摘要:

This study presents follow‐up findings on the reading progress of black and white children from an inner London sample between the ages of 10 and 14. At 10, mean scores for black children of West Indian origin were well below those of whites. By 14, black girls had maintained comparable levels of progress with white girls, but there was some evidence of slower progress among black boys. These findings differ from the results of previous British longitudinal research in this area. Possible reasons for these differences are discusse

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00963.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Several studies have demonstrated good understanding of comparatives by 3‐ and 4‐year‐olds. We suggest that this result is artifactual and arises because testers have used tasks where the child can successfully respond to sentences such as ‘the A is bigger than the B’ simply by understanding ‘the A is big’. We tested 80 children aged from 4 to 7 years using a task where the child could not succeed simply by responding to the first half of the sentence, and found that the majority of 4‐ and 5‐year‐olds did not understand comparatives. Children's errors were not random but showed that they used two basic strategies to interpret sentences: a non‐linguistic strategy of selecting the largest objects, and a linguistic strategy of assigning the adjective to the first noun. It is not until 6 or 7 years of age that most children reliably respond correctly to comparatives. Even this may be an overestimate of understanding, since children of this age are quite unable to appreciate that a comparative construction using a nonsense adjective implies a contrast between the two nouns, although they can handle simpler sentences using nonsense adject

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00964.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Our first experiment provided evidence for the view that visual feedback in transitive reasoning tasks of the Bryant&Trabasso (1971) variety results in graded linear encoding of the length series whereas linguistic feedback results in dichotomous encoding. When 6–8‐year‐old children had to tackle transitive tasks in which the visual formation of a graded series was impossible (e.g. A>B, N>A, B>N) the performance was more disrupted under conditions of visual than under conditions of linguistic feedback. In a second experiment with 6‐ and 8‐year‐olds it was found that high test accuracy does not depend on perceiving actual lengths (visual feedback) but can also be induced through linguistic feedback by providing a procedural cue to gradations. The cue provided was the ratio of occasions on which a stick was described as being ‘longer’ than the comparison stick to occasions on which it was described as being ‘shorter’. The procedure adopted during training was designed so that these ratios corresponded to the relative le

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00965.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

We studied a sample of 576 pairs of twins in three age groups (0–2, 2–5, 5+ years), and obtained for each family a set of temperament ratings which provided isomorphic dimensions for parents and children (EASI Temperament Survey). Both parents were asked to rate independently themselves, their spouse and each of the twin children. The results confirm the findings of Lyon&Plomin (1981) that parental projection does not take place in the rating of each other. Only the mothers' rating of Emotionality shows any indications of projection in the rating of children, and parental agreement on children's temperament shows modest levels of reliability (r= 0·53). There is no evidence of assortative mating for temperament characteristics. The intra‐class correlations for monozygotic and dizygotic twins are consistent with Emotionality and Sociability being under some genetic control only in girls, Activity shows increasing genetic influences with age in both boys and girls, and Impulsivity indicates a lower level of genetically determined variance at all ages in both sexes. We concluded that, in common with recent studies on environment associations with temperament, the origin of individual differences needs to be studied separately in boys and girls. A more general case is made for the utility of twin studies that include data on other family m

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00966.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This study investigated the nature of cueing behaviours in 3‐, 6‐ and 9‐year‐old children in a spatial memory task. Although few subjects spontaneously generated the target strategy, it was found that they could be induced to do so, following prompting. The second part of the study probed children's understanding of cueing behaviour. It was found that 3‐year‐olds could be induced to produce appropriate cueing behaviours without understanding their implications. Older children, in contrast, understood the principles underlying cueing, but sometimes failed to produce cueing strategies spontaneously. The implications of these results for theories of the development of memory strategies ar

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00967.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

First‐born children, 34 boys and 25 girls, were observed during separation from their mother and for 5 min after reunion. The separation occurred at the end of a playgroup session of about two hours in which three other M‐C pairs and a nursery nurse were also present and could interact freely with the separating and separated child. There was a baseline period of 10 min observation before the mother left the room. The separation was repeated every six months, beginning when the children were 15 months old and continuing until 39 months. The percentage of children showing distress was lower than that reported by other authors, although the same age change was observed, with a peak at 15 and 21 months, decreasing at 27 and becoming unusual at 33 and 39 months. The nursery nurse and the other mothers initiated and maintained more interactions with the separated child. This was particularly significant with regard to verbal and toy‐mediated interactions. Individual differences in the styles of maternal departure and in the reaction of the children and other adults were observed. There was a significant increase in the frequency of child‐child interactions when compared with the preceding baseline period and with reunion. The results suggest that in a closed, low stress situation the absence of the mother leads to more peer inter

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00968.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Previous experiments concerned with the development of serial recall have shown a close relationship between increases in speech rate and increases in recall. The same linear function relating recall to speech rate fits the results of subjects of widely differing ages, increases in recall being accompanied by corresponding increases in speech rate. To test the idea that increases in speech rate are a cause of increases in recall two experiments were conducted in which children were trained to increase their speech rate. Small increases in speech rate were accompanied by corresponding increases in recall, but these changes were not reliably greater than those found in children exposed to the words involved but not explicitly trained to speak faster.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00969.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This study examined 4‐ and 7‐year‐old children's causal attributions of their successes and failures on skilled tasks and their performance expectations on subsequent tasks. The children either consistently succeeded (S‐S) or failed (F‐F), or experienced success followed by failure (S‐F) or failure followed by success (F‐S), on two tasks. The results indicated that both age groups perceived the ease or difficulty of the task as the main cause of their success or failure, respectively. In addition, expectations were systematically related to success and failure and appeared to be mediated by their causal

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00970.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Children aged 7 to 12 and drawn from contrasting social backgrounds made estimates of the incomes of people in different occupations and made judgements about the fairness of income differences. Middle‐class children, as compared to working‐class children, not only made higher overall estimates of income for all the occupations considered but also perceived a greater spread in incomes and a clearer division between manual and non‐manual occupations. Irrespective of their own social class background, a majority of children regarded differences in income as justified on grounds of equity. However, the middle‐class children appeared to possess a more extensive rationale for inequality and to be more committed to it. They also seemed more sensitive to other consequences of income differences. The results are discussed in terms of alternative theories of socio‐cognitive de

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00971.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Book reviewed in this article:Forgotten Children. Parent‐Child Relations from 1500 to 1900ByLinda A. Pollock.Maternal Bonding.ByM. Herbert&A. Sluckin.The Relationship between Social and Cognitive DevelopmentEdited byWillis F. Overton.Spatial Cognition: The Structure and Development of Mental Representations of Spatial Relations.ByD. R. Olson&E. Bialystock.Language, Sense and Nonsense,ByG. P. Baker&P.M.S. Hacker.Developmental Neuropsychiatry.Edited byM. Rutter.Drawing and Cognition.ByPeter van Sommer

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1985.tb00972.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY