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1.
The focus of this study is the complex relation between compliance and internalization in childhood. It is a replication and a longitudinal extension of earlier work, where we distinguished between 2 forms of compliance: committed, when the child eagerly embraced and endorsed the mother's agenda, and situational, when the child was cooperative, but lacked the sincere commitment and feeling of internal obligation. 99 children, seen previously at 26–41 months, were studied again at 43–56 months. Compliance and internalization were assessed in multiple observational contexts and using maternal reports. As at toddler age, the 2 forms of compliance had distinctly different developmental trajectories, and again, only committed compliance was significantly associated with measures of internalization. Moreover, committed but not situational compliance at toddler age predicted internalization at preschool age. Shared positive affect within the mother-child dyad at toddler age predicted some measures of internalization at preschool age. Further evidence of significant differences in children's compliance to maternal "dos" versus "don'ts" is reported.  相似文献   

2.
We examined emergent regulation of conduct from infancy to the second year. Multiple observational measures at home and in the laboratory assessed, at 8–10 months, the child's restraint and attention ( N = 112), and at 13–15 months, compliance to mother, internalization of her prohibition, and quality of motivation in the mother-child teaching context ( N = 108). We replicated the findings previously reported for older children that supported our view of compliance and noncompliance as heterogenous: Committed compliance was higher to maternal "don'ts" than "dos," with the reverse true for situational compliance; girls surpassed boys in committed compliance; and committed, but not situational, compliance related positively, and passive noncompliance negatively, to children's internalization of maternal prohibition. We extended previous work into three new directions: children's committed compliance and passive noncompliance in control contexts related predictably to their motivation in mother-child teaching contexts; restraint at 8–10 months predicted higher committed compliance at 13–15 months; and focused attention at 8–10 months was associated with contemporaneous restraint and modestly with committed compliance to maternal "dos" at 13–15 months.  相似文献   

3.
The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object.  相似文献   

4.
This study examined whether poor pointing gestures and imitative actions at 18 months of age uniquely predicted late language production at 36 months, beyond the role of poor language at 18 months of age. Data from the Norwegian Mother and Child Cohort Study were utilized. Maternal reports of the children's nonverbal skills and language were gathered for 42,517 children aged 18 months and for 28,107 of the same children at 36 months. Panel analysis of latent variables revealed that imitative actions, language comprehension, and language production uniquely contributed to predicting late development of language production, while pointing gestures did not. It is suggested that the results can be explained by underlying symbolic representational skills at 18 months.  相似文献   

5.
Patterns of Compliance from Eighteen to Thirty Months of Age   总被引：1，自引：0，他引：1  
31 children at 18 months, 32 children at 24 months, and 36 children at 30 months of age were observed in 2 separate 2-hour laboratory sessions with their mother and father to study behavioral responses to demands for compliance. Patterns of compliance to parental commands and requests were examined in 5 laboratory situations. The data revealed no differences in compliance depending upon which parent was present or across the 2-week time interval between the 2 visits, although there was considerable variability in behavior across the 5 situations. Developmental analyses revealed few linear progressions with age, with 24 months signaling an important transition characterized by behavioral reorganization. Taken together, the results encourage reexamining traditional assumptions regarding the development of compliance since it may be most adaptive for children to be responsive to environmental demands and interpersonal constraints.  相似文献   

6.
To examine the development of feedforward control during manual tracking, 117 participants in 5 age groups (6 to 7, 8 to 9, 10 to 11, 12 to 14, and 15 to 17 years) tracked an accelerating dot presented on a monitor by moving an electronic pen on a digitizer. To remain successful at higher target velocities, they had to create a predictive model of the target's motion. The ability to track the target at higher velocities increased, and the application of a feedback-based step-and-hold strategy decreased with age, as shown by increases in maximum target velocity and decreases in number of stops between ages 6–7 and 8–9 and between ages 8–9 and 10–11. The ability to exploit feedforward control in a dynamic tracking task improves significantly with age.  相似文献   

7.
This study was conducted to assess the effectiveness of two programs developed by the Frostig Center Research Department to improve the reading and spelling of students with learning disabilities (LD): a computer Speech Recognition-based Program (SRBP) and a computer and text-based Automaticity Program (AP). Twenty-eight LD students with reading and spelling difficulties (aged 8 to 18) received each program for 17 weeks and were compared with 16 students in a contrast group who did not receive either program. After adjusting for age and IQ, both the SRBP and AP groups showed significant differences over the contrast group in improving word recognition and reading comprehension. Neither program showed significant differences over contrasts in spelling. The SRBP also improved the performance of the target group when compared with the contrast group on phonological elision and nonword reading efficiency tasks. The AP showed significant differences in all process and reading efficiency measures.  相似文献   

8.
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children.  相似文献   

9.
In 3 experiments, children's comprehension of successive pretend actions was examined. In Experiment 1, children (25–38 months) watched 2 linked actions (e.g., a puppet poured pretend cereal or powder into a bowl, and then pretended to feed the contents of the bowl to a toy animal). Children realized that the pretend substance was incorporated into the second action. In Experiment 2, children (24–39 months) again watched 2 linked actions (e.g., a puppet poured pretend milk or powder into a container, and then pretended to tip the contents of the container over a toy animal). They realized that the animal would become "milky" or "powdery." In Experiment 3, children (25–36 months) drew similar conclusions regarding a substitute rather than an imaginary entity. The results are discussed with reference to children's causal understanding, their capacity for talking about objects and events in terms of their make-believe and real status, and the processes underlying pretense comprehension.  相似文献   

10.
Histological low-grade squamous intraepithelial lesion/cervical intraepithelial neoplasia grade 1 (LSIL/CIN1) preceded by normal or mildly abnormal cytology is recommended for conservative follow-up, with no separated management. In this study, we assessed the triage value of human papillomavirus (HPV) 16/18 genotyping in 273 patients with LSIL/CIN1. HPV16/18 genotyping was performed at baseline and follow-up was at 6-monthly intervals for up to 2 years. At each follow-up, women positive for cytology or high-risk HPV (hrHPV) were referred for colposcopy. Enrollment cytology, HPV16/18 genotyping, and questionnaire-obtained factors were linked to the 2-year cumulative progression rate. Univariate and multivariate analyses were performed taking into account time-to-event with Cox proportional hazard regression. The results showed that 190 cases (69.6%) regressed, 37 (13.6%) persisted, and 46 (16.8%) progressed. HPV16/18 positivity (hazard ratio (HR), 2.708; 95% confidence interval (CI), 1.432–5.121; P=0.002) is significantly associated with higher 2-year cumulative progression rate. Sub-analysis by enrollment cytology and age restricted the positive association among patients preceded by mildly abnormal cytology and aged 30 years or older. Immediate treatment is a rational recommendation for the high-risk subgroup, when good compliance is not assured.  相似文献   

11.
The paper reports the results of a longitudinal case study conducted in Australia and New Zealand. The study compares the reading and comprehension age of children in their fifth and sixth years in school. Reading and comprehension ages of 121 children who had Reading Recovery intervention at age 6 were compared with those of a Comparison group of 121 children, drawn from the same classes who, at age 6 years, had been better performers in literacy. Reading and comprehension assessment was conducted with the use of the Neale Analysis of Reading and analysed by means of a t‐test. Results show that the mean reading age of ex‐Reading Recovery children was nearly 12 months superior to that of the Comparison group and that the mean comprehension age was nearly 13 months superior at very highly significant levels. The results strongly suggest that Reading Recovery tuition at age 6 years enabled the 121 ex‐Reading Recovery children to make greater progress in literacy than children in the Comparison group.  相似文献   

12.
The play and language behavior of mothers with (n = 49) and without (n = 49) specific reading disabilities (RD) was investigated during play with their 14-month-old children. The contribution of maternal behavior to the language development of their children was examined. The children's receptive and expressive language skills were assessed longitudinally at 14, 18, and 30 months, using the MacArthur Communicative Development Inventories and the Reynell Developmental Language Scales. Children with and without familial risk for RD did not differ from each other in any play or language measures at these ages. No group differences were found for mothers' manifestations of nonsymbolic play and language. However, the typically reading (TR) mothers produced significantly more symbolic play and language in play interactions with their child than did the mothers with RD. The correspondence between mother-child symbolic play and maternal play-related language was also higher for the TR group than it was for the RD group. The mothers' symbolic play did not show any relation to their children's language development, but their expressions of symbolic language did show a relationship. The mothers' child-directed symbolic language contributed significantly toward the comprehension skills of 14- and 18-month-olds in the RD group. This association, however, was lower at 30 months, at which point it was reliably present for the first time in the TR group.  相似文献   

13.
Abstract A double‐blind controlled study of the effects of Paired Reading was carried out with 33 failing readers and their parents. The children were aged 8 to 11 and had reading delays of at least 18 months. After a mean time of 7.6 hours of Paired Reading at home, spread over six weeks, the children made gains of 2.43 months for reading accuracy and 4.36 months for reading comprehension compared with a control group which experienced respective gains of 0.81 months and 1.69 months. The differences were statistically significant for accuracy but not for comprehension. The conclusions of previous Paired Reading studies are discussed in the light of these results and suggestions are made for the evaluation of future, similar projects.  相似文献   

14.
The effects of computer-presented automatization exercises in a group of 14 poor readers were assessed in comparison to a matched control group of 14 poor readers that received computer-presented exercises aimed at the use of context for word identification and comprehension. Training took place three sessions a week for 15 minutes per session and lasted about two months in each group. Results showed that the automatization or “speed” group progressed more than the context group in word and text reading efficiency, and the effect transferred to more complex word types than the CVC word type that was presented in the exercises. Both groups progressed to the same extent in accuracy, but the speed group made more progress in speed. No effects were found for reading comprehension. The findings make clear that computer-supported automatization exercises can be effective in reducing reading problems of poor readers in a short period of time. Implications for practice are discussed.  相似文献   

15.
Abstract

The similarities and differences in language teachers' practical knowledge about teaching reading comprehension to 16- to 18-year-old students were explored. A questionnaire was developed that consisted of closed-format questions derived from a qualitative in-depth study on teachers' practical knowledge about teaching reading comprehension. The results indicate that part of teachers' practical knowledge was shared knowledge and that 4 scales of (unshared) practical knowledge could be distinguished. On the basis of those scales, 4 clusters of teachers were identified, each representing a specific focus of teachers' practical knowledge.  相似文献   

16.
Children's Understanding of the Meaning and Functions of Verbal Irony   总被引：6，自引：1，他引：6  
We investigated children's understanding of irony and sensitivity to irony's meanness and humor. In Study 1, 89 participants (5–6-year-olds, 8–9-year-olds, adults) heard ironic and literal criticisms, and literal compliments. Comprehension of irony emerged between 5 and 6 years of age. Ratings of humor increased with age; ratings of meanness did not (showing that all ages perceived irony as more muted than literal criticism). In Study 2, results from 135 participants (6–7-year-olds, 8–9-year-olds, and adults) replicated these findings and revealed the role of form and intonation. Thus, comprehension of irony emerges between 5 and 6 years of age, and sensitivity to the muting function develops prior to sensitivity to the humor function.  相似文献   

17.
The discriminant validity of the Upper Preschool Level of the Differential Ability Scales (DAS) was studied using 32 at‐risk preschoolers (females = 14, males = 18) with a mean age of 57.28 months (SD = 4.43) and 30 normal preschoolers (females = 13, males = 17) with a mean age of 56.40 months (SD = 6.46). The results indicated that the DAS was an excellent measure to use when trying to differentiate between at‐risk and normal preschoolers. The DAS could reliably identify, better than chance, whether a child was at‐risk or normal. Specifically, the General Conceptual Ability score was found to be approximately 77% accurate in correctly classifying at‐risk from normal preschoolers. In addition, the use of the DAS in an abbreviated format by selecting specific core and/or diagnostic subtests during the preschool screening process was strongly supported. © 1999 John Wiley & Sons, Inc.  相似文献   

18.
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.  相似文献   

19.
Abstract

This study investigated the effects of using Irlen coloured filters on reading speed, accuracy, comprehension and self‐image over 6 months of use. Three study groups were used (immediate lens use, delayed lens use and control), involving 33 subjects ranging in age from 18 years to 62 years. The experimental groups demonstrated significant improvements in reading accuracy and comprehension over the 6 months of the study, although there was a plateau effect for the second half of the 6 month study period. The experimental and control groups also improved significantly on scores of self‐esteem over the 6 months. It is suggested that the reported reduction in print and background distortions may allow attention to be directed to the processing of continuous text rather than to the identification of individual words, although improvement will be restricted if basic word attack skills ore not fully mastered.  相似文献   

20.
The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years. They also investigate evidence for Matthew effects in reading and vocabulary between 8 and 16 years, in the larger sample. The poor comprehenders showed reduced growth in vocabulary compared to the good comprehenders, but not in word reading or reading comprehension ability. They also obtained lower scores on measures of out-of-school literacy. Analyses of the whole sample revealed that initial levels of reading experience and reading comprehension predicted vocabulary at ages 11, 14, and 16 after controlling for general ability and vocabulary skills when aged 8. The authors discuss these findings in relation to the influence of reading on vocabulary development.  相似文献   

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