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British Journal of Development Psychology最新文献

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Semantic processing in the free recall of autistic children: Further evidence for a cognitive deficit 自闭症儿童自由回忆中的语义加工:认知缺陷的进一步证据
British Journal of Development Psychology Pub Date : 1991-09-01 DOI: 10.1111/J.2044-835X.1991.TB00886.X
H. Tager-Flusberg
{"title":"Semantic processing in the free recall of autistic children: Further evidence for a cognitive deficit","authors":"H. Tager-Flusberg","doi":"10.1111/J.2044-835X.1991.TB00886.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1991.TB00886.X","url":null,"abstract":"Two memory experiments were conducted with groups of autistic, mentally retarded and normal children, matched on verbal mental age and digit span. In the first experiment free recall of semantically related and semantically unrelated word lists was investigated. Autistic children were found to be comparable to the control groups in recalling the unrelated list; however, they were significantly poorer in recalling words from the related list. The second experiment utilized a cued recall paradigm, comparing the subjects' ability to use semantic and rhyme cues to retrieve unrecalled words from memory. This time the autistic children were no different from the retarded and normal children in using semantic cues. These findings extend earlier work on cognitive deficits specific to autism, suggesting that autistic children cannot make use of linguistic knowledge to facilitate retrieval of stored information. It is speculated that this failure to use memory strategies is related to autistic children's hypothesized deficit in developing a ‘theory of mind’.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"6 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":"121201251","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: 237
Children's perspectives on conflicts between student and teacher: Developmental and situational variations 儿童对师生冲突的看法:发展和情境变化
British Journal of Development Psychology Pub Date : 1991-09-01 DOI: 10.1111/J.2044-835X.1991.TB00884.X
S. Adalbjarnardottir, J. Willett
{"title":"Children's perspectives on conflicts between student and teacher: Developmental and situational variations","authors":"S. Adalbjarnardottir, J. Willett","doi":"10.1111/J.2044-835X.1991.TB00884.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1991.TB00884.X","url":null,"abstract":"This study examines the ways that elementary schoolchildren think about everyday situations in which conflicts occur between student and reacher. Applying a balanced design, 60 Icelandic elementary schoolchildren (30 girls and 30 boys) between the ages of 7 and 12 were interviewed twice, one year apart, using two dilemmas in which the teacher criticizes the academic work and the classroom behaviour of a student","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"98 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":"117189175","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: 3
The validity of word age-of-acquisition ratings : a longitudinal study of a child's word knowledge 词汇习得年龄评分的有效性:儿童词汇知识的纵向研究
British Journal of Development Psychology Pub Date : 1991-09-01 DOI: 10.1111/J.2044-835X.1991.TB00888.X
Anthony F Jorm
{"title":"The validity of word age-of-acquisition ratings : a longitudinal study of a child's word knowledge","authors":"Anthony F Jorm","doi":"10.1111/J.2044-835X.1991.TB00888.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1991.TB00888.X","url":null,"abstract":"The age at which a child first said and read each of 94 picturable nouns was recorded. At ages 9:6 and 11:6, the child was asked to estimate the age she first said these words. Her age-of-acquisition estimates were found to be highly correlated with the actual ages of first saying and reading the words. Age-of-acquisition estimates were also highly stable over the two-year-period. Frequency of saying the words and ease of saying them appeared to be important factors used in making age-of-acquisition judgements. The results support the validity of age-of-acquisition ratings used in memory research.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"55 6 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":"116571554","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: 38
Skill, content and generative strategies in autistic children's drawings 自闭症儿童绘画的技巧、内容和生成策略
British Journal of Development Psychology Pub Date : 1991-09-01 DOI: 10.1111/J.2044-835X.1991.TB00885.X
V. Lewis, J. Bouchet
{"title":"Skill, content and generative strategies in autistic children's drawings","authors":"V. Lewis, J. Bouchet","doi":"10.1111/J.2044-835X.1991.TB00885.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1991.TB00885.X","url":null,"abstract":"The drawing skill, picture content and strategies for generating ideas for drawings were compared in 20 drawings collected over the course of one year from 12 relatively able autistic children, not selected for drawing ability, and 12 learning-impaired children. The drawing skills of the two groups and the content of their pictures were very similar. However, the autistic children generated ideas which were more closely related than those of the controls. The implications of the findings for our understanding of autism are discussed.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"31 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":"131839180","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: 47
Against the theory of ‘Theory of Mind’ 反对"心智理论"
British Journal of Development Psychology Pub Date : 1991-03-01 DOI: 10.1111/J.2044-835X.1991.TB00860.X
R. Hobson
{"title":"Against the theory of ‘Theory of Mind’","authors":"R. Hobson","doi":"10.1111/J.2044-835X.1991.TB00860.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1991.TB00860.X","url":null,"abstract":"The purpose of this paper is to argue against the view that young children develop a ‘theory’ that people have minds, and to suggest reasons why children's concepts of the mind and of mental states are not adequately characterized as ‘theoretical’ in nature. I propose that what children acquire is knowledge of persons with minds, and that they do so through experience of interpersonal relations. I emphasize that infants' capacity for personal relatedness, the psychological bedrock for their understanding of persons, is partly constituted by innately determined perceptual-affective sensibilities towards the bodily appearances and behaviour of others. It is likely that children come to make inferences in the course of enriching and systematizing their concepts of mind, but this does not justify the view that ‘mental states’ are hypothetical constructs.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1991-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120778135","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: 214
Children's understanding of visual ambiguity 儿童对视觉歧义的理解
British Journal of Development Psychology Pub Date : 1991-03-01 DOI: 10.1111/J.2044-835X.1991.TB00864.X
T. Ruffman, D. Olson, J. Astington
{"title":"Children's understanding of visual ambiguity","authors":"T. Ruffman, D. Olson, J. Astington","doi":"10.1111/J.2044-835X.1991.TB00864.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1991.TB00864.X","url":null,"abstract":"Two stages have been suggested in children's understanding of the mind between ages 4 and 8. The first stage is signalled by success on false belief tasks around age 4 and is thought to indicate an understanding of the mind as ‘representational’. The second stage is signalled by success on ambiguity tasks around age 6–8 and is thought to indicate a new understanding that people ‘interpret’ or ‘process’ perceptual information. The study reported here was carried out with 108 subjects aged 3–6 to determine whether children begin to understand that ambiguous visual cues are an insufficient source of knowledge around age 6 as previous research suggests (e.g. Taylor, 1988), or whether this development occurs around age 4 when they begin to understand related tasks such as false belief. Two differently coloured (unambiguous) and two same coloured (ambiguous) stuffed animals were introduced to a subject and another character. The animals from one pair were then secretly placed in two separate boxes which had a small hole in the centre enabling a viewer to see each animal's colour but not the shape. Almost no 3-year-olds, but about half the 4-year-olds and most 5- and 6-year-olds, recognized that the other could identify the unambiguous pair, but not the ambiguous pair. It is argued that an understanding of ambiguity develops around age 4 because it requires an understanding that beliefs may be false, and that there is one stage (at least with respect to these abilities) rather than two.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1991-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117816099","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: 33
Children's perceptions of effort and productivity as granting a right for reward 孩子们把努力和生产力看作是获得奖励的权利
British Journal of Development Psychology Pub Date : 1989-11-01 DOI: 10.1111/J.2044-835X.1989.TB00807.X
M. Nisan
{"title":"Children's perceptions of effort and productivity as granting a right for reward","authors":"M. Nisan","doi":"10.1111/J.2044-835X.1989.TB00807.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1989.TB00807.X","url":null,"abstract":"The general hypothesis of this study is that reward allocation by schoolchildren is founded on the perception of right, and that both effort alone and productivity alone are perceived as sufficient conditions for granting a right to an equal share of rewards. One hundred and twenty children and adolescents, equally divided between the sexes, three age groups (6–7, 10–11, and 15–16) and two environments (urban and kibbutz) were individually interviewed. They were presented with scenarios of two children working at a task, each investing a different amount of effort and/or reaching a different level of production. The resulting reward allocations proposed by the subjects, as well as the reasons they gave for them, support the general hypothesis stated above. Only the sufficiency principle, based on right, fits the allocation of rewards across variations of invested effort and productivity. A few differences were noted between age groups, whereas quite a consistent pattern was revealed for both genders and both environments. An explanation of allocation in terms of right is shown to be more appropriate than one in terms of equality.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130200502","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: 8
The early development of position constancy in a no‐landmark environment 无地标环境下位置恒定性的早期发展
British Journal of Development Psychology Pub Date : 1989-11-01 DOI: 10.1111/J.2044-835X.1989.TB00806.X
J. Lepecq, Monique Lafaite
{"title":"The early development of position constancy in a no‐landmark environment","authors":"J. Lepecq, Monique Lafaite","doi":"10.1111/J.2044-835X.1989.TB00806.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1989.TB00806.X","url":null,"abstract":"Position constancy was investigated in 7-, 11-, 14- and 19-month-olds in a no-landmark environment. The infants were passively rotated through six complete turns inside a circular unpatterned enclosure. The procedure was intended to inform the infant about the constant location of an event during body rotation and to test the infant's ability to retrieve the non-framed event site when no exteroceptive information specified the event location. The event was sometimes present and sometimes absent. Two levels of position constancy were tested during the phases with the event absent: a directional one and a positional one. If the infants oriented their head towards the side where the event should reoccur rather than towards the other side, they were presumed to be able to directionally localize the non- perceivable event location. If they adjusted their head orientation to the event location, they were presumed to be able to positionally localize the non-perceivable event location. The results indicate directional ability in 11-, 14- and 19-month-olds, and positional ability in 19-month-olds only.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"18 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127665782","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
Assisted learning - levels of support 辅助学习-支持水平
British Journal of Development Psychology Pub Date : 1988-06-01 DOI: 10.1111/J.2044-835X.1988.TB01086.X
{"title":"Assisted learning - levels of support","authors":"","doi":"10.1111/J.2044-835X.1988.TB01086.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1988.TB01086.X","url":null,"abstract":"The influence of task support on the development of understanding of the balance scale was investigated. Task support was provided by an expert adult who both managed the task and provided verbal assistance. Two hundred subjects, 20 males and 20 females in each of five age groups (preschool, grade 1, grade 3, grade 5, adult) participated. There were four treatment groups which received increasing amounts of support, ranging from a base level of practical experience with the scale sequencing of items, elaborated instructions and prompts. Task understanding was assessed by two measures derived from Siegler's (1976) rule assessment approach and results indicated significant differences due to treatment. Increasing amounts of assistance led to improved understanding of the balance scale principles, although the addition of verbal assistance resulted in a highly significant improvement, over and above the gains resulting from the combined influence of task management features. These treatment effects were consistent across age and sex.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1988-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114428568","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: 2
Young children's spontaneous use of spatial frames of reference in a learning task 幼儿在学习任务中对空间参考框架的自发使用
British Journal of Development Psychology Pub Date : 1988-06-01 DOI: 10.1111/J.2044-835X.1988.TB01087.X
G. Allen, K. Kirasic
{"title":"Young children's spontaneous use of spatial frames of reference in a learning task","authors":"G. Allen, K. Kirasic","doi":"10.1111/J.2044-835X.1988.TB01087.X","DOIUrl":"https://doi.org/10.1111/J.2044-835X.1988.TB01087.X","url":null,"abstract":"Young children (3 to 6 years old) participated in two experiments on their spontaneous use of action-oriented, and place-oriented frames of reference in learning to find a hidden object. Under an exhaustive search procedure, the task was difficult in all frame of reference conditions for all but the oldest age group. When a limited search procedure was used, differences among frame of reference conditions were observed. Learning to respond on the basis of an action-oriented frame of reference was very difficult for 3- and 4-year-olds in this task setting.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1988-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129362806","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
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