摘要:

Summary.To examine further the use of feature descriptions in spatial problem‐solving, 96 children (equal numbers of boys and girls, kindergartners and second graders) were asked to solve either a spatial perspective task (indicating another's view) or a rotation task (imagining an object's rotation and one's own subsequent view) through either verbal description or picture selection. The results indicate that verbalisation leads to substantially more correct responses on all conditions of the perspective task, but only selectively in the rotation task. The results suggest that language facilitates performance in the perspective task because it maps on to feature descriptions (e.g., front vs. back of an object) which greatly facilitate perspective task performance. A pattern of interactions between task, response media, the use of objects with and without familiar feature descriptions and the availability of simple or complex feature descriptions to describe the correct response suggests two important factors in determining complexity in spatial problem‐solving: the simplicity and explicitness of feature descripti

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02545.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.From earlier studies it seems that parents who accompany their children when crossing roads often do so badly from the point of view of good protection and traffic education. In this report the results are presented of video observations of road crossing behaviour of 63 pre‐school children and their parents, before and after the application of a pedestrian training programme for children in which parents were actively involved. Parents behaved far from ideally in various respects, but they displayed better traffic behaviour than children, both before and after the programme. After the programme, parents not only gave better examples when crossing, but they also gave more verbal instruction, something which rarely occurred before. The children displayed the trained behaviours more frequently after the programme. Publicity campaigns of road safety organisations in many countries have been based for many years on the belief that good examples of road crossing by parents will be followed by their children. Empirical evidence for this belief is presented here. The results demonstrate that it is not only desirable that parents set better examples for the children they accompany, but that it is also possible to achieve this by means of specific training programme

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02546.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.According to Piaget, the child fully grasps the concept of intention somewhere between the stages of moral realism and moral autonomy. In learning to use intentions to make moral judgments he must be able to identify them as the crucial elements in the situation. Field dependence was related to moral judgmental ability in children between the ages of 6.10 and 8.2 years. Moral judgment stories and the Embedded Figures Test were used to identify the intermediate stages of production and mediational deficiency, in which the child has the concept of intention but fails to use it consistently. Production deficiency may be due, primarily, to an inability to select the appropriate cues in competition with more salient ones.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02547.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.Controversy surrounds the role of illustrations in reading development. Supporters of the focal attention hypothesis claim that illustrations act as distractors in learning the cues to individual word recognition. Conversely, within a psycholinguistic framework, the contextual hypothesis maintains that in learning to readcontinuoustext illustrations may constitute a legitimate source of semantic information. Whether this serves an adaptive function and at what levels of reading development was the essential research question.From 1868 children across grades I to V, 120 good and poor readers at reading ages 7 and 9 were selected. Subjects read narrative extracts of 320 words with or without illustrations. Results in general confirmed the contextual hypothesis. More specifically, illustrations were adaptively used in terms of textual message identification, information processing strategy and comprehension by good readers at RA7. Poor readers particularly at RA9 showed significant illustration effects but strategy results suggested a non‐adaptive function. Good readers at RA9 were least affected, appearing independent of illustrative informatio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02548.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.Readers who were learning disabled and non‐disabled between ages 8 and 10 free‐recalled unrelated word lists of three different levels of rehearsal activity (spontaneous, one‐item, multi‐item). Prior to recall they estimated their word recall ability, while retrieval knowledge was assessed after free recall. Results indicated older children free recalled more words than younger, and non‐disabled more than disabled. Learning disabled and non‐disabled readers were comparable in their initial estimates of recall; however, skill of memory appraisal was unrelated to learning disabled readers' recall accuracy. Disabled readers were classified as deficient in strategic knowledge, but no differences in rehearsal activity between the two reading groups occurred. Recall differences were attributed to semantic encoding difficulties rather than to production deficiencies in rehearsal activity or in metamem

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02549.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.The Group Embedded Figures Test and paper‐and‐pencil measures of three formal operations schemes were administered to 120 pupils three times at one‐year intervals. Analyses of correct responses indicated that the impact of field dependence‐independence on the development of formal operational thought, apart from that explained by 1Q differences, was inconsequential. Test‐retest correlations revealed a high degree of stability of performance on the Group Embedded Figures Test, but consistency of performance on the three measures of formal thought was minimal. Classification analyses confirmed the findings of recent cross‐sectional investigations of the consolidation of formal operati

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02550.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.This paper summarises the results from nine experiments on headings. The experiments centre on three main variables (i) the purpose of the task (recall, search or retrieval from familiar and unfamiliar text); (ii) the position of the headings (marginal or embedded); and (iii) the nature of the headings (statements or questions). The results showed that headings aided recall, search and retrieval from the text used in these experiments, but that the position of the headings (marginal or embedded) had no effect. The kind of headings (questions or statements) had no differential effect with readers of different ability but low‐ability participants appeared to do better with headings as questions in the recall task

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02551.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.The purpose of this study was: (a) to investigate the effects of socioeconomic background, locus of control, intelligence, and self‐esteem on academic achievement of Nigerian secondary school pupils; (b) and to examine the relationships of locus of control to socio‐economic background, intelligence, self‐esteem, academic achievement and prediction of academic performance. Eighty secondary school boys completed the Socio‐economic Background Questionnaire, the Raven's Standard Progressive Matrices, the Brookover Scale of Self‐Concept of Academic Ability, and provided estimates of prediction of their own academic performance. The analyses of data revealed that: (a) all the four independent variables (socio‐economic background, locus of control, intelligence, self‐esteem) had significant positive effects on academic achievement; (b) internality significantly positively correlated with intelligence, self‐esteem and academic achievement; (c) the internals were significantly more accurate predictors of their own academic performance tha

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02552.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.A variety of cognitive, cultural, attitudinal and personality tests were administered to two unrelated samples of sixth‐form arts and science specialists attending grammar schools in Northern Ireland. Scientists were found to perform better on the cognitive and cultural variables; to endorse theoretical and economic values and to have lower Neuroticism and higher Psychoticism scores. Arts specialists endorsed aesthetic and social values to a greater extent and religious values marginally when compared with scientists. The implications of these findings are discusse

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02553.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.In a study whose prime objective was to develop a self‐report job description instrument for secondary school teachers it was also possible to use the descriptions obtained to define actual teaching roles. The following report opens with an extended discussion of the principles underlying the design and analysis of this study of teachers' roles, emphasising the naturalistic stance adopted. It then presents the results of a centroid relocation cluster analysis which enabled six intrinsic teaching roles to be postulated. Their existence is substantiated by referring to separate analyses of two samples (N = 232 and N = 133) and to two different analyses of the main sample (N = 133). To assist interpretation the six roles are split into three status roles (administrative, pastoral and departmental) and three style roles (practical, involved and confined). Discussion of the six roles relates activity patterns to various teacher status and experience characteristics, as well as to expectations and findings in the job analysis literatur

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02554.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY