theoretical frame outlining the relation between folk knowledge and academic development is proposed and implications for motivational issues and instructional practices are detailed. 相似文献
2.
This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational‐ and cognitive‐metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning. 相似文献
3.
Stella Vosniadou Christos Ioannides 《International Journal of Science Education》2013,35(10):1213-1230
A theoretical framework based on cognitive/developmental research is described. It is argued that science learning is a gradual process during which initial conceptual structures based on children's interpretations of everyday experience are continuously enriched and restructured. Conceptual change also involves increased metaconceptual awareness, cognitive flexibility, and theoretical coherence. Some of the implications of this research for the development of science curricula and for instruction are discussed. It is also argued that while cognitive/developmental research can provide us with important information about the process of learning science, it does not provide much information about the external, environmental variables that can facilitate cognitive performance and conceptual change. What is needed in the future is the development of a theory of learning that bridges science education and cognitive/developmental research. Such a theory should specify the mechanisms that can take an individual from one level of cognitive performance to the next and relate them to situational and cultural factors. 相似文献
4.
Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being 
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下载免费PDF全文 Keith A. Crnic Cameron L. Neece Laura Lee McIntyre Jan Blacher Bruce L. Baker 《Child development》2017,88(2):436-445
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized. 相似文献
5.
Judith H. Danovitch Megan Fisher Hans Schroder David Z. Hambrick Jason Moser 《Child development》2019,90(3):924-939
This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6–8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning. 相似文献
6.
Schooling effects on preschoolers’ self-regulation, early literacy, and language growth 总被引：2，自引：0，他引：2
Lori E. Skibbe Carol McDonald ConnorFrederick J. Morrison Abigail M. Jewkes 《Early childhood research quarterly》2011,26(1):42
The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n = 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning. 相似文献
7.
N. J. Selley 《International Journal of Science Education》2013,35(7):837-846
This paper presents a novel structure for displaying a phenomenographical hierarchy, and then proceeds to construct such a hierarchy for children's ideas on light and vision. Five independent dimensions of cognitive demand are proposed. After a discussion of children's use of Emission and Reception models in different contexts, suggestions are put forward for progression in learning in this area. 相似文献
8.
ABSTRACT As part of an ongoing longitudinal study of developmental delay (DD), 35 six‐year‐old children with delays of unknown aetiology were assessed with measures of cognitive, language and educational competence. Their parents provided detailed information about their self‐help and personal‐social competencies, behaviour problems and temperament. As a group, the DD children evidenced high rates of behaviour problems, but there was considerable within‐group variability in intensity and pattern of problems. Low relationships were found between the intensity of behaviour problems and children's chronological age (CA), IQ, language level and self‐help competencies. The child variable most strongly associated with behaviour problems was temperament, or behavioural style. 相似文献
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10.
《The Journal of educational research》2012,105(6):323-334
Abstract The instructional needs of a student who sought assistance for his continuing academic difficulties within his high school setting were examined. The authors evaluated how his perception of his academic and motivational performances compared with the perceptions of his parents, school officials, and those professionals who conducted 3 psy-choeducational evaluations for a learning disability during his middle and high school years. None of the 3 evaluations considered the quality of the student's classroom instruction, school grading practices, or study strategies, all of which increased his vulnerability to risk. Discussion focuses on the question of whether the student's negative learning and motivational profiles might have improved if his school's attempts to provide academic assistance had adopted a broader and more comprehensive focus. 相似文献
11.
Ai-Girl Tan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):47-61
A total 209 teachers (103 initial and 106 experienced) of various elementary schools in Singapore rated the perceived children's desirable learning activities on a five-point Likert scale. Four factors emerged (50.5 per cent variance): conventional learning activities; motivational activities; student-directed activities that foster independence and collaboration; and teacher-directed group activities. Two clusters were formed: motivational learning activities, and all kinds of learning activities. About half of the initial teachers belonged to each of the clusters, while the majority of experienced teachers (83 per cent) belonged to the latter cluster. Multivariate analysis of variance on the items yielded a main significant effect for initial and experienced teachers. Implications of the study for Singaporean classroom learning are presented. 相似文献
12.
The current study aimed to examine the relationships between dimensions of parental scaffolding and children's self-regulated learning (SRL). One hundred and thirty Chinese kindergarten children participated in a range of problem-solving tasks with their parents and independently. Parent-child interactions and child-alone behaviours were video-recorded for an in-depth observational analysis. Parental cognitive support, emotional support, and contingency were coded in parent-child interactions. Children's cognitive, metacognitive, and motivational strategic behaviours and task performance were coded and assessed within the context of child-alone tasks. Results showed that contingency was particularly important for children's SRL. Parental contingency was the only independent predictor of children's SRL among the three aspects of parental scaffolding and mediated the effect of parent education levels on children's SRL. 相似文献
13.
In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. 相似文献
14.
Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students’ academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. A total of 95 undergraduate and graduate students enrolled in online courses in 4-year universities in the United States participated in this study. A series of hierarchical regression analyses of undergraduate and graduate online students (N = 95) showed that behavioral engagement, emotional engagement, and cognitive engagement are predicted by different motivational regulation strategies after controlling for the academic level. Additionally, students’ academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results suggest that online course instructors, tutors, and designers should provide students with differentiated motivational scaffolding based on their motivational profile in order to promote different aspects of learning engagement. 相似文献
15.
This exploratory study examined the contribution of the RC Approach over a two‐year period. The RC Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of RC practices contribute to children's academic and social growth? Second, how is the relation between teachers' use of RC practices and children's academic and social growth moderated by the presence of environmental adversity in the home? Participants included 62 teachers and 157 children at six schools. Findings showed that teachers' use of RC practices was associated with students' improved reading achievement, greater closeness between teachers and children, better pro‐social skills, more assertiveness, and less fearfulness, even after controlling for family risk and children's previous years' performance. Family risk did not moderate the relation between RC practices and children's performance. These findings suggest to the positive contribution of the RC Approach in relation to children's gains over a one‐year period. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 397–413, 2007. 相似文献
16.
Jaelyn Farris PhD Jennifer E. Burke Lefever John G. Borkowski Thomas L. Whitman 《Early education and development》2013,24(3):346-365
Research Findings: This study investigated the joint influence of maternal cognitive readiness to parent and children's self-esteem on children's academic achievement and behavioral adjustment in the classroom at age 10. Participants were 153 adolescent mothers and their firstborn children. Findings indicated that low levels of prenatal maternal cognitive readiness to parent were associated with impairments in children's achievement and adjustment at age 10, regardless of the children's level of self-esteem. Among dyads in which mothers were more cognitively prepared for the parenting role, however, children with higher self-esteem showed notably better achievement and adjustment compared to those with lower self-esteem. These results illustrate the joint influence of mothers' preparedness for parenting and children's self-esteem on the school performance of children who are generally considered to be at high risk for impairments in achievement and adjustment. Practice or Policy: Findings are discussed in terms of the enduring impact of cognitive readiness to parent and self-esteem on the academic achievement and behavioral adjustment of at-risk children, with a focus on implications for intervention and prevention based on the specific findings from this study. 相似文献
17.
This study investigates two facets of children's school readiness: interest in new cognitive tasks (interest) and persistence in task completion (persistence). Little attention has been paid to the early development of these learning behaviors, although they might prove susceptible to intervention even before school entry. Using data from the Early Head Start Research and Evaluation Project, a sample of low-income children (N = 1771) was followed to model bidirectional associations among interest and persistence and maternal supportive parenting between ages 1 and 3, and estimate associations between children's interest and persistence at age 3 and their academic skills at age 5. Results indicate that maternal supportive parenting influences children's interest and persistence more strongly and consistently than interest or persistence influences parenting, and that interest but not persistence transacts with parenting over time. Interest and persistence were equally predictive of children's early academic skills. Findings affirm that both interest and persistence during toddlerhood predict children's academic standing at school entry. 相似文献
18.
School psychologists and teachers are frequently asked to assess the level of social competence of preschool children as one indicator of their academic readiness. However, many assessment instruments available to psychologists working in early childhood settings fail to consider important contexts where children acquire social competencies. This study presents a comprehensive picture of multiple constructs that play a role in understanding African American preschool children's social competence. Domains of temperament, language, self‐regulation, and peer play were assessed within a classroom context for a sample of 139 low‐income African American children attending Head Start. Findings support the importance of considering both children's developmental stage and their gender when evaluating aspects of social competence, particularly temperament and interactive peer play abilities. As a group, younger boys experienced the greatest difficulties with initiating and sustaining play activities with classmates. Language abilities and self‐regulation were significantly greater among older preschool children. Implications for school psychologists conducting preschool assessment, intervention, and outreach to parents and teachers within early childhood settings are discussed. © 2002 John Wiley & Sons, Inc. 相似文献
19.
《The Journal of educational research》2012,105(2):152-162
ABSTRACT The authors used data from the Early Childhood Longitudinal Study–Kindergarten cohort to examine whether parents’ knowledge of their children's reading and mathematics skills varies by academic domain and parents’ income group or ethnicity. Of particular interest was how parents’ knowledge is moderated by school- or home-based involvement. Parents’ knowledge was moderately related to their children's reading and mathematics scores. However, there were systematic income- and ethnicity-related differences in the correlations. Poor parents were reportedly less involved at home and school than nonpoor parents. White, non-Hispanic parents were more involved at school than other parents. School-based rather than home-based involvement was related to the strength of the correlations between parents’ knowledge and children's reading and mathematics scores. 相似文献
20.
Ayla Barutchu Joanne M. Fifer Mohit N. Shivdasani Sheila G. Crewther Antonio G. Paolini 《Child development》2020,91(2):620-637
This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood. 相似文献