摘要:

Three experiments compared the evolution of visual and haptic spatial modes of responding in localization tasks. It was predicted that object‐referred coding would be delayed in the haptic modality because the number and the salience of available external cues are reduced in haptics. Children aged 3–7 years were tested in a 180° observer's rotation task (Expt 1) and in two display rotation tasks (Expts 2 and 3) in which ambiguous instructions could orient the child either towards an object‐referred coding (in which the target was localized by reference to the geometric properties of the display supporting it) or towards an “object‐independent” coding (in which the target was localized as if no spatial displacements occurred). Results revealed similar age changes in visual and haptic responses. However, the shift from one response mode to the other occurred consistently later (two years delay) in haptics as compared to vision. Finally, cross‐modal effects of set were observed when subjects aged 5 and 6 years performed the same task in the two modalities successively: the coding mode elicited by the first modality activated tended to generalize to the other modality activated in the second. These results are discussed in relation to developmental and information‐processing approaches to spatial co

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00889.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Recent concern in the developmental psychology literature with peer facilitation of children's learning is matched by a corresponding concern in the cognitive science literature with user‐user interactions in the context of computer use. A study is reported in which 11‐year‐old children (N = 39) worked over three successive sessions on a problem‐solving task making heavy demands on planning and information handling, implemented in HyperCard. Children worked on the computer either in pairs or individually on the first two sessions, and all worked individually on the third. By the second session, the performance of the pairs was significantly superior to that of the individuals. On the final session, with a slightly modified task, those who had previously worked in pairs showed a substantial advantage. Possible explanations for these results are di

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00890.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

While much research has been conducted into primary emotions, little work on secondary emotions and their development has taken place. Embarrassment was studied in 2‐ and 3‐year‐old children in order to determine its short‐term developmental course. Situational and sex differences were also explored. Embarrassment increased with age, and situations of self‐exposure produced more embarrassment than other s

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00891.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Two experiments test the hypothesis that articulatory rehearsal causes the increase in memory span with age. This is an important issue, because, according to the working memory model, children as young as 4 years use rehearsal in memory span tasks. The developmental improvement is argued to be in the speed of rehearsal with age. However, other developmental evidence suggests that the improvement in span is actually due to an increase in the use of rehearsal with age. As most of this evidence is based on visual, not auditory, presentation, two converging approaches were used to test whether rehearsal was implicated in the age‐related increase in auditory memory span. Experiment 1 trained children aged 5, 7 and 9 years to rehearse, and Expt 2 prevented children aged 5–6 and 8–9 years from rehearsing. If rehearsal is the major factor in span development, training rehearsal should improve span in younger children more than in older children, whereas preventing rehearsal should reduce spans of older children to the level of those of younger children. In neither experiment did the effects of training or preventing rehearsal differ at different age levels. The results suggest that articulatory rehearsal is not a major factor in the development of auditory memory span up to the age of about 9

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00892.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

This study investigated the effect of context on face recognition by children. Three groups of children, aged 6, 8 and 10 years, and an adult comparison group, were presented again with children's faces in either the same or different backgrounds from those in which they originally appeared and with either the same or different expressions. Distractors were presented in an old or a novel background. Changing the background context for targets had an equally detrimental effect on hit rate for children in each age group, although it was less for adults, possibly due to a ceiling effect. Hit rate increased overall with age. Number of false positives was similar across age groups when distractors appeared in new contexts, but decreased with age when presented in old contexts. Change in expression affected adults more than children. The results show that context affects face recognition in all the age groups tested but indicate that the processes underlying the effect may differ somewhat for children and adults.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00893.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Book reviewed in this article:Language, Memory and Aging.Edited byLeah L. Light and Deborah M. Burke.Child Maltreatment: Theory and Research on the Causes and Consequences of Child Abuse and Neglect.Edited byDante Cicchetti and Vicki Carlson.The Biologising of Childhood: Developmental Psychology and the Darwinian Myth.ByJohn R. Morss.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00894.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY