摘要:

Little is known of the changes in reading attainment that take place after the years of compulsory education and yet this is an important aspect of intellectual development which has implications for adult literacy provision. Longitudinal studies of cognitive behaviour have demonstrated that improvements in performance can take place until late adulthood and, further, that some individuals show greater gains than others. Recent surveys of adult literacy students have indicated that certain sections of the population are particularly motivated to seek advancement in respect of their reading skills.Results from the MRC National Survey of Health and Development show a substantial improvement in reading attainment between the ages of 15 and 26, including a fall in the percentage of very poor readers. Appreciable normative change took place over this interval and this relative movement was associated with several features of individual life‐histories, including further education, employment, health and family background. These findings reinforce the contention that early adulthood is not a period of intellectual stagnation and that development during this period is influenced by many events and circumstance

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb00993.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

This study explores the examination attainments of black pupils of West Indian origin and their white peers attending the same inner London secondary schools. At 16, black pupils were underrepresented in the highest exam pass grades, but more likely than whites to have achieved at least some graded results. Viewed against the background of earlier assessed attainments, results did not differ significantly between ethnic groups. By the time that they left school black pupils, and especially black girls, had improved their relative position to a considerable extent. This largely reflected the increased participation of black pupils in the examination system.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb00994.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Two studies are reported investigating children's conceptions of the number zero. The first, with 31/2–61/2‐year‐olds, charts preschoolers' understanding that zero is a number among other numbers with its own unique value, namely nothing. Children's achievement of this understanding occurred in three phases. At each phase understanding of zero lagged behind comparable understanding of other small numbers. The second study, with 51/2–10‐year‐olds, investigated children's developing conception of simple algebraic rules, such as a + 0 =a. Results showed that even the younger children had some understanding of several algebraic rules. The older children had acquired more such knowledge, but at all ages algebraic understanding was advanced for rules pertaining to zero, in comparison to those pertaining to other small numbers. These results suggest that zero plays a special role in children's increasingly algebraic knowledge of number. We conclude that since zero is difficult to conceive of and use originally (Expt 1) children develop special rules for its use, and that this provides a first step towards their formulation of more general algebraic rules (Expt 2) and towards an expanded conception of number and

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb00995.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

The concept of intention is central to human cognition and the expression of intention in language is a vital part of human communication. This study examined children's comprehension of some expressions of intention by determining their ability to choose from sets of pictures the ones that illustrated sentences which included expressions of intention. Two types of expression were used: expressions in the present tense marking prior intentions (type A) and expressions in the past tense marking the intentional or unintentional nature of an action (type B). Children were tested at four age levels: 4, 5, 7 and 9 years. It was found that understanding improved markedly between the ages of 4 and 9. The 4‐year‐olds appeared to disregard the expressions of intention, whereas the 9‐year‐olds understood most

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb00996.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Social and personality correlates of humour were studied with a college age sample (n= 446) and a small sample of elderly women (n= 27). In the college sample, self‐monitoring of expressive behaviour and social assertiveness were more important predictors of humour than were general social self‐esteem, machiavellianism, masculinity or femininity for both male and female respondents. These results were partially replicated in the elderly sam

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb00997.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Five‐month‐old infants were restrained from reaching for an object that was presented to the side within reaching distance. The room lights were switched off, the object was removed and the infant's hands were released. Significantly more reaches were directed towards the object's previously seen location than to a corresponding control location where no object had been presented. This finding supports the claim of Bower&Wishart that young infants show a form of object permanence, and challenges the Piagetian view that young infants are unable to represent objects that are no longer perceptually availa

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb00998.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Three experiments investigated rules for judging causal priority—the determination of which of two coincident events caused the other. Results indicated that children utilized a direction of generative transmission rule from 3–4 years and rules based on temporal priority of cause and human intervention with respect to the cause from 7–8 years. Attributions of causal priority were justified primarily on the basis of generative transmission, even when no such information was perceptually available. These experiments strengthen earlier conclusions regarding the centrality of the notion of generative transmission in the child's causal reas

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb00999.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Developmental changes in awareness of the relative benefits of four memory strategies were examined. Preschool, kindergarten and second‐grade children made paired‐comparison judgements of the mnemonic benefits of looking, naming, rehearsal and categorization in a free‐recall task using categorizable materials. Measures of spontaneous strategy use and strategy imitation were also obtained. Preschoolers judged looking as significantly more effective than the other three strategies. The kindergartners showed no significant preference, while second graders judged rehearsal and categorization as significantly more effective than looking or naming. Preschoolers and kindergartners named to‐be‐remembered items, while most second graders used a grouping strategy. Significant relationships between strategic awareness and strategic behaviour were found across ages; however, correlations were not significant when the effect of age was removed. Thus, coordination between strategic knowledge and strategic behaviour appears to result from increases in both strategic awareness and the ease with which more effective strategies can be

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01000.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

The consistency of infant wariness to strangers was examined by arranging for each of eight infants to experience two encounters with each of eight strangers. The encounters were filmed and scored. The behaviour of the infants varied from predominantly positive to predominantly negative, but was significantly consistent across strangers, for individual infants. This consistency was present for measures of both positive and negative affect, and was taken as supportive of the ‘wariness of strangers’ construct. Male strangers produced significantly more negative affect in infants than female strang

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01001.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Book reviewed in this article:Developmental Dyslexia.ByMichael Thomson. London: Edward Arnold.The Single‐Child Family.ByMoshe Anisfeld.Language Development from Birth to Three.ByMoshe Anisfeld.The Social Dimension: European Developments in Social Psychology, vol. 1.Edited byHenri Tajfel.The Social Dimension: European Developments in Social Psychology. vol. 2.Edited byHenri Tajfel.Mental Retardation: The Developmental Difference Controvesy.Edited byEdward Zigler&David Balla.Children at Risk for Schizophrenia. A Longitudinal Perspective.Edited byN. F. Watt, E. J. Anthony, L. C. Wynne&J. E. Rolf.Everyday Cognition: Its Development in Social Context.Edited byBarbara Rogoff&Jean Lave.Jean Piaget, Savant et Philosophe.ByJean‐Jacques Ducret.Psychoanalysis and Infant Research.ByJoseph D. Lichtenb

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01002.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY