ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01295.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01296.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractWorking memory refers to the systems responsible for the temporary storage and manipulation of information during the performance of cognitive tasks. There is good deal of evidence that verbal short‐teem memory function as a working system. We review advances in our understanding of the nature and limitations of verbal short‐term memory and the reasons for its development with age, and go on to consider the common association between impairments of verbal short‐term memory and other impairments of cognitive development. We conclude by considering the relationship between short‐term memory development and cognitive deve

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01297.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper examines phonologic skills in children with two distinct forms of reading difficulty: comprehension problems and decocting problems. In the first study a group of children with normal decoding skills but poor reading comprehension skill. was studied. These children were found to have age‐appropriate phonological skills It is argued that normal phonological skills have enabled them to develop proficient decoding skills. A second study assessed the phonological skills of a group of children with decoding difficulties. These children showed marked deficits on tests of phonological skills. It appears that weak phonological skills underlie these children's decoding difficultie

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01298.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractIn an epidemiological sample of 411 l3‐year‐old twins of normal intelligence, both parents and teachers reported more behavioural problems among children with lower IQs. This was not attributable to the effects of parental IQ or social class and WAS not entirely mediated by lower scholastic attainments. Different causal models are discussed: “rater bias” and “IQ is a consequence” explanations seem less plausible than “IQ is a cause” and “IQ is a maker” explanations. Higher parental IQ was associated with more emotional symptoms in the child, both by parental and school report There was no evidence that being brighter or less bright than a (twin) sibling influenced behavioural deviance, casting doubt on the importance

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01299.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractIn an earlier study of an epidemiologically defined sample of first grade children, primarily between die ages of 5 and 6, self‐reported anxious symptoms proved relatively stable and were significantly related to adaptive Functioning. In the present study we follow that cohort of first graders longitudinally and assess the prognostic value of self‐reports of anxious symptoms in first grade with respect to anxious symptoms and adaptive functioning in the late elementary school years or al about age 10. Fist grade anxious symptoms were found to have significant prognostic value in terms of levels of anxious symptoms and adaptive functioning in fifth grade.In an earlier study of an epidemiologically defined sample of first grade children, primarily between die ages of 5 and 6, self‐reported anxious symptoms proved relatively stable and were significantly related to adaptive Functioning. In the present study we follow that cohort of first graders longitudinally and assess the prognostic value of self‐reports of anxious symptoms in first grade with respect to anxious symptoms and adaptive functioning in the late elementary school years or al about age 10. Fist grade anxious symptoms were found to have significant prognostic value in terms of levels of anxious symptoms and adaptive functioning in fifth grade.In an earlier study of an epidemiologically defined sample of first grade children, primarily between die ages of 5 and 6, self‐reported anxious symptoms proved relatively stable and were significantly related to adaptive Functioning. In the present study we follow that cohort of first graders longitudinally and assess the prognostic value of self‐reports of anxious symptoms in first grade with respect to anxious symptoms and adaptive functioning in the late elementary school years or al about age 10. Fist grade anxious symptoms were found to have significant prognostic value in terms of levels of anxious symptoms and adaptive functioning in fifth grade.In an earlier study of an epidemiologically defined sample of first grade children, primarily between die ages of 5 and 6, self‐reported anxious symptoms proved relatively stable and were significantly related to adaptive Functioning. In the present study we follow that cohort of first graders longitudinally and assess the prognostic value of self‐reports of anxious symptoms in first grade with respect to anxious symptoms and adaptive functioning in the late elementary school years or al about age 10. Fist grade anxious symptoms were found to have significant prognostic value in terms of levels of anxious symptoms and adaptive functioning

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01300.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractAlthough childhood anxiety appears to aggregate in families, transmission could be explained by both genetic and shared environmental factors. Twin studies can be used to disentangle genetic and environmental effects. In this study, a systematically ascertained sample of twins was used to investigate whether anxiety symptoms are heritable. Patent‐rated anxiety symptoms could best be explained by an additive genetic model with heritability estimated at 59% However, when self ratings were analysed (in the adolescent subsample), familial transmission could be accounted for by shared environmental factors onl

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01301.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractTwin‐singleton differences in problem behaviours in 2–3‐year‐olds were studied. Maternal ratings of children's problem behaviours were obtained with the CBCL/2–3. The twin sample Consisted d 1863 twin pairs (456 MZ, 907 DZ), the sample of singletons consisted of 420 children from the general population. Results indicated that the general level of problem behaviours in twins was broadly comparable to that in singletons. Four of the seven syndromes showed lower scores for twins. These difference, however, were small and mainly caused In tower scores for DZ twins in comparison to MZ twins and singletons. Pan of the difference could be attributed to the higher maternal age in the twin groups I Higher means for boys were found for the total problem score, and the Aggressive and Overactive

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01302.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe child's developing theory of the mind as an interconnected network of beliefs, desires and feelings that govern behaviour provides a cornerstone for social and intellectual life. Recent research has suggested that autistic children have difficulty acquiring such a theory. Although it is speculated that a specific neurological deficit may be responsible for autistic children's difficulties on false belief tasks devised to lest a theory of mind, these may also be due to a lack of exposure to conversation about mental states. In this study we explored the development of a theory of mind in a group of 26 signing, prelingually‐deaf Australian children of normal intelligence, aged 8–13 years. Results revealed that 65% of these deaf children failed a simple test of false belief which normal preschoolers, mentally retarded children, and other handicapped groups–apart from children with autism–routinely pass at a mental age of 4–5 years. No significant difference emerged between deaf children's performance and that of autistic children tested on the same task in previous research. We discuss the results in terms of a conversational account of the development of a theory of mind in deaf children, and the extent to which this account is applicable to children wi

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01303.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractSeven to 12‐year‐old children with a Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) were compared with normal, healthy children of the same age and sex on three different emotional role‐taking tasks. In these tasks, children had to use person‐specific information to make an inference about another child's emotional reaction and behaviour, Significant differences were found between the PDDNOS group and control group: PDDNOS children performed worse on all three role‐taking tasks. However, the differences on one of these tasks could be completely explained by intelligence differences between the two groups. On the other tasks, differences could not or be partially explained by intelligence differences. The results of this study led to the formulation of a more specific hypothesis, namely that PDDNOS children might have problems interpreting social information when affectively charged background information has t

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1995.tb01304.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY