共查询到18条相似文献，搜索用时 296 毫秒
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儿童的视空间表象能力是儿童空间能力和认知发展的重要指标。文章在对表象实质进行明确界定的基础上，就目前已有关于儿童视空间表象能力发生、发展的一般趋势、心理旋转能力的发展以及视空间表象能力的影响因素等方面的研究进行了综述，以此为进一步研究儿童视空间表象能力提供借鉴。 相似文献
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聋人与听力正常人心理旋转能力的比较研究 总被引：5，自引：2，他引：3
本研究对聋人与听力正常人在心理旋转任务上的差异进行了比较。实验结果表明 :( 1 )聋人与听力正常人在心理旋转操作上不存在显著的差异 ;( 2 )在 1 4 -1 7岁年龄阶段 ,聋人的心理旋转能力处于发展期 ,而听力正常人已处于发展停滞期 ;( 3 )聋人与听力正常人均表现出了性别差异 ,区别是聋人的差异只限于错误量 ,而听力正常人的每项指标都存在差异 ,共同点是男性优于女性 相似文献
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关于儿童青少年审美心理的发展研究起始于19世纪末的欧洲.费希纳在19世纪60年代就曾开展了审美心理的实验,开创了实验美学和审美心理学的研究,之后迅速扩展到欧美文化系统的许多国家.审美心理学最初的研究是按艺术门类分领域进行的,如儿童青少年音乐能力的发展研究,儿童青少年绘画的发展研究以及审美欣赏的发展研究等.进入20世纪中叶以来,这方面的研究日渐增多,其中尤以哈佛大学加德纳教授主持的"零点项目"计划中的艺术审美教育著名.这些研究从不同的侧面揭示了儿童青少年审美心理发展的特点及其教育的规律. 相似文献
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通过两个实验,选取高职与本科生两组大学生被试群体,比较工作记忆广度和心理旋转能力的个体性差异,结果表明本科生工作记忆广度和心理旋转能力均优于高职生且差异显著。同时大学生工作记忆广度与心理旋转能力呈正相关,且工作记忆广度能很好地预测心理旋转能力,不同工作记忆水平下心理旋转能力有显著差异,表现为工作记忆容量具有领域普遍性。 相似文献
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金黛莱 《四川师范大学学报(社会科学版)》2007,34(4):57-60
不同年龄群体的语言学习者在生理、心理和认知能力上存在着明显的差异,儿童、青少年和成人学习外语或二语时各有优势。儿童有习得外语或二语的潜能,最突出的是儿童能够习得具有目的语母语者一样的发音;青少年拥有较好的模仿能力、记忆力和敏感的超语言意识;而成人的记忆能力特别强,也很容易注意到语言的形式特征。我们可以期待儿童在玩中习得更多的外语,然而对成人而言,我们可以适度地使用抽象思维能力进行外语或二语学习。语言教师应当对所有因素进行考虑,并采取相应的教学方法。 相似文献
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以60名大学生为被试,采用2（实验材料：二维和三维）×3（民族：汉族、维族、藏族）被试间实验设计探讨了我国藏族、维族和汉族大学生的心理旋转能力,了解不同民族的文化及性别差异是否会对心理旋转产生影响。结果表明：（1）藏族、维族、汉族被试的心理旋转能力存在显著性差异;（2）不同维度图像的旋转反应时存在差异性,但并不显著;（3）大学生心理旋转能力存在着显著的性别差异。 相似文献
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儿童能够与他人公平分享资源是其利他行为的重要表现形式。本研究旨在探讨资源分配任务中儿童面对不同分享对象时做出的公平性选择与心理理论的关系。实验1选取4-5岁儿童59名,考察儿童在面对朋友和陌生儿童时做出的公平性选择,结果表明儿童对朋友的公平性选择多于陌生儿童。实验2选取4-5岁儿童46名,考察儿童在面对朋友和两类陌生儿童（直接互惠的陌生儿童和间接互惠的陌生儿童）时的公平性选择情况,结果发现心理理论对儿童与不同对象间的公平性选择有促进作用,儿童的公平性选择受分享对象特点的影响,推测他人心理状态的能力在儿童对不同对象公平性选择中有一定的影响作用。 相似文献
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仇毓文 《青海师范大学学报(哲学社会科学版)》2013,(6):134-138
所有的灾难都会影响儿童青少年,尤其是地震。儿童青少年的身体、心理和社会关系都会受到灾难的影响,儿童青少年对灾难有特殊的反应更容易受到灾难的伤害。保证儿童青少年身体和环境的安全,预防潜在危险,鼓励儿童青少年以他们习惯的方式表达自己的经历、想法及情感体验,给予恰当的情感支持和信息,及早为儿童青少年提供熟悉的生活环境和生活方式。使认知、情绪、行为统一适应当前的生活。灾后儿童青少年的心理重建是他们开启新生活的保障,灾难发生时我们关注灾区的民众,给他们提供了各种帮助也包括心理援助,随着时间的推移后续的心理重建保障是关键。 相似文献
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In this study the effect of long-term physical and musical activity on spatial cognitive performance, measured by mental rotation performance, is investigated in detail. Mental rotation performance is the ability to rotate a three-dimensional object using the imagination. Three groups, each consisting of 40 students, and divided by the subjects, music, sports, and education, solved a psychometrical mental rotation task with three-dimensional block figures. The results showed a better mental rotation performance for music and sports students compared to the education students. Furthermore, the well known gender difference favoring males was found for both sports and education students but not for music students. 相似文献
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心理旋转是一种想象自我或客体旋转的空间表征动力转换能力,也是一种评定空间智能的重要标尺。文章结合实证研究,阐述了相关心理旋转的经典性研究、客体再认研究和动力表征研究,并从神经机制、性别差异、可塑性及失重条件等几个方面着重探讨了心理旋转的认知机制。 相似文献
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Mental Rotation With Tangible Three‐Dimensional Objects: A New Measure Sensitive to Developmental Differences in 4‐ to 8‐Year‐Old Children 
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下载免费PDF全文 Zachary Hawes Jo‐Anne LeFevre Chang Xu Catherine D. Bruce 《Mind, Brain, and Education》2015,9(1):10-18
There is an emerging consensus that spatial thinking is fundamental to later success in math and science. The goals of this study were to design and evaluate a novel test of three‐dimensional (3D) mental rotation for 4‐ to 8‐year‐old children (N = 165) that uses tangible 3D objects. Results revealed that the measure was both valid and reliable and indicated steady growth in 3D mental rotation between the ages of 4 and 8. Performance on the measure was highly related to success on a measure of two‐dimensional (2D) mental rotation, even after controlling for executive functioning. Although children as young as 5 years old performed above chance, 3D mental rotation appears to be a difficult skill for most children under the age of 7, as indicated by frequent guessing and difficulty with mirror objects. The test is a useful new tool for studying the development of 3D mental rotation in young children. 相似文献
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Karen L. Anderson M. Beth Casey William L. Thompson Marie S. Burrage Elizabeth Pezaris Stephen M. Kosslyn 《Mind, Brain, and Education》2008,2(4):188-197
ABSTRACT— This study investigated the relationship between 3 ability‐based cognitive styles (verbal deductive, spatial imagery, and object imagery) and performance on geometry problems that provided different types of clues. The purpose was to determine whether students with a specific cognitive style outperformed other students, when the geometry problems provided clues compatible with their cognitive style. Students were identified as having a particular cognitive style when they scored equal to or above the median on the measure assessing this ability. A geometry test was developed in which each problem could be solved on the basis of verbal reasoning clues (matching verbal deductive cognitive style), mental rotation clues (matching spatial imagery cognitive style), or shape memory clues (matching object imagery cognitive style). Straightforward cognitive style–clue‐compatibility relationships were not supported. Instead, for the geometry problems with either mental rotation or shape memory clues, students with a combination of both verbal and spatial cognitive styles tended to do the best. For the problems with verbal reasoning clues, students with either a verbal or a spatial cognitive style did well, with each cognitive style contributing separately to success. Thus, both spatial imagery and verbal deductive cognitive styles were important for solving geometry problems, whereas object imagery was not. For girls, a spatial imagery cognitive style was advantageous for geometry problem solving, regardless of type of clues provided. 相似文献
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挫折和失败是我们每个人在一生中必须面对的负面情绪状态,婴幼儿也不例外.尽管家长们对0-3岁的婴幼儿呵护有加,然而因为这个阶段的孩子的生存能力有限,所以他们更容易遭受失败和挫折.文章基于婴幼儿期身心发展的特点,在阐述婴幼儿耐挫力教育涵义的基础上,对婴幼儿家庭培养孩子耐挫力进行了可行性分析,并提出培养的两大主要方法. 相似文献
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Shih‐Ching Yeh Jin‐Liang Wang Chin‐Yeh Wang Po‐Han Lin Gwo‐Dong Chen Albert Rizzo 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):666-675
Mental rotation is an important spatial processing ability and an important element in intelligence tests. However, the majority of past attempts at training mental rotation have used paper‐and‐pencil tests or digital images. This study proposes an innovative mental rotation training approach using magnetic motion controllers to allow learners to manipulate and interact with three‐dimensional (3D) objects. Stereovision allows learners to perceive the spatial geometric form of a 3D object. This approach allows learners to perceive 3D objects in space through stereovision and make mental rotation visible from each intrinsic and invisible mental rotation step using motion‐interaction methods. This study examines the effects of user training performance and perceptions. The results indicate that the proposed approach can improve user mental rotation ability effectively. Learners expressed high degrees of concentration toward the mechanism that included direct control and immediate feedback. The results also suggest that female testers perceive greater degrees of playfulness toward the mechanism and improve more through training than male testers. 相似文献
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Lynn E. Pelco Deborah L. Sarpolis 《International Journal of Disability, Development & Education》1999,46(4):487-492
This study investigated the concurrent validity of the Mayes Motor-Free Compilation (MMFC) using the Mental Scale of the Bayley Scales of Infant Development-Second Edition (BSID-II) as the criterion variable with 50 typically-developing preschool-aged children. The MMFC is an individually-administered instrument designed to assess the mental ability of young children with motor disabilities. The results indicated that the MMFC and BSID-II Mental Scale scores were significantly and positively correlated. In addition, 94% of the children's MMFC mental age scores fell within the confidence bands constructed around their BSID-II developmental age scores. These results lend preliminary support to the validity of the MMFC. The paper concludes with a discussion of interpretation issues as well as areas for future research. 相似文献
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A Global Developmental Trend in Cognitive Processing Speed 总被引：5，自引：1，他引：5
Sandra Hale 《Child development》1990,61(3):653-663
Children respond more slowly than young adults on a variety of information-processing tasks. The global trend hypothesis posits that processing speed changes as a function of age, and that all component processes change at the same rate. A unique prediction of this hypothesis is that the overall response latencies of children of a particular age should be predictable from the latencies of young adults performing the same tasks--without regard to the specific componential makeup of the task. The current effort tested this prediction by examining the performance of 4 age groups (10-, 12-, 15-, and 19-year-olds) on 4 different tasks (choice reaction time, letter matching, mental rotation, and abstract matching). An analysis that simultaneously examined performance on all 4 tasks provided strong support for the global trend hypothesis. By plotting each child group's performance on all 4 tasks as a function of the young adult group's performance in the corresponding task conditions, precise linear functions were revealed: 10-year-olds were approximately 1.8 times slower than young adults on all tasks, and 12-year-olds were approximately 1.5 times slower, whereas 15-year-olds appeared to process information as fast as young adults. 相似文献