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1.
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3–6 years) and 2 (N = 50, 4–6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible changes in contextual representations. Experiment 2 observed such effects in younger children and showed executive functions were associated with the flexible representation of task context. Reminders did not perfectly compensate for the role of executive functions but wiped out individual differences in executive functions that contribute to children’s acquisition of routines. Therefore, setting goals before context-dependent actions is necessary, but not sufficient, to modulate contextual representations in routines.  相似文献   

2.
This article provides an estimation of how frequently, and from whom, children aged 0–11 years (Ns between 9 and 24) receive one-on-one verbal input among Tsimane forager-horticulturalists of lowland Bolivia. Analyses of systematic daytime behavioral observations reveal < 1 min per daylight hour is spent talking to children younger than 4 years of age, which is 4 times less than estimates for others present at the same time and place. Adults provide a majority of the input at 0–3 years of age but not afterward. When integrated with previous work, these results reveal large cross-cultural variation in the linguistic experiences provided to young children. Consideration of more diverse human populations is necessary to build generalizable theories of language acquisition.  相似文献   

3.
The main purpose of the present study was to extend a model of instructional feedback (Kulhavy & Stock, 1989) to elementary school children. Forty-five third and fifth graders (third graders, N = 21; fifth graders, N = 24) read text passages, answered questions, and either rated response confidences for each question or used an imagery strategy. Although differences were not found between treatment groups, analyses of response patterns revealed differential age effects. Response patterns for fifth graders were similar to those of college populations; however, these patterns did not emerge for third graders.  相似文献   

4.
Development of numerical estimation in young children   总被引：7，自引：0，他引：7  
Two experiments examined kindergartners', first graders', and second graders' numerical estimation, the internal representations that gave rise to the estimates, and the general hypothesis that developmental sequences within a domain tend to repeat themselves in new contexts. Development of estimation in this age range on 0-to-100 number lines followed the pattern observed previously with older children on 0-to-1,000 lines. Between kindergarten and second grade (6 and 8 years), patterns of estimates progressed from consistently logarithmic to a mixture of logarithmic and linear to a primarily linear pattern. Individual differences in number-line estimation correlated strongly with math achievement test scores, improved estimation accuracy proved attributable to increased linearity of estimates, and exposure to relevant experience tended to improve estimation accuracy.  相似文献   

5.
Second graders (N = 222; 7.7 years of age) practiced with open- and closed-syllable words in a computer-assisted training program and appropriate spelling rules were either explicitly provided during practice or not. Also, children practiced either with a small set of exemplars or with a large set; the latter condition was expected to promote the use of rules. A control group consisting of 209 second graders, who did not practice in the computer-assisted training program, was also included in the study. Learning effects of practice were established by testing the spelling of practiced words, as well as novel transfer words, in pre-, post-, and retention tests. The results in the posttest showed that with a large set of exemplars during practice explicitly provided spelling rules are supportive for learning to spell novel words but no further effects of explicit rules were found, either for practiced words or in the retention test.  相似文献   

6.
McNeil NM 《Child development》2008,79(5):1524-1537
Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7–9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + __), switched lesson conditions, and solved math equivalence problems again. Correct solutions were less common following instruction with typical arithmetic problems. In a supplemental experiment, fifth graders (10–11 years old; N= 19) gave fewer correct solutions after a brief intervention on mathematical equivalence that included typical arithmetic problems. Results suggest that learning is hindered when lessons activate inappropriate existing knowledge.  相似文献   

7.
Both salient visual events and scene-based memories can influence attention, but it is unclear how they interact in children and adults. In Experiment 1, children (N = 27; ages 7–12) were faster to discriminate targets when they appeared at the same versus different location as they had previously learned or as a salient visual event. In contrast, adults (N = 30; ages 18–31) responded faster only when cued by visual events. While Experiment 2 confirmed that adults (N = 27) can use memories to orient attention, Experiment 3 showed that, even in the absence of visual events, the effects of memories on attention were larger in children (N = 27) versus adults (N = 28). These findings suggest that memories may be a robust source of influence on children's attention.  相似文献   

8.
Theoretical analyses of the development of numerical representations suggest that playing linear number board games should enhance young children's numerical knowledge. Consistent with this prediction, playing such a game for roughly 1 hr increased low-income preschoolers' (mean age = 5.4 years) proficiency on 4 diverse numerical tasks: numerical magnitude comparison, number line estimation, counting, and numeral identification. The gains remained 9 weeks later. Classmates who played an identical game, except for the squares varying in color rather than number, did not improve on any measure. Also as predicted, home experience playing number board games correlated positively with numerical knowledge. Thus, playing number board games with children from low-income backgrounds may increase their numerical knowledge at the outset of school.  相似文献   

9.
This study investigates whether asking early adolescents to evaluate the food choices of remote peers improves their own food selection. Participants were students from fifth (N = 219, Mage = 9.30 years) and sixth grades (N = 248, Mage = 10.28 years) of varying nationalities living in the United Arab Emirates (race and ethnicity were not collected). Students saw peers’ healthy or unhealthy food choices before picking their own food. In some conditions, students also critically evaluated the healthiness of the peers’ choices. Evaluation of peer choices led to healthier decisions (d = .53) to the point that it offsets the negative impact of observing unhealthy peer choices. This effect is larger for sixth graders compared to fifth graders.  相似文献   

10.
The effects of prior encodings of manipulatives (red and blue plastic chips) on children's ability to use them as representations of quantity were tested. First graders (N = 73) were assigned to four conditions in which the encoding of plastic chips was experimentally manipulated. All children then participated in an addition activity that relied on the chips' quantitative representations. Children who were given quantitative encodings were better able to use the chips with meaning relative to those who played with them during the encoding phase. Children who perceived the chips as toys after encoding were similarly hindered on their ability to use them as quantities. The findings suggest that prior encodings are predictive of children's quantitative representations of manipulatives.  相似文献   

11.
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box.  相似文献   

12.
This study conducted two meta-analyses to synthesize the association between children’s language skills and two broad-band dimensions of psychopathology: internalizing and externalizing. Pooled estimates across 139 samples (externalizing k = 105; internalizing k = 90) and 147,305 participants (age range: 2–17 years old; mean % males: 53.75; mean % White participants: 55.59; mean % minority participants: 43.12) indicated small but significant associations between child language skills and externalizing problems (Hedges’ g = .22) and between language skills and internalizing problems (Hedges’ g = .23). The association between language difficulties and externalizing problems was stronger amongst males and in children with low versus high sociodemographic risk. Implications of the results for theory and practice are discussed.  相似文献   

13.
Investigations of people's understanding of the evolution of species have focused mainly on secondary school and university students. Very few investigations have taken into consideration younger students, and none have related children's ideas about the origin of species to formal instruction on this topic. To help fill this gap, the present study examines the effect of this instruction in elementary school children by comparing Italian second graders (n = 21; age = 7 years, 1 month, to 8 years, 7 months) with third graders (n = 18; age = 8 years, 1 month, to 9 years, 4 months) who had been taught about “the earth before humans” for several months in keeping with the Italian National Syllabus for this grade level. Semistructured interviews were used to examine children's thoughts about speciation. The majority of second graders used a creationist framework, whereas most third graders used a mixed framework (referring to both creation and evolution) or an evolutionary framework. However, children did not know about the mechanism of evolution and considered it to be the result of the passage of time, the use and disuse of body parts, or the need to adapt to a changing environment, as suggested by their teacher and textbooks.  相似文献   

14.
Children gradually develop interpretive theory of mind (iToM)—the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children’s recognition that map symbols’ meanings must be communicated to others when symbols are iconic (resemble their referents). Children (6–9 years; N = 80) made maps using either iconic or abstract symbols. After accounting for age, intelligence, vocabulary, and memory, iToM predicted children’s success in communicating symbols’ meaning to a naïve map‐user when mapping tasks involved iconic (but not abstract) symbols. Findings suggest children’s growing appreciation of alternative representations and of the intentional assignment of meaning, and support the contention that ToM progresses beyond mastery of false belief.  相似文献   

15.
The relation between short-term and long-term change (also known as learning and development) has been of great interest throughout the history of developmental psychology. Werner and Vygotsky believed that the two involved basically similar progressions of qualitatively distinct knowledge states; behaviorists such as Kendler and Kendler believed that the two involved similar patterns of continuous growth; Piaget believed that the two were basically dissimilar, with only development involving qualitative reorganization of existing knowledge and acquisition of new cognitive structures. This article examines the viability of these three accounts in accounting for the development of numerical representations. A review of this literature indicated that Werner's and Vygotsky's position (and that of modern dynamic systems and information processing theorists) provided the most accurate account of the data. In particular, both changes over periods of years and changes within a single experimental session indicated that children progress from logarithmic to linear representations of numerical magnitudes, at times showing abrupt changes across a large range of numbers. The pattern occurs with representations of whole number magnitudes at different ages for different numerical ranges; thus, children progress from logarithmic to linear representations of the 0–100 range between kindergarten and second grade, whereas they make the same transition in the 0–1,000 range between second and fourth grade. Similar changes are seen on tasks involving fractions; these changes yield the paradoxical finding that young children at times estimate fractional magnitudes more accurately than adults do. Several different educational interventions based on this analysis of changes in numerical representations have yielded promising results.  相似文献   

16.
Research Findings: In each of 16 public school classrooms serving multiethnic low-income neighborhoods, 2 first graders were assigned to be taught patterning, 2 to be taught reading, 2 to be taught mathematics, and 2 to be taught social studies for 15-min sessions 3 days per week for 6 months. Assignment within each classroom was randomized. The children's mean age was 6 years, 5.19 months. Patterning instruction included instruction on symmetrical patterns, patterns with increasing numbers of elements, and patterns involving the rotation of an object through 6 or 8 positions. In May, the 120 children still available were tested on patterns, reading, and mathematics. Patterning instruction had large, fully mediated effects on both reading and mathematics. There were no significant differences on some individual scales, but on others children who received patterning instruction scored best, often by grade equivalents of 4 to 8 months. Extant explanations of the efficacy of patterning instruction are reviewed, and the potential importance and limitations of its role in early education are discussed. Practice or Policy: Patterning instruction should be extended to more complex patterns than the alternations currently used in elementary schools in order to produce important improvements in both reading and mathematics.  相似文献   

17.
This study examined the generality of the logarithmic to linear transition in children's representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5-8 years) suggested parallel transitions from kindergarten to second grade in the representations used to perform number line estimation, numerical categorization, and numerical magnitude comparison tasks. Individual differences within each grade in proficiency for the three tasks were strongly related. Experiment 2 (27 girls and 13 boys, ages 5-6 years) replicated results from Experiment 1 and demonstrated a causal role of changes in categorization in eliciting changes in number line estimation. Reasons were proposed for the parallel developmental changes across tasks, the consistent individual differences, and the relation between improved categorization of numbers and increasingly linear representations.  相似文献   

18.
An increasing number of scientific publications have provided data from different countries suggesting subjective well-being (SWB) continuously decreases during adolescence. A review of these publications reveals authors have used dissimilar scales in diverse countries. Using data from the international Children's Worlds project (N = 48,040), involving 15 countries, a comparative analysis was performed to determine how mean scores evolve with different SWB scales from the age of 8 onwards. The results support the hypothesis that the tendency of SWB to decrease with age starts at around 10 years of age in most countries, while also confirming that different psychometric scales display different levels of sensitivity to diverse sociocultural contexts and more than one should be used in any research on children and adolescents’ SWB.  相似文献   

19.
This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning.  相似文献   

20.
Data from 188 white and 97 black children supported the following conclusions: (a) A general cognitive factor prevailed throughout a group of tests including the Peabody Picture Vocabulary Test administered at age 3 years, the Preschool Inventory, the Boehm Test of Basic Concepts (modified), and the Graham-Ernhart Copy-Forms Test administered at age 4 years; (b) Correlations of three scales of the Preschool Attainment Records and the Verbal Language Development Scale with the other measures were less consistent; (c) the correlations of the Quick Test with other tests were satisfactory for white children but inconsistent for a subsample (N = 18) of black children; (d) the standard deviations of the Quick Test IQs were excessively large; and (e) differential scoring of Preschool Inventory subtests was not supported.  相似文献   

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