摘要:

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 abil

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00806.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

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 equ

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00807.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Two experiments investigated the effects of the significance given to a topic on the size it was drawn by children aged between 4 and 7 years. In Expt 1, children were asked to copy the outline of a man. Immediately afterwards, all the children were asked to make a second drawing of the outline, either imagining that the outline was of a nice person or a nasty person, or so that the second drawing was the same as their first. Compared with the control condition, drawings of the nasty man were made reliably smaller, and drawings of the nice man were made non‐reliably larger. In Expt 2, children were asked to make drawings of an apple which was then characterized as ‘nice’ or ‘nasty’ for different groups of children. The nice characterization reliably increased the size of apple drawings; however, nasty apples, unlike nasty men, were not drawn significantly smaller than in the control condition. We discuss the implications of these results for the hypothesis that the significance of a topic is reflected in the size of the drawings children make of t

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00808.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Two age groups of normal children (4‐year‐olds and 9‐year‐olds) were asked to draw a man, draw the arms on a series of incomplete figures, and copy lines in four different orientations. A group of children with severe learning difficulties (SLD) who had a chronological age of 9 years 2 months but a mental age of 3 years 9 months was also tested. The responses of the SLD children resembled those of the younger normal subjects, suggesting that their responses reflect a developmental delay rather than a disorder of the complex skills involved in

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00809.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

A naturalistic interview study of gender constancy was carried out on a sample of 30 children, aged 3 to 4 years, asking questions about stability of gender through time and across situational transformations for the child her/himself and for known others. No perceptual transformations or props were used, and the children were asked supplementary questions in order to establish whether transformations were ‘real’ or ‘pretend’. Most of the children showed an understanding of gender stability across time, but there was a substantially lower number of correct responses for situational transformations. However, all the incorrect responses were found to be due to ‘pretend’ responding. It is concluded that gender constancy is established at an earlier age than Kohlberg (1966) suggested, and that it is important to distinguish between real and pretend tran

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00810.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Two experiments on the development of subvocal rehearsal in short‐term memory (STM) are reported in this study. According to the articulatory loop model of adult performance, rehearsing the names of visually presented stimuli involves extra mental operations compared with rehearsing items that are heard. We used this analysis to predict that rehearsal will appear later in the development of STM for pictured objects than for spoken words. To provide an indication of rehearsal, we manipulated the word length of these two types of stimuli. Experiment 1 tested children's ability to recall sequences of fixed length, while Expt 2 used a memory span procedure. The results supported our prediction in that STM for spoken words was sensitive to word length at all ages from 4 years upwards, while STM for pictured objects showed equivalent effects only in children aged over 8 years. Subsidiary analysis of the relation between recall of spoken words and speech rate confirmed previous evidence that the capacity of the articulatory loop remains approximately constant during development. We conclude that this rehearsal system is present from an early age, and that development involves a broadening of the range of stimuli which can gain access to i

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00811.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

As children aged 4 years could not reproduce seriated shapes shown to them on a previous occasion but 6‐year‐old children could, Piaget&Inhelder (1973) concluded that serial memory is absent at age 4 years but present at 6 years with a transition period in between. Their experiments, however, take no account of the maturation of sensorimotor skills the children were required to use to reproduce the shapes (drawing, tracing, construction) over that period. The present study was designed to recognize these effects and showed that serial memory is probably present at age 4 ye

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00812.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00813.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Children ranging from 7 to 15 were given memory span tests for both digits and blocks, each consisting of forward and backward recall components. Both types of span showed developmental increases. Digit span performance was influenced by order of recall but block span was insensitive to this variable.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00814.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Book reviewed in this article:The Point of Words: Children's Understanding of Metaphor and Irony.ByEllen Winner.The Description of Cognitive Development: Three Piagetian Themes.ByRon Gold.Human Abilities in Cultural Context.Edited byS. N. Irvine&J. H. Berry.Language Development in Exceptional Circumstances.Edited byDorothy Bishop&Key Mogford.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1989.tb00815.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY