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1.
Neurobiological aspects of language in children 总被引：1，自引：0，他引：1
S F Witelson 《Child development》1987,58(3):653-688
This article discusses the relevance of the study of the neurobiology of cognitive development, both for an understanding of the neural bases of cognition and of the nature of cognition itself. A key issue is the age at which hemisphere specialization first appears and whether it changes over time. The neuropsychological literature concerning language in both normal and brain-damaged children is reviewed. The usefulness of studying cognition in other clinical disorders and variation in normal cognition is indicated. The various methods used in the research are described and the methodological and interpretational difficulties arising from the diversity of groups studied and the methods used are discussed. The model is advanced that hemisphere specialization exists from birth onward and does not undergo further change in either its nature or degree. The apparent increase in the extent of hemisphere specialization during childhood is interpreted as an epiphenomenon of the increasing cognitive and behavioral repertoire of the child. Neural plasticity, assumed to underlie recovery of function, is seen as being coexistent with, but independent of, hemisphere specialization. 相似文献
2.
We hypothesized that children with attention-deficit/hyperactivity disorder (ADHD) would underperform on neuropsychological tests that are sensitive to executive function impairments. We further proposed that a linear discriminant analysis using behavioral and neuropsychological variables as dependent variables would pinpoint the capability of behavioral questionnaires and neuropsychological tests to predict the correct classification of ADHD and control children. We designed a transversal study with 62 seven- to twelve-year-old children with ADHD and 62 Full Scale IQ-matched controls using two behavioral scales and 13 neuropsychological tests. Using analysis of variance and covariance with age and school achievement and multifactor analysis of variance, we found that behavioral variables established robust, statistically significant differences between groups (p < .001). Children with ADHD scored worse than controls on 31 out of 61 neuropsychological variables. Children with ADHD, however, obtained better scores that were statistically significant on WISC-R Comprehension and Picture completion. A linear discriminant analysis with nine behavioral variables correctly classified 100% of the participants in both groups. Another linear discriminant analysis using 10 neuropsychological variables correctly classified 85.48% of the participants in both groups. We propose a core battery of selected tests for assessing children with ADHD. The significance of cross-cultural analyses of different developmental disturbances is emphasized. 相似文献
3.
Corina D 《Journal of deaf studies and deaf education》1998,3(1):35-48
The ability to comprehend and produce language stands as a defining characteristic of human cognition and enables the transfer of knowledge and culture within human society. A proper characterization of the human capacity for language is required for the development of interventions that may be used to assist those individuals who have failed to achieve, or who have lost competence in, language behaviors. For signed languages, models of competent language use are lacking. This lack of knowledge hampers the development of effective assessment measures for deaf children who may be experiencing learning problems beyond those confronting the normal deaf child. I discuss two research avenues that have begun to provide a window into the neural systems involved in sign language processing: studies of language disruptions in adult deaf signers who have suffered brain injury, and studies of functional brain imaging in normal deaf signers. This research provides a basis for the development of a comprehensive neurocognitive model of sign language processing. 相似文献
4.
Colin Griffin 《International Journal of Lifelong Education》2013,32(2):109-110
Abstracts English The aim of the paper is to argue for a curriculum model approach to problems of development in adult and lifelong (or continuing) education contexts. The advantages of such an approach are outlined : relating theory to practice and social policies to educational processes; exploring professional role‐structures and their effect upon received curriculum assumptions in the adult sector, particularly the traditional needs‐meeting, remedial and compensatory elements of such assumptions. The significance of recent theoretical and policy developments in adult and continuing education is reviewed in these terms and some distinctions made between alternative implicit models of the lifelong curriculum. It is suggested that adult education, as presently constituted, might, itself, be an obstacle to the development of an integrated lifelong education curriculum. In order to elucidate this a number of curriculum concepts, familiar enough in the general theory of education, are considered in the less familiar context of adult and lifelong education: typologies of curriculum models are used to explore some issues of development in this context (e.g. objectives, provision, process, action, research models etc.) Ideas of a ‘core’ curriculum, and of the ‘hidden’ or ‘latent’ curriculum, together with curriculum development and evaluation are also considered. The existing state of the adult and continuing education curriculum is then analyzed within such a conceptual framework. The disposition of professional roles is described, together with the curricular implications of the structure of provision (the University Extra‐Mural Departments, the WEA and the LEA sector). The ideas of ‘flexibility’ and ‘access’ are critically reviewed as a function of professional (rather than political) ideologies, and the adult‐lifelong curriculum is analyzed in terms of administrative criteria on the one hand and educational process and social action on the other. A prevailing orthodoxy of continuing education is elucidated in curriculum terms, and contrasted with the curriculum implications of lifelong models. For example, such models stress the functional interdependence of learning stages in an ‘intrinsic’ rather than a ‘remedial’ way, whereas much thinking about adult and continuing education in Britain is concerned with compensatory responses to failures of early educational experience. In conclusion, it is argued that, in curriculum terms, the development of a continuing or a lifelong education system is by no means as straightforward as is sometimes supposed, and that the obstacles lie primarily within the nature of present curriculum assumptions as much as the more obvious material obstacles to development. Adult education, as it is presently organized, articulates the same kind of curriculum assumptions as initial education. The curriculum assumptions of lifelong education, however, are much more concerned with education in terms of social control and knowledge‐content than with access to professional provision which reproduces curriculum models of initial education sectors. 相似文献
5.
Olga Liverta-Sempio Antonella Marchetti 《European Journal of Psychology of Education - EJPE》1997,12(1):3-21
This paper suggests both theoretical and empirical reasons for proposing a joint approach to two fast-evolving research areas in developmental psychology: contextual perspective on cognition and learning and studies on children’s theories of mind. We will first review the general assumptions of contextualism and three main contextual approaches; then the more relevant perspectives on theories of mind development will be presented. The two research fields here considered are conceptually organized around two meanings of the concept of other: the “other in interaction” and the “other as culture”, on the basis of which the integration between the two fields will be justified. Finally some directions for future research will be discussed. 相似文献
6.
G B Saxe 《Child development》1979,50(1):180-187
The 2 studies of this report sought to determine the developmental relationship between the child's use of counting as a notational symbol system to extract, compare, and reproduce numerical information and the development of number conservation. In study 1, children between 4 and 6 years of age were administered notational-counting and number-conservation tasks. Analysis of children's profiles across tasks indicated that children develop quantitative counting strategies (but do not necessarily count accurately) before they develop number-conservation concepts. In study 2, the generality of this sequence was tested. A population of 7- to 9-year-old "learning-disabled" children who reportedly were developing atypical counting skills were administered notational-counting and number-conservation tasks. All of these children who conserved number also used quantitative counting strategies, although some of these children frequently counted arrays inaccurately. The significance of these findings is discussed with respect to existing models of counting/number-conservation relations, and an alternative formulation is suggested based upon the new findings. 相似文献
7.
Three experiments explored the significance of deontic properties (involving rights and obligations) in representations of social categories. Preschool-aged children ( M = 4.8), young school-aged children ( M = 8.2), and adults judged the centrality of behavioral, psychological, and deontic properties for both familiar (Experiments 1 and 2, N s = 50 and 52, respectively) and novel (Experiment 3, N = 64) social categories. Preschool-aged children were the most consistent in treating deontic properties as central: Knowing a person's social category membership was more informative about obligations than about behavioral frequencies or psychological preferences. Adults treated deontic properties as central to some categories but also recognized a set that was primarily predictive of psychological dispositions. The results argue for the significance of deontic properties in the development of social cognition. 相似文献
8.
J M Demb 《Child abuse & neglect》1991,15(1-2):77-88
In evaluating a large group of foster children from biological families with a high incidence of alcohol and/or drug abuse, there emerges a subsample of children with both atypical eating patterns as well as atypical behavior patterns. Their physical and behavioral characteristics are described. These children are neither obese nor "failure to thrive." They display an excessive appetite for food, a driven quality to their eating, an apparent lack of satiety, and frequent eating to the point of vomiting or gastric pain if food intake is not limited externally. All of these children have psychiatric disorders. Hyperphagia appears to be a marker for significant psychopathology. 相似文献
9.
This study examined the development of implicit race attitudes in American and Japanese children and adults. Implicit ingroup bias was present early in both populations, and remained stable at each age tested (age 6, 10, and adult). Similarity in magnitude and developmental course across these 2 populations suggests that implicit intergroup bias is an early-emerging and fundamental aspect of human social cognition. However, implicit race attitudes toward favored outgroups are more positive in older than in younger participants, indicating that "cultural prestige" enjoyed by a group moderates implicit bias as greater knowledge of group status is acquired. These results demonstrate (a) the ready presence, (b) early cultural invariance, and (c) subsequent cultural moderation of implicit attitudes toward own and other groups. 相似文献
10.
Mary Helen Immordino-Yang 《Mind, Brain, and Education》2007,1(2):66-83
ABSTRACT— In recent years, educators have been looking increasingly to neuroscience to inform their understanding of how children’s brain and cognitive development are shaped by their learning experiences. However, while this new interdisciplinary approach presents an unprecedented opportunity to explore and debate the educational implications of neuropsychological research, a good model for this dialogue is lacking. This is in part because relatively little is known about the relationships between cognitive, emotional, and neurological development, in part because of a dearth of research methods designed to rigorously connect issues of learning and development to neuropsychological strengths and weaknesses, and in part because neuropsychological studies are rarely presented in a format that is conducive to meaningful cross‐disciplinary dialogue with educators. To begin to address these issues, in this article, I present the complementary cases of Nico and Brooke, two high‐functioning adolescents, who have suffered the removal of an entire brain hemisphere (Nico his right and Brooke his left) to control severe epilepsy. Through presenting a neuropsychological study of these rare boys’ emotion and affective prosody (vocal intonation) through the developmental lens of an educator, I reinterpret the neuropsychological findings for what they reveal about how the boys leveraged their emotional and cognitive strengths to learn important skills for which they were each missing half of the normally recruited neural hardware. While Nico’s and Brooke’s results seem on the surface to contradict expectations based on neuropsychological findings with adults, they combine to reveal a compensatory logic that begins to elucidate the active role of the learner as well as the organizing role of emotion in brain development, providing a jumping‐off point for discussion between educators and neuroscientists and a model for connecting neuropsychological strengths and weaknesses to learning. 相似文献
11.
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
12.
Economic Hardship and the Development of Five- and Six-Year-Olds: Neighborhood and Regional Perspectives 总被引：2，自引：0，他引：2
The present study examines the association between neighborhood characteristics and the development of 5- and 6-year-olds. We also explore how region might moderate the effects of neighborhoods on children, thus considering both larger (regional) and smaller (community) contexts of families. We find that structural aspects of the neighborhood at the census tract level are associated with child development in the early school-age period. For the sample as a whole, neighborhood factors play a role in both cognitive and socioemotional outcomes, even when family factors are controlled. Yet only modest support for neighborhood influences on child development is evident in our main effects models. It appears that neighborhood influences on child development are underestimated or masked unless the associations are examined separately by two areas of the United States: the Midwest and Northeast versus the South and West. Significant associations between neighborhood variables and children's development are seen in the Northeastern and Midwestern regions, but less so in the Southern and Western regions of the United States. Greater economic and social resources as measured by average neighborhood SES (income, education, occupation) and greater ethnic congruity as measured by more neighbors of the same racial heritage as the child are related to higher cognitive functioning, but only in the Northeast and Midwest. Furthermore, children in these regions show more competent behavioral functioning when the relative presence of adults to children in the neighborhood is higher. In these regions, African-American but not white children show higher levels of behavior problems when community male joblessness rates are higher. We speculate about processes that might underlie these neighborhood and regional effects and point to directions for further research. 相似文献
13.
Stephen R. Hooper Lara-Jeane Costa Matthew McBee Kathleen L. Anderson Donna C. Yerby Sean B. Knuth Amy Childress 《Reading and writing》2011,24(2):221-252
The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early
written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components
that have been deemed as important to the development of written language? Second, once derived, will the neuropsychological
components of this model remain stable over first and second grades or will the model change in its composition? Third, will
the strength of the relationships between neuropsychological components and writing outcomes be constant over time, or will
the strength of the relationships change over time? Finally, will the derived empirical model show significant concurrent
and predictive relationships with written expression? The sample included 205 first grade students recruited from a single
school district who were followed into the second grade via two cohorts: Measures were aligned with major neuropsychological
components as extracted from theoretical models of written expression and available empirical findings examining the neuropsychological
contributors to writing in children. These domains included fine-motor speed, language, short-term memory, long-term memory,
and various attention/executive functions including working memory. Confirmatory factor analyses (CFAs) and longitudinal structural
equation modeling (SEM) methods documented that three core latent traits were present and stable at both grades 1 and 2: Fine-Motor,
Language, and Attention/Executive Functions. The overall model was highly related to written expression and spelling at both
grades 1 and 2, with the first grade latent traits accounting for 52 and 55% of the variance in second grade written expression
and spelling, respectively. At both grades, the Language and Attention/Executive Functions latent traits were more highly
associated with written expression and spelling than the Fine-Motor latent trait. 相似文献
14.
We consider the prospects and need for a psychologically plausible connectionist model of the development of word recognition skills. We present an outline of the Seidenberg and McClelland (1989) distributed, developmental model of word recognition and naming. We emphasize certain incompatibilities between this model and the assumptions underlying it and psychological evidence from studies of children learning to read. In particular, we emphasize the importance of phonological skills as precursors and facilitators of learning to read. We argue that it may be possible to develop a connectionist model of the development of word recognition skills which, by having a built in knowledge of phonology, will be more consistent with evidence from studies of both normal and dyslexic children. 相似文献
15.
Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of independent etiologies. The premise of this article is that discrete categories do not exist in real life, and that it is misleading to refer to overlapping categories or symptoms as "comorbidities." We illustrate our point by presenting data from 179 school-age children evaluated with rigorous research criteria for seven disorders: reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), developmental coordination disorder (DCD), oppositional defiant disorder (ODD), conduct disorder (CD), depression, and anxiety. Fully 50% of this sample met the criteria for at least two diagnoses. The children with ADHD were at higher risk of having at least a second disorder compared to the children with RD. Overall, the high rates of overlap of these behavioral, emotional, and educational deficits in this broadly ascertained sample support the idea that the concept of comorbidity is inadequate. We discuss the concept of atypical brain development as an explanatory idea to interpret the high rate of overlap of developmental disorders. 相似文献
16.
假扮游戏的出现、发展到成熟伴随儿童的认知发展．儿童需要具备必要的认知技能才能参与假扮游戏,与假扮游戏有关的认知技能主要包括:社会参照、解读意图、分离、符号化假扮、角色扮演等．假扮游戏与儿童认知发展是一个交互作用的过程,作用的起点是假扮行为的出现． 相似文献
17.
基于问题解决的教学模式符合成人学员的学习需求,在成人教学领域中具有广泛的应用潜力。问卷调查发现,一些成人院校基于问题解决的教学模式应用现状并不理想,教学质量难以满足学员发展诉求。认知水平不高、步骤不够严谨和教学方法失当是造成目前成人教学质量不尽如人意的主要原因。为改善基于问题解决的教学模式在成人教学中的应用效果,应提高理论认知水平、增强应用自觉性,夯实提出问题、界定问题、分析问题和总结规律等应用环节,协同引导式、探究式、操作式、合作式和案例式等教学方法。 相似文献
18.
儿向言语是指儿童的主要照顾者(一般为母亲)对儿童所使用的简化的语域,它是儿童语言习得初期最重要的输入形式。儿向言语在语音、词汇、句法等方面具有与成人间话语不同的特征;儿向言语还随着儿童语言和认知的发展调整复杂程度;成人文化水平及社会经济地位的差异导致他们的儿向言语产生差异进而影响儿童的语言发展。掌握儿向言语这些特征并能在课堂中灵活运用儿向言语对于提高英语教学质量起着至关重要的作用。 相似文献
19.
对于儿童第二语言习得的关键期学术界尚未有定论,一般认为2岁至青春期前后特别是学前阶段是儿童学习第二语言的最佳时机。随着脑科学的发展以及对儿童认知发展规律的进一步认识,越来越多的实验研究表明在儿童早期阶段学习两种语言存在着明显的优势,更有利于儿童的语言、认知、智力、心理能力等方面的发展。在实施双语教育的地区,第二语言学习与双语教育要抓住最佳时机,家庭环境要尽早支持幼儿自然习得双语,正规学校系统要在学前阶段尽早开展双语教育。 相似文献
20.
A M Ruscio 《Child abuse & neglect》2001,25(3):369-387
OBJECTIVE: Although empirical investigations have established a relationship between childhood sexual abuse and numerous long-term consequences, surprisingly little research has addressed the possible effects of childhood victimization on the later child-rearing practices of adult survivors. The present study examined hypothesized predictors of three parenting styles among adult survivors of sexual abuse as compared with adult children of alcoholic parents. METHOD: Forty-five clinical outpatients completed a questionnaire battery assessing experiences of childhood abuse, current economic and social resources, and parenting attitudes and practices. The child-rearing practices of participants were compared with those reported by a community sample of 717 mothers. Additional analyses examined the extent to which sexual abuse and its adult sequelae predicted the parenting behaviors reported by the present sample. RESULTS: Both sexual abuse survivors and children of alcoholics reported significantly higher rates of permissive parenting practices than mothers in the community sample. Multiple regression analyses further revealed unique relationships between sexual abuse and parenting, over and above the variance explained by physical abuse, current socioeconomic status, and the experience of growing up in an alcoholic home. Mothers' sexual abuse severity, social support satisfaction, and dysfunctional parenting attitudes moderated several of these relationships. CONCLUSIONS: The present findings suggest that sexual abuse and its adult sequelae may have negative consequences for the parenting practices of survivors, particularly for survivors' ability to provide their children with appropriate structure, consistent discipline, and clear behavioral expectations. Implications for the psychosocial development of survivors' children are discussed. 相似文献