British Journal of Development Psychology最新文献_第5页

Eliciting partial occlusions in the drawings of 4- and 5-year-olds 引起4- 5岁儿童的部分咬合

British Journal of Development Psychology Pub Date : 1994-11-01 DOI: 10.1111/J.2044-835X.1994.TB00657.X

C. Arrowsmith, M. Cox, K. Eames

{"title":"Eliciting partial occlusions in the drawings of 4- and 5-year-olds","authors":"C. Arrowsmith, M. Cox, K. Eames","doi":"10.1111/J.2044-835X.1994.TB00657.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1994.TB00657.X","url":null,"abstract":"When asked to depict a partially occluded scene, children as young as 4 or 5 years normally draw two complete and separate objects (intellectual realism). The man-wall hiding task is one exception, in which these children make more attempts at visual realism. Four- and 5-year-olds were given a standard task, followed by a hiding task and then the standard task again. Both age groups drew visually realistic pictures in the hiding task. The 5-year-olds but not the 4-year-olds were able to generalize their attempts at visual realism to their second attempt at the standard task. A second group of children who received the standard task, followed by another version of the standard task and then the standard task again, did not draw in a visually realistic way. In order to disentangle an explanation in terms of the notion of hiding from one based on the dissimilarity of the two objects in the hiding task, a third group of children received a dissimilar scene (but with no hiding component) between the two standard tasks. Most of these children did not draw in a visually realistic way, indicating that the notion of hiding conveyed in the hiding task is the main explanation for its success in eliciting visually realistic responses.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"8 2 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":"120384061","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: 10

Preschool children's ability to disregard meaning and focus attention on the phonological properties of speech: Some discrepant findings 学龄前儿童忽视意义和将注意力集中在语音特征上的能力:一些不同的发现

British Journal of Development Psychology Pub Date : 1994-11-01 DOI: 10.1111/J.2044-835X.1994.TB00645.X

C. Cardoso-Martins, Geísa Andrade Duarte

{"title":"Preschool children's ability to disregard meaning and focus attention on the phonological properties of speech: Some discrepant findings","authors":"C. Cardoso-Martins, Geísa Andrade Duarte","doi":"10.1111/J.2044-835X.1994.TB00645.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1994.TB00645.X","url":null,"abstract":"In the present study, preschool and kindergarten children's ability to disregard meaning and focus attention on the phonological properties of speech was evaluated through two different tasks. (1) The word-size task evaluated the child's ability to compare the size of words, for pairs in which length of word and size of referent were incongruent (e.g. train-telephone). (2) The word-similarity task evaluated the child's ability to identify, between two different words, the one that was like a standard word. One of the words rhymed with the standard word, while the other was semantically related to it. The kindergarten children, who were learning to read, were able to disregard meaning and attend to the phonological properties of speech, regardless of the task. The preschool children, on the other hand, were, in general, more likely to disregard meaning and pay attention to the phonological properties of speech in the word-similarity task than in the word-size task. This discrepancy in the performance of the preschool children is interpreted in terms of differences in the type of phonological operation presupposed by the two tasks.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"70 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":"118286780","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: 5

The role of familiarity and sound in the development of person and object permanence 熟悉和声音在人与物的恒久性发展中的作用

British Journal of Development Psychology Pub Date : 1994-11-01 DOI: 10.1111/J.2044-835X.1994.TB00647.X

M. Legerstee

引用次数: 21

Visual realism in the drawings of autistic, Down's syndrome and normal children 自闭症、唐氏综合症和正常儿童绘画中的视觉现实主义

British Journal of Development Psychology Pub Date : 1994-06-01 DOI: 10.1111/J.2044-835X.1994.TB00630.X

K. Eames, M. Cox

引用次数: 32

Images of European people in a group of 5–10‐year‐old English schoolchildren 欧洲人在一群5-10岁的英国学童中的形象

British Journal of Development Psychology Pub Date : 1992-11-01 DOI: 10.1111/J.2044-835X.1992.TB00582.X

M. Barrett, J. Short

引用次数: 99

New directions in referential communication research 参考传播研究的新方向

British Journal of Development Psychology Pub Date : 1992-11-01 DOI: 10.1111/J.2044-835X.1992.TB00584.X

P. Lloyd, H. Boada, M. Forns

引用次数: 31

Developmental research on adolescence: European perspectives for the 1990s and beyond 青少年的发展研究:20世纪90年代及以后的欧洲视角

British Journal of Development Psychology Pub Date : 1992-11-01 DOI: 10.1111/J.2044-835X.1992.TB00581.X

S. Jackson, H. Bosma

引用次数: 25

The development of diachronic thinking: 8–12‐year‐old children's understanding of the evolution of forest disease 历时性思维的发展:8-12岁儿童对森林疾病演变的理解

British Journal of Development Psychology Pub Date : 1992-11-01 DOI: 10.1111/J.2044-835X.1992.TB00583.X

Danielle Maurice-Naville, J. Montangero

{"title":"The development of diachronic thinking: 8–12‐year‐old children's understanding of the evolution of forest disease","authors":"Danielle Maurice-Naville, J. Montangero","doi":"10.1111/J.2044-835X.1992.TB00583.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1992.TB00583.X","url":null,"abstract":"Very little is known about the use children make of temporal concepts in their explanations of reality. The experiment presented here concerns the development of diachronic thinking in children, i.e. their ability to situate an object of knowledge along a temporal dimension and to conceive changes of this object over time. The experimental situation concerns forest disease and explores the child's ability to understand this phenomenon and to reconstruct the stages of its evolution. A total of 52 children aged from 8 to 11 years were asked questions about the past and future states of a diseased tree. The results show that important changes take place between 8 and 11 years in the conception of the evolution involved and reveal the components of a diachronic perspective. This perspective does not only consist of imagining and ordering steps in an evolutive process. It must also include the ability to establish a link between the steps by conceiving internal transformations that produce external changes. The changes constitute a continuous and gradual sequence, going from past to future. This diachronic perspective is not completely mastered before the age of 10–11 years. Before this, children have a punctual representation, imagine a small number of steps, a short time span and do not establish links between past and future.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1992-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131842931","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: 22

Children's production and comprehension of trait terms 儿童特质词汇的产生与理解

British Journal of Development Psychology Pub Date : 1992-06-01 DOI: 10.1111/J.2044-835X.1992.TB00567.X

N. Yuill

引用次数: 24

Children's use of display rules in pride-eliciting situations 儿童在引起骄傲的情况下使用展示规则

British Journal of Development Psychology Pub Date : 1991-09-01 DOI: 10.1111/J.2044-835X.1991.TB00887.X

N. Reissland, P. Harris

{"title":"Children's use of display rules in pride-eliciting situations","authors":"N. Reissland, P. Harris","doi":"10.1111/J.2044-835X.1991.TB00887.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1991.TB00887.X","url":null,"abstract":"This brief report presents the results of research about the development of pride in young children. It is assumed that pride is a complex emotion, involving feeling, social and moral aspects. In its feeling aspect pride is a complex form of pleasure, deriving from situations of self-achievement. In its social aspect pride is a selfevaluative emotion (Taylor, 1985), closely linked to children's evaluation of their performance and their appraisal of social situations (Stipek, 1983). It is distinguished from shame in its positive valence. In its moral aspect—in English society at least— pride should not invite comparisons of self-worth; otherwise, positively valued pride is transformed into negatively valued arrogance (Harre, 1986). Preschool children may not yet have developed their own standards of achievement, looking instead to their parents for acknowledgement and praise (Kagan, 1981). Yet display of the mature concept of pride obliges children to subdue their pleasurable feelings such that others do not evaluate their pride as arrogance. The social knowledge of what is, or is not, an acceptable emotional expression underlies children's use of display rules. Display rules, according to Snyder (1974), require the motivation and ability to control one's behaviour in accordance with one's knowledge of the appropriateness of a particular emotional expression in a particular context. The appropriateness of the emotional expression, such as the smile that accompanies gratitude, is learned at an early age (Cole, 1986). The knowledge of its social appropriateness results in the social display of an emotion that may be at odds with the child's affective experience, as in the display of pleasure when receiving a disappointing gift (Cole, 1986; Saarni, 1979). The present study considers a commonplace domestic situation—two siblings engaged in a competitive game in the presence of their mother. The game was","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"6 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1991-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129279381","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: 27