Acceptance of lack of closure: is it an index of advanced reasoning?     

W Wollman  B S Eylon  A E Lawson 《Child development》1979,50(3):656-665

Lunzer reported data suggestive of a stage of cognitive development manifest between 9 and 11 years of age characterized by the ability to avoid drawing premature inferences when faced with ambiguity (i.e., accept lack of closure [ALC]). The present study sought to test this hypothesis. Inference tasks emphasizing ALC, memory, and hypothetico-deductive reasoning were administered to 67 males and 74 females (5-12 years in age). Although use of ALC increased with age, considerable use was evidenced on a simple task among 7-8-year-olds. On tasks hypothesized to place increasing demands on working memory, longer tasks were found to be more difficult. Marked improvement due to memory aids suggested that task difficulty results from limitations in working memory as predicted by Pascual-Leone's theory. Tasks requiring hypothetico-deductive reasoning were found to be most difficult. Performance was related to subject's spontaneous use of ALC. Lack of appropriate strategies was hypothesized to prevent solution rather than lack of logical competence. In conclusion, the relationship of ALC to age appears to be mediated by memory development rather than logical development.  相似文献   

Design in Industrial Design Engineering: teaching design at the school of IDE at the TU Delft     

BERND B. SCHIERBEEK 《European Journal of Engineering Education》1988,13(2):167-175

  相似文献   

Compliance and Comprehension in Very Young Toddlers   总被引：1，自引：0，他引：1  

Sandra R. Kaler  Claire B. Kopp 《Child development》1990,61(6):1997-2003

We studied the relation of compliance with comprehension in 30 toddlers, 10 each at 12–13, 14–16, and 17–18 months of age. Requests, using preselected words, were made to children in the context of a naturalistic and pleasant play situation in a quasilaboratory setting. Detailed coding systems were used to define comprehension, compliance, and patterns of compliance-comprehension, noncompliance-comprehension, compliance-noncomprehension, and noncompliance-noncomprehension at each age period. Findings indicated significant shifts in the categories of compliance-comprehension and noncompliance-noncomprehension across the 3 ages, with the most striking change occurring between 14–16 and 17–18 months. Implications of the data are discussed.  相似文献   

How theologizing with children can work     

Gerhard Büttner 《British Journal of Religious Education》2007,29(2):127-139

  相似文献   

The nature and correlates of underachievement among elementary schoolchildren in Hong Kong   总被引：2，自引：0，他引：2  

McCall RB  Beach SR  Lau S 《Child development》2000,71(3):785-801

This study investigated for the first time several characteristics of underachievement in a large sample of Hong Kong elementary schoolchildren. More males were identified as underachievers than females, but the ratio was substantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased during the elementary school years, and the stability of underachievement tended to be higher in subject matter that was relatively more difficult, which varied with gender. Underachievement became more specific to particular academic subjects rather than more general across the elementary grades. Parents and teachers, but not the children themselves, perceived that underachievers were more capable than same-grade nonunderachievers (who score lower on ability tests), although this awareness is more likely directed at male than female underachievers, which has been observed in other samples. In grades 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter, underachievers became more disruptive, impatient, and aggressive in school and perhaps at home. At that point, teachers became less supportive, offered less extra mentoring, and applied greater behavioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grades 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachievers from children who have the same grades but lower mental ability.  相似文献   

Enrollment strategies in early home visitation to prevent physical child abuse and neglect and the "universal versus targeted" debate: a meta-analysis of population-based and screening-based programs.     

N B Guterman 《Child abuse & neglect》1999,23(9):863-890

OBJECTIVE: Seeking to discern optimal programmatic strategies and inform the "universal versus targeted" debate in early home visitation services to prevent physical child abuse and neglect, a meta-analysis was conducted examining enrollment approaches in early home visitation studies and their reported outcomes. METHOD: Quantitative meta-analytic techniques were used to compare effect sizes from 19 controlled outcome studies across screening-based and population-based enrollment strategies. Effect sizes were calculated on protective services data and on child maltreatment related measures of parenting. RESULTS: On protective services report data, population-based studies reported a weighted mean effect size attributable to early home visitation of +3.72%, in comparison to -.07% for screening-based studies. On child maltreatment related measures of parenting, population-based studies reported a weighted mean effect size (r) attributable to early home visitation of +.092, in comparison to +.020 for screening-based studies. CONCLUSIONS: The findings indicate that population-based enrollment strategies appear favorable to screening-based ones in early home visitation programs seeking to prevent physical child abuse and neglect. It may be that psychosocial risk screens serve to enroll higher proportions of families for which early home visitation services are less likely to leverage change, and to exacerbate a mismatch between early home visitation service aims and family needs.  相似文献   

Unruly sun emerges from solar space observatory SOHO     

B. N. Dwivedi 《Resonance》1997,2(9):75-76

  相似文献   

FULL CIRCUIT: FROM OPEN‐ TO CLOSED‐ AND BACK     

Duane B. Starcher 《Learning, Media and Technology》1981,7(2):45-47

Memorial University has been active in the use of educational media since its creation, and operates a public channel, initially broadcast through CBC but now on cable distribution. The author discusses the changes that have occurred over the past few years in the role of television there and describes the interactive element called PLA YBA CK, through which viewers can now access any of 1000 programmes by a telephone call to the control room. The reader is invited to consider the changes in philosophy such developments inevitably entail.  相似文献   

The beginning of decoding     

Philip B. Gough 《Reading and writing》1993,5(2):181-192

It is widely agreed that children recognize their first words in a different way than they later decode. One hypothesis is that sight words are recognized as wholes, another that they are recognized by parts. Two experiments were devised to compare these hypotheses. In one, children were taught a sight word accompanied by a salient extraneous cue and then tested for recognition of the word and the cue. In the other, children were taught sight words, then tested for recognition of each half of the word. The children were found to recognize the cue but not the word; they recognized one half of the word but not the other. The results support the idea that first words are recognized by selective association.  相似文献   

Effect of a programmable calculator physics laboratory unit upon some attitudes to physics held by student science teachers     

R. B. Flanagan 《Research in Science Education》1976,6(1):15-26

  相似文献