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1.
The aims of the study were to investigate whether children showing a low nonverbal/high verbal (LNV) WISC-R profile are more likely to exhibit behaviors conducive to school failure than children with a low verbal/high nonverbal (LV) profile, and to examine the relationships among these behaviors, the LNV/LV profiles, and reading ability. The 65 subjects included 27 LNV and 38 LV children, aged 5 to 11 years. Results confirmed earlier findings (Badian 1986) that LNV children are perceived by their teachers as significantly poorer than LV children in many behaviors associated with school success. There was a dichotomy, however, between LNV good and poor readers. All LNV subjects displayed problems in organizational skills, but those who were dyslexic were poorer in social behavior (e.g., acceptance of criticism and peer relationships) than either LNV good readers or LV good or poor readers. It was concluded that children with a low nonverbal/high verbal profile and a probable right hemisphere dysfunction, who appear to be dyslexic in the early school years, are at high risk for both social behavior problems and school failure, and that these children are a more high-risk group than poor readers with a low verbal/high nonverbal profile.  相似文献   

2.
Abstract

The Lorge-Thorndike Intelligence Tests, verbal and nonverbal, were administered to 115 eighth-grade boys and 150 eighth-grade girls who had taken the tests in grade three or four. Estimated true changes in IQ from grades three and four to grade eight were calculated. It was found that 1) estimated true (E.T.) nonverbal changes were more than three times as great as (E.T.) verbal changes for both boys and girls, 2) both verbal and nonverbal IQ scores tended to rise, 3) grades three, four, and eight verbal IQ scores correlated more highly with each other than did grades three, four, and eight nonverbal IQ scores, and 4) there was no significant product moment correlation between (E.T.) verbal and (E.T.) nonverbal IQ change scores.  相似文献   

3.
The goal of the current study was to investigate sociometric status, aggression, and gender differences in children's expression of anger, happiness, and sadness. Participants were 111 second-grade African American boys and girls, half rejected and half average sociometric status, and half aggressive and half nonaggressive as assessed by their peers. Children interacted with a confederate in two standardized competitive game paradigms. Participants' expressions of anger, happiness, and sadness were observationally coded across facial, verbal intonation, and nonverbal modalities. Rejected children expressed more facial and verbal anger than average-status children. Rejected children also expressed more nonverbal happiness than average children, but only during turns of the game that were favorable to the participant. Finally, boys expressed more facial, verbal, and nonverbal anger than girls.  相似文献   

4.
To determine whether differential levels of anxiety and recall occur during vicarious modeling or self-observation, six counselor trainees were shown five videotaped segments of counselor-client interactions—two of a different counselor and client and three of themselves counseling (one of which was viewed in the presence of the trainees' supervising professor). Anxiety was measured by self-reports and hand temperature and recall was assessed by several questions regarding the verbal and nonverbal behaviors demonstrated in each segment. Although a significant negative correlation was found between the physiological measure of anxiety and recall (ρ = –.90), no significant differences were revealed in the amount of anxiety relative to other-model versus self-observation. Trainees recalled a significantly greater amount of verbal behaviors during other-model observation than in self-observation conditions, whereas the reverse was found for nonverbal behaviors. Additionally, the presence of the supervising professor effected a dramatic increase in anxiety and decrease in recall.  相似文献   

5.
A paradigm of specialized brain hemisphere processing abilities was used to test cognitive skills and cognitive style in "learning-disabled" (LD) and "normal" children. Results indicate that (1) verbal ability is not a unitary factor, and LD children are deficient in only some aspects of verbal ability; (2) the LD group perform as well as the control group on right-hemisphere tests; (3) LD boys are more field sensitive (field dependent) than the control boys; (4) LD children may be attempting to use a nonverbal information processing mode to deal with academic tasks. The need for information on nonverbal processing skills in order to aid verbal processing is discussed.  相似文献   

6.
The purpose of this study was to compare children with and without cross-sex friends on measures of social and cognitive competence, endorsement of sex-role stereotypes, and family composition. Subjects were 723 third and fourth graders (377 girls, 346 boys) from diverse socioeconomic backgrounds; 35% were African American. Measures included sociometric assessments of peer acceptance, friendship, and behavioral reputation, as well as self-reports of perceived self-competence and endorsement of sex-role stereotypes. In addition, teachers completed ratings of children's social and cognitive competence. In all, 92 children, about 14% of the sample, had one or more reciprocal opposite-sex friends; for 21 of these children, their cross-sex friendships were their primary or only friendships. African American children were more likely than European American children to have opposite-sex friends. Involvement in cross-sex friendships was unrelated to the gender make-up of the classroom, but was related to family structure. Comparisons of the children who had primarily or only cross-sex friends to matched groups of children who had only same-sex friends and to children who had cross-sex friends secondarily to same-sex ones revealed a number of differences between the groups in social competence and relationships with peers. Overall, children with primarily opposite-sex friends had poorer social skills than other children with friends, although they were less stereotyped about sex roles than other children, and were better adjusted than children with no friends on most measures. In contrast, children involved in opposite-sex friendship secondarily to same-sex friendship were as well adjusted socially as children with only same-sex friendships. These results suggest that children with cross-sex friends differ among themselves, depending on the primacy of the cross-sex relationship.  相似文献   

7.
Children as young as 18 months display sex-stereotyped toy choices. The present study was designed to determine whether parents encourage involvement with sex-stereotyped toys or avoidance of cross-sex-stereotyped toys and to determine whether masculine and feminine toys lead to different patterns of parent-child interaction, regardless of gender. 40 parent-toddler dyads were videotaped while playing with 6 different sets of sex-stereotyped toys. Equal numbers of boys and girls were observed with mothers and fathers. The children showed greater involvement when playing with same-sex-typed toys than with cross-sex toys even when statistically controlling for parents' behaviors. Parents' verbal behaviors, involvement, and proximity to the child differed across toy groups, regardless of the parent's or child's gender. Parents' initial nonverbal responses to the toys, however, were more positive when the toys were stereotyped for the child's and parent's gender than when they were not.  相似文献   

8.
In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers’ awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors.  相似文献   

9.
Book Reviews     
Abstract

The verbal and nonverbal behaviors of sixth grade children tutoring third grade children were analyzed. Results showed that when the tutee was doing well there was a greater proportion of positively toned affective statements made by the tutor, and when the tutee was doing poorly there were more negatively toned affective statements. Similarly, the nonverbal behavior of tutors tended to reflect the performance of the tutee. The relationship between verbal and nonverbal behavior was examined.  相似文献   

10.
Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English‐language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two‐year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non‐ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc.  相似文献   

11.
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12.
The verbal and nonverbal communication behaviors of consultants and consultees were examined in this study. The problem identification interviews (Bergan, 1977) of two consultants and 20 consultees were videotaped as they discussed school problems being experienced by the consultees. A modified version of the Message Process category of Bergan's (1977) Consultation Analysis Record was employed to measure verbal behavior. Nonverbal behaviors (Facial, Voice, and Body) were assessed as either positive, negative, or neutral following the coding scheme employed by Gottman, Markman, and Notarious (1977). Consultant and consultee verbal and nonverbal behaviors were coded each 10 sec using a system of momentary time sampling. Preliminary mapping of consultation communication behaviors are presented. A more complex behavior code is suggested to better understand the nature of communication interactions during consultation sessions. Limitations of the' current study are examined and results are discussed in terms of implications for consultation practice and future research.  相似文献   

13.
This study examined whether children's internal representations reflect gender differences that have been found in peer interactions. The dimensions examined were (1) preferences for dyadic or group situations, (2) whether children who are friends with a given target child are likely to be friends with each other, and (3) perceptions of the probability of knowing information about friends. Participants from preschool; grades 2, 6, 8, and 10; and college (N = 278) were asked questions about typical girls and boys. Results indicate that both girls and boys (1) rate typical boys as preferring group interactions more than do typical girls, a difference present as early as preschool; (2) rate typical boys as more likely than typical girls to be friends with one another if they are friends with the same target boy or girl respectively; and (3) rate typical girls as more likely than typical boys to know certain types of information about friends. These results are consistent with the existence of internal models of social interactions that are at least partially gender specific.  相似文献   

14.
Junior high students serving as cross-age tutors taught their elementary school tutee an analogy lesson in the presence of observers who recorded tutor teaching behaviors and tutee learning as a function of students' internal-external control. Based upon results demonstrating that externals outperform internals when another person provides feedback regarding response accuracy, it was hypothesized that tutorial instruction would benefit external learners more than internal learners. Correlations between tutee externality and task performance (though in the expected direction) were not significant and failed to support the hypothesis. On the other hand, hypotheses regarding tutor behaviors were confirmed. As predicted, internal tutors expected to be more successful teachers, used more verbal and nonverbal cues in their teaching, expended more noticeable effort, and taught more analogies than external tutors. The implications of these results for the conduct of tutoring programs in schools was discussed.  相似文献   

15.
Disagreements between school-aged children were examined as a function of friendship status. 66 same-sex dyads were selected, including equal numbers of "best friends" and nonfriends, who were then observed while playing a board game (a closed-field situation). Conflicts occurred more frequently among friends than among nonfriends and lasted longer. Friends did not talk more during their conflicts than nonfriends, but assertions were used selectively according to friendship and sex: With friends, girls used assertions accompanied by rationales more frequently than boys whereas boys used assertions without rationales more frequently than girls. These sex differences were not evident during conflicts between nonfriends. Results are discussed in relation to the social constraints intrinsic to closed-field competitive conditions as these apply to friendship relations in middle childhood.  相似文献   

16.
The influence of negative, equal, and positive social comparison and of nonsocial comparison upon 4- and 5-year-old black children's subsequent aggressive and regressive behavior in 3-member groups was investigated. The group behavior of boys included more physical agression following negative social comparison than the other treatments, and their group behavior also consisted of more nonverbal teasing behavior following the negative comparison treatment than that of the equal and nonsocial comparison groups. When the behavior of the nontarget partners was controlled, children initiated more physical aggression, nonverbal teasing, and regression after experiencing negative social comparison with the partners than after following the other treatments. There was some evidence to support the reciprocal influence of children's aggressive behavior on each other, particularly for boys following imbalanced social comparison treatments.  相似文献   

17.
非言语行为在教学中的应用研究   总被引：5，自引：0，他引：5  
人类的交际分言语交际和非言语交际。然而,在大多情况下,人们更倾向于相信非言语交际行为所传递的信息。而在课堂教学环境中,教师的非言语行为直接影响学生对讲授内容的理解。因此,有必要了解影响教学效果的主要非言语行为及其作用,以便在教学活动中有的放矢,取得事半功倍的教学效果。文章首先论述了非言语交际的定义、分类与功能;继而探讨了外语课堂教学中非言语行为的作用,在此基础上,提出提高学生非言语交际能力的方法。  相似文献   

18.
A semi-structured observational study investigated gender differences in delivered and received relational, physical, verbal, and nonverbal aggression in a young preschool sample (N=60). Findings revealed that gender differences in subtypes of aggression may be apparent as early as 3 years of age. Specifically, girls were found to deliver and receive more relational aggression than males, whereas boys tended, although not significantly, to deliver and significantly received more physical aggression than females. Relational and physical subtypes of delivered and received aggression were differentially associated with preschoolers’ social-psychological adjustment.  相似文献   

19.
This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school.  相似文献   

20.
This study focused on the relationship between social perception and children’s involvement in learning tasks. The interaction between disruptive boys’ (n=32) perception of the competence attributed to them by their mother, the mother’s behavior (verbal and physical intrusion) and the child’s involvement in learning tasks was observed in a laboratory setting. Boys were asked to solve easy and difficult tasks on a personnal computer under the supervision of their mother. Observations of mother-child interactions showed that disruptive boys with a negative perception of the competence attributed to them by their mother, were less involved in the difficult task than boys who had a positive perception. Mothers of the boys with a negative perception showed more verbal intrusions in the easy task and more physical intrusions in the difficult task than the mothers of boys with a positive perception. Mothers’ verbal intrusion, physical intrusion and boys’ involvement in the task discriminated 75% of the boys with a negative social perception. These results seem to indicate that disruptive boys do not constitute an homogeneous group and that a significant variation in their involvement in a learning task is related to their perception of the competence attributed to them by their mother.  相似文献   

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