British Journal of Development Psychology最新文献_第4页

Two‐year‐olds’ sensitivity to a parent's knowledge state: Mind reading or contextual cues? 两岁儿童对父母知识状态的敏感性:读心术还是情境线索?

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165832

P. Dunham, F. Dunham, C. O'Keefe

{"title":"Two‐year‐olds’ sensitivity to a parent's knowledge state: Mind reading or contextual cues?","authors":"P. Dunham, F. Dunham, C. O'Keefe","doi":"10.1348/026151000165832","DOIUrl":"https://doi.org/10.1348/026151000165832","url":null,"abstract":"Two experiments were designed to determine if children at 27 and 33 months of age tailor their communicative behaviours to the knowledge states of their social partners. In each study, an experimenter placed a desirable object into one of two opaque containers. The child was then required to ask for a parent's assistance in retrieving the object. In one condition, the parent covered her eyes during sticker placement (parent ignorant condition); in a second condition, the parent's eyes were open during sticker placement (parent knowledgeable condition); and in a third condition, the parent first covered her eyes but then opened them during placement of the sticker (sham ignorant condition). The results indicated that children at both ages were appropriately employing a pointing gesture more often in the parent ignorant condition than in the parent knowledgeable condition. However, children responded to the sham hiding condition differently at the two ages. In the sham condition, older children appropriately gestured less than in the parent ignorant condition. However, the younger children were equally likely to use gestures in the sham condition and the parent ignorant condition. Considered together, the data suggest that different factors are controlling the selective use of gestures in these two age groups.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127683356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

An investigation of pretend play, mental state terms and false belief understanding: In search of a metarepresentational link 假装游戏、心理状态术语与错误信念理解的调查:寻找元表征的联系

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165887

Mark Nielsen, C. Dissanayake

{"title":"An investigation of pretend play, mental state terms and false belief understanding: In search of a metarepresentational link","authors":"Mark Nielsen, C. Dissanayake","doi":"10.1348/026151000165887","DOIUrl":"https://doi.org/10.1348/026151000165887","url":null,"abstract":"The aim of this study was to investigate the association between false belief comprehension, the exhibition of pretend play and the use of mental state terms in pre-school children. Forty children, aged between 36 and 54 months were videotaped engaging in free play with each parent. The exhibition of six distinct acts of pretend play and the expression of 16 mental state terms were coded during play. Each child was also administered a pantomime task and three standard false belief tasks. Reliable associations were also found between false belief performance and the pretence categories of object substitution and role assignment, and the exhibition of imaginary object pantomimes. Moreover, the use of mental state terms was positively correlated with false belief and the pretence categories of object substitution, imaginary play and role assignment, and negatively correlated with the exhibition of body part object pantomimes. These findings indicate that the development of a mental state lexicon and some, but not all, components of pretend play are dependent on the capacity for metarepresentational cognition.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123800505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 92

Visual signals and children's communication: negative effects on task outcome 视觉信号与儿童沟通:对任务结果的负面影响

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165878

G. Doherty-Sneddon, S. McAuley, V. Bruce, S. Langton, A. Blokland, A. Anderson

引用次数: 23

The relationship between children's production and comprehension of realism in drawing 儿童绘画现实主义的产生与理解的关系

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165850

R. Jolley, Emma Knox, S. Foster

引用次数: 24

Conceptual change in biology: Group interaction and the understanding of inheritance 生物学概念的变化:群体互动和对遗传的理解

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165896

Joanne M. Williams, A. Tolmie

{"title":"Conceptual change in biology: Group interaction and the understanding of inheritance","authors":"Joanne M. Williams, A. Tolmie","doi":"10.1348/026151000165896","DOIUrl":"https://doi.org/10.1348/026151000165896","url":null,"abstract":"Conceptual conflict, especially that generated by group discussion, has been shown to advance children's understanding of physics. The present study assessed whether this effect holds for biology, and more specifically concepts of inheritance, despite apparent differences between the characteristics of knowledge in the two domains. Pre-test interviews gauged 8- to 12-year-olds' initial ideas of heritable characteristics and inheritance mechanisms in animals. On the basis of these interviews, children were placed in one of three intervention conditions: individuals, groups holding similar ideas, or groups holding different ideas. They then completed a task designed to engender conceptual conflict via feedback, and either reflection on ideas (individuals) or group discussion. Post-test interviews revealed greatest advance among children in groups with different initial concepts. The lower levels of progress in the individual condition indicated that group discussion was more effective than feedback alone in promoting change. Dialogue analysis showed the impact of discussion to be attributable to resolutions of conflict within the groups with differing concepts. During discussions regarding physics, such resolutions have previously been found to occur spontaneously only among older students. The results are discussed in relation to the nature of naive biological concepts and domain-specific development.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123904875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 48

Development of phonological recoding and literacy acquisition: A four‐year cross‐sequential study 语音重新编码与识字习得的发展:一项为期四年的交叉顺序研究

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165841

Sue Palmer

{"title":"Development of phonological recoding and literacy acquisition: A four‐year cross‐sequential study","authors":"Sue Palmer","doi":"10.1348/026151000165841","DOIUrl":"https://doi.org/10.1348/026151000165841","url":null,"abstract":"This cross-sequential study investigated the development of phonological recoding in working memory in relation to literacy acquisition in children between the ages of 5 and 8 years. Using a paradigm which manipulates visual and phonological similarity of visual stimuli, it has shown that phonological recoding consists not only of the ability to access the phonological representation of the visual stimuli, but also the capacity to inhibit the visual representation which might cause interference. In relation to literacy acquisition, the ability to access the phonological representation is a unique predictor of literacy acquisition over and above that accounted for by age, intelligence and working memory capacity. It accounts for up to 25% of the variance on a Neale Analysis of Reading test and up to 18% of the variance on the WRAT single word reading test. However, from the age of 7 years and above, the capacity to inhibit the visual response also plays a major role, accounting for a further 10% of the variance. Children of this age who are still relying on visual strategies in working memory have significantly lower literacy attainment levels. There was no significant relation between phonological recoding and maths scores until the age of 8 years, showing that a separable cognitive processing component has been isolated.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130288456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

Infants' visual preference for sex-congruent babies, children, toys and activities: A longitudinal study. 婴儿对性别一致的婴儿、儿童、玩具和活动的视觉偏好:一项纵向研究。

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165814

A. Campbell, Louisa Shirley, C. Heywood, C. Crook

{"title":"Infants' visual preference for sex-congruent babies, children, toys and activities: A longitudinal study.","authors":"A. Campbell, Louisa Shirley, C. Heywood, C. Crook","doi":"10.1348/026151000165814","DOIUrl":"https://doi.org/10.1348/026151000165814","url":null,"abstract":"Sex differences in social behaviour emerge as early as 2 years of age and gender schema theorists have suggested that preverbal infants possess ‘tacit’ knowledge of gender which informs their behaviour. This study examined sex-congruent preferences using a visual preference paradigm in four domains (babies, children, toys, activities) in a longitudinal study of infants aged 3, 9 and 18 months. At 3 months, infants showed a marginally significant preference for same-sex babies driven principally by males. Sex-congruent toy preference was found among males at ages 9 and 18 months. Both sexes preferred masculine activity styles but this effect was significantly stronger among males than females. Gender schema theory requires gendered self-concept as a precursor to sex-congruent preference. Infants did not recognize themselves from photographs at any of the ages tested. By 18 months approximately two thirds of infants showed self-recognition on the rouge test. However, at none of the ages and in none of the domains tested was self-recognition related to sex-congruent preference. Cross-domain consistency of preference was not found. There was evidence of some stability of preference within domains between the ages of 9 and 18 months and this stability was very marked for activity preference.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121914258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 81

Parents' estimates of their own and their children's multiple intelligences. 父母对自己和孩子多元智力的估计。

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165869

A. Furnham

{"title":"Parents' estimates of their own and their children's multiple intelligences.","authors":"A. Furnham","doi":"10.1348/026151000165869","DOIUrl":"https://doi.org/10.1348/026151000165869","url":null,"abstract":"Previous studies have shown that when parents estimate their own and their children's overall IQ (general intelligence), fathers estimate their own scores significantly higher than mothers estimate their own scores, and both parents estimate their sons’ IQ higher than their daughters’ (Furnham & Gasson, 1998). This study looks at differences in parental estimation of children's multiple intelligences based on Gardner's (1983) seven-dimensional model. In all, 112 parents estimated their own and their sons’ and daughters’ ability on each of seven specific dimensions (verbal, mathematical, spatial, musical, body-kinesthetic, interpersonal, intrapersonal). As before, males (fathers) rated themselves as more intelligent on mathematical and spatial intelligence than females (mothers) rated themselves on these intelligences. Results indicated that differences in perception of children's intelligence lay only in the areas of mathematical and spatial intelligence, which may be conflated with lay concepts of overall intelligence. Overall, mothers rated their children higher on mathematical and spatial intelligence than did fathers, and both parents indicated that they thought their sons more numerate than their daughters. This result was stronger for the first child than for the second, suggesting the cultural significance attached to first-born sons (primogeniture).","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129431758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 125

Is Little Red Riding Hood afraid of her grandmother? Cognitive vs. emotional response to a false belief 小红帽害怕她的奶奶吗?对错误信念的认知反应和情感反应

British Journal of Development Psychology Pub Date : 1999-11-01 DOI: 10.1348/026151099165438

J. Bradmetz, R. Schneider

{"title":"Is Little Red Riding Hood afraid of her grandmother? Cognitive vs. emotional response to a false belief","authors":"J. Bradmetz, R. Schneider","doi":"10.1348/026151099165438","DOIUrl":"https://doi.org/10.1348/026151099165438","url":null,"abstract":"The essentials of a theory of mind are generally considered to be acquired around 4 years of age when the child succeeds in the standard ‘Maxi task’ (Wimmer & Perner, 1983). However, rational thought is not attained before 7-8 years of age in other domains of cognitive development. This study demonstrates that the mastery of mental state attribution using logical criteria is not reached before age 7-8 years when several assessments of a belief need to be coordinated. This is revealed by the dissociation between the cognitive and emotional assessments of a false belief which yield contradictory responses in most of the children who succeed on the standard task. The results were replicated in five experiments with a total of 254 children aged 3-8 years. The analysis of this decalage focuses on the autonomy of emotional attributions and the semi-mental and semi-behavioural structure of belief understanding implied in the standard task. An increase in processing capacity leads to a rational concept of belief around 7-8 years: this concept is called here ‘third-person', in opposition to ‘second-person’ which involves only an initial differentiation from the first-person point of view. Second-person depends on an opposition between the self and the other in terms of a single, modular evaluation of belief, whereas third-person depends on an integration among various assessments and provides a consistent and isotropic concept of belief.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119023196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 76

Reactions of young children with Down's syndrome to an impossible task 患有唐氏综合症的儿童对不可能完成的任务的反应

British Journal of Development Psychology Pub Date : 1994-11-01 DOI: 10.1111/J.2044-835X.1994.TB00649.X

T. Pitcairn, J. Wishart

{"title":"Reactions of young children with Down's syndrome to an impossible task","authors":"T. Pitcairn, J. Wishart","doi":"10.1111/J.2044-835X.1994.TB00649.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1994.TB00649.X","url":null,"abstract":"The response to a shape-sorting task that included both ‘possible’ and ‘impossible’ shapes was investigated in three groups of 3–5-year-old children: children with Down's syndrome (DS), normally developing children matched with the DS subjects for chronological age (CA), and normally developing children of matched mental ages (MA). DS subjects proved as capable as their MA and CA peers at matching the ‘possible’ shapes to their appropriate holes but behaved differently to both age- and stage-matched children in response to the two ‘impossible’ shapes: they persisted significantly longer, showed little evidence of learning when represented with either shape, and failed to recognize that the perceptual information used in successfully matching the ‘possible’ shapes could also help in determining that the ‘impossible’ tasks were indeed impossible. When faced with failure on the ‘impossible’ tasks, DS subjects frequently adopted ‘switching out’ strategies, misusing their social skills or producing ‘party tricks' in order to divert attention to some less cognitively demanding activity. This appealing but task-inappropriate behaviour may explain the stereotypical view of DS children as very sociable and affectionate children but very poor learners.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118426238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 105