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This study interconnects developmental psychology of fair and moral behavior with economic game theory. One hundred eighty-nine 9- to 17-year-old students shared a sum of money as individuals and groups with another anonymous group (dictator game). Individual allocations did not differ by age but did by gender and were predicted by participants' preferences for fair allocations. Group decision making followed a majority process. Level of moral reasoning did not predict individual offers, but group members with a higher moral reasoning ability were more influential during group negotiations and in influencing group outcomes. The youngest participants justified offers more frequently by referring to simple distribution principles. Older participants employed more complex reasons to justify deviations from allocation principles. 相似文献
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Referential perspective and instruction: A study on teacher-student interaction and text remembering
The aim of this paper is to study the role ofteacher-student interaction, in the acquisitionof text comprehension and memory skills from asocio-cultural approach. In our view, one ofthe most important areas of neglect in cognitive research in this field is the interactional nature of that development. We intend to establish the way in which teacher-student interaction and, specially, the use of some specific semiotic means mayfacilitate the acquisition and internalizationof general strategies for understanding andremembering expository texts. The role ofreferential perspective (Wertsch, 1989) in theinternalization of complex text study actionsis analysed.The task was to study three expository textsthat were similar in their structure. Thecontent of the texts was analysed in terms ofidea-units (Meyer, 1984). Each text was formedby idea-units from three different levels: mainideas, secondary ideas and details. A categorysystem for the analysis of study and recall ofthe text is developed. In the study phase theanalysis proceeded in two steps: study actionsand text ideas. In the recall phase, two types ofindexes (number of ideas and degree ofclustering) were considered. For the analysisof instructional actions, both the nature ofinstruction and referential perspective wasrecorded. 相似文献
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Manuel L. de la Mata 《Infancia y Aprendizaje》2013,36(42):19-36
ResumenSe propone la integración de varias líneas de investigación de origen diferente: los estudios dentro del marco teórico de niveles de procesamiento, las investigaciones soviéticas sobre memoria y actividad, los trabajos sobre el desarrollo de las estrategias de memoria y los estudios sobre meta-memoria y control de la memoria. Para ello se distingue entre tres tipos de procesos: operaciones de codificación y recuperación, acciones simples, ligadas a sus condiciones de aplicación, y acciones generales (planes) que exigen el dominio de otras acciones más simples. Estos tres tipos de procesos se integran de modo jerárquico en un marco teórico general de la memoria. En este marco teórico, el lenguaje (el habla reguladora, más exactamente) juega un papel fundamental como instrumento básico de la génesis y control de las acciones de memoria. 相似文献
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Can children learn to select the right strategy for a given problem? In one experiment, 9‐ to 10‐year‐olds (N = 50), 11‐ to 12‐year‐olds (N = 50), and adults (N = 50) made probabilistic inferences. Participants encountered environments favoring either an information‐intensive strategy that integrates all available information or an information‐frugal strategy that relies only on the most valid pieces of information. Nine‐ to 10‐year‐olds but not older children or adults had more difficulties learning to select an information‐frugal strategy than an information‐intensive strategy. This counterintuitive finding is explained by children’s less developed ability to selectively attend to relevant information, an ability that seems to develop during late childhood. The results suggest that whether a strategy can be considered “easy” depends on the development of specific cognitive abilities. 相似文献
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Recent evidence indicates that bicultural individuals shift between interpretive frames rooted in different cultures in response to cues encountered in a given situation. The explanation for these shifts has been labeled cultural frame switching. The current research sought to investigate the effect of priming culture among Mexican Americans. Culture was primed by exposing either Mexican or American icons to Mexican Americans prior to the individuals completing an attribution task followed by completing questionnaires assessing emotion. Results revealed that participants primed with American icons reported fewer external attributions and less positive emotion than did participants primed with Mexican icons. 相似文献
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ResumenSe estudió la influencia de la educación formal en el empleo de acciones de agrupación y memoria en sujetos adultos. El trabajo tenía una doble perspectiva, transversal y microgenética. Los sujetos pertenecían a tres niveles educativos y se les estudió a lo largo de cuatro días, en dos pruebas de memorización y recuerdo y una prueba de categorization dirigida intercalada entre las anteriores. Los resultados mostraron la influencia esperada de la escolarización en el empleo de acciones de agrupación y memoria así como cambios a lo largo de las sesiones en el grupo intermedio. La interpretación de los resultados se basó en las nociones de subordinación de acciones mentales y de descontextualización de los instrumentos de mediación. 相似文献
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María Dolores Calero Antonio Fernández-Parra Sonia López-Rubio Rosario Carles Sara Mata María del Carmen Vives Elena Navarro José Márquez 《European Journal of Psychology of Education - EJPE》2013,28(1):133-155
The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children’s adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children’s attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels. 相似文献