摘要:

Children often look at one another's work, but it is not always clear why they do so. It was proposed that attending to peers' work serves both informational and motivational functions. First, such attention can provide information relevant either to improving one's products or to self‐evaluation. Second, interest in both product improvement and self‐evaluation may be guided either by strivings to develop competence (mastery goal), or by strivings to demonstrate superior ability (performance goal). Ninety‐eight K1 (mean age 5.10) and 196 grade 4 (mean age 9.9) Israeli children attending either urban or kibbutz schools were filmed as they worked on an activity in either a mastery or a performance goal condition. They then explained two of their filmed glances, one at an earlier and one at a later stage of task engagement. As predicted, the degree to which children gave product improvement or self‐evaluation reasons differed by age and stages of task engagement, since self‐evaluation reasons were more common at grade 4 and for later glances. In contrast, the frequency of mastery versus performance reasons depended on the experimental goal conditions and on the degree to which the school environment emphasized mastery learning goals (kibbutz schools) or performance learning goals (urban schools). Thus, mastery reasons were more common in the mastery than in the performance condition and among kibbutz rather than urban children. Children who gave mastery reasons displayed higher intrinsic task motivation. Implications for the development of social comparison and optimal motivation for learning are

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1996.tb00690.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This paper reviews and evaluates various theories of the origins of theory of mind in infancy. In what a theory of mind consists is first considered. It is argued that any theory of mind has two important features. Firstly, a theory of mind recognizes, at least, the existence of psychological relations between agents and objects, including some relations which involve “action at a distance”. Secondly, in a theory of mind, self and other are equivalent in that both can act equally as agents of psychological relations. Any theory of the development of theory of mind must explicate how it is possible to acquire an understanding of these two features. With this requirement in mind, four main types of recent theories are considered — modularity theories, Piagetian theories, matching theories, and intersubjectivity theories. While no decision is made amongst these theories, suggestions for further improvement in theorizing on this topic are pres

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1996.tb00691.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The purpose of this study was to assess the effects of a programme of supplemental tactile stimulation, Touching and Caressing, Tender in Caring (TAC‐TIC), on a group of pre‐term infants in both the short and long term. A matched subjects design was used with experimental and control infants matched on sex, birth weight, gestation and Apgar scores.In the short term, the experimental groups are found to bottle feed and be discharged home significantly earlier than the control group. At 15 months the experimental group showed accelerated cognitive development in comparison to the control group. No significant difference was found between the groups in their motor development. The long‐term result on the cognitive measure should be considered with caution given the limitations of the study and the role of possible mediating mechanisms, such as heightened parental expectation and altered parent‐infant interaction, which have yet to be e

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1996.tb00692.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This study investigated deferred imitation using a longitudinal design. A total of 62 Swedish children (32 girls) were tested at both 9 and 14 months of age. The memory delay interval was 10 minutes at 9 months and five minutes at 14 months of age. At both ages children in the imitation group displayed significantly more target actions after modelling than the children in the control group, thus replicating earlier reports of imitation from memory. It was found that individual children with a tendency to perform low deferred imitation at 9 months of age tended to remain low on the test at 14 months, thus raising the possibility of stable individual differences in imitation. This study provides a first investigation of deferred imitation longitudinally among young children, and supports recent theoretical claims that deferred imitation arises earlier in ontogeny than was hypothesized by classical theory. It was observed that there are cultural differences in the way that Swedish versus American adult‐infant pairs act in the test situation and ideas are offered regarding the roots of such difference

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1996.tb00693.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Twenty‐four 7‐ to 13‐month‐old infants were videotaped when grasping or attempting to grasp objects of different sizes ranging in height from 7 to 17.5 cm. We investigated how early during the action sequence young infants use their two hands to grasp large objects, in order to determine the age at which they anticipate the need for a bimanual strategy from perception of object size. Second hand onset was also measured to examine whether the second hand could be recruited at any time during an action.The results show that most movements start unimanually and that the second hand is activated later. The younger infants were more successful when grasping large objects with two hands than with one hand, but they did not show more bimanual reaching with large as compared to small objects before 11 months of age. These findings suggest that young infants do not perceive the same action relevant information to drive an action as older infants and that infants shift from a correction to an anticipation strategy as they grow older. The results fit with the idea that, regarding features like size, relevant visuomanual experience may be important for full coordination of the constituent perceptual and motor skills.In addition, after a unimanual initiation, the younger infants tended to activate their second hand only after the first one had completed its course. In contrast, more intermanual flexibility was observed in the older infants. This reflects an increasing range of coordinated patterns during bimanual actions around the end of the first year

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1996.tb00694.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Two studies of word learning in 24‐month‐old children are reported, one involving an object word (Study 1) and one involving an action word (Study 2). In both studies, non‐verbal scripts of playing with novel objects/actions in particular ways were established before the child was exposed to any language models. Following this pre‐training, children heard an experimenter announce her intention to either find an object or perform an action. In the referent condition, children then saw the intended referent (object or action) immediately after hearing the language model. Children in the absent referent condition experienced the same non‐verbal scripts and language models, but never saw the referent object or action after hearing the language model: at the appropriate juncture in the script they were told that the toy barn in which the target object had been previously located was “locked”, or that the toy character who had previously performed the target action was missing. Comparisons with two control conditions indicated that children were able to learn words for a novel object and a novel action in both the referent and absent referent conditions and, moreover, that learning was equivalent in these two conditions. These results show quite clearly that early lexical acquisition does not depend on temporal contiguity between word and referent—or indeed any perceptual pairing between word and referent at all—but rather it relies on children's active understandings of a speaker's referential intentions in particular d

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1996.tb00695.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Book reviewed in this article:Personal Relationships during Adolescence.Edited byR. Montemayor, G.R. Adams&T. P. Gullotta.Redefining Families: Implications for Childeren's Development.Edited byA. E. Gottfried&A. W. Gottfried.Sociocultural Approaches to Language and Literacy: An Interactionist Perspective.ByVera John‐Steiner, Carolyn P. Panofsky&Larry W. Smith.Longitudinal Research on Individual Development: Present Status and Future Perspectives.Edited byD. Magnusson&P. casaer.Research Methods in special Eduation.ByD. M. Mertens&J. A. McLaughlin.Neo‐Piagetian Theories of Cognitive Devlopment: Implications and Applications for Education.Edited byA. Demetriou, M. Shayer&A. Efklides.Systems of Representation in Children: Development and Use.Edited byC. Pratt&A. F. Garton.Causal Mechanisms of Behavioural Development.ByJ. A. Hogan&J. J. Bolhuis.Computers and the Collaborative Experience of Learning.ByCharles Crook.Learning to Succeed—Too Much Too Soon.Seeing, Reaching, Touching: The Relations between Vision and Touch in Infancy.ByArlette StreriIdentity and Development.Edited byH. A. Bosma, T. L. Grotevant&D. J. de Levita.Memory and Affect in Development.Edited byCharles Nelson.Blindness and Children: An Individual Differences Approach.ByDavid Warren.Talking to parents.ByD. W. Winnicott.Reading Development and Dyslexia.Edited byC. Hulme&M. Snowling.Twins as a Tool of Behavioral Genetics.Edited byT. J. Bouchard&P. Propping.Families, Children, and the Development of Dysfunction.ByMark R. Dadds.Charting the Agenda: Educational Activity after Vygotsky.Edited byHarry Daniels.Infant Cognition: Predicting Later Intellectual Functioning.ByJohn Colombo.The Perceived Self: Ecological and Interpersonal Sources of Self‐knowledge.Edited byUlric Neisser.Threats to Optimal Development: Integrating Biological, Psychological and Social Risk Factors.Edited byCharles A. Nelson.Reading, Writing and Dyslexia: A Cognitive Analysis.ByA. W. Ellis.The Poetics of Mind: Figurative Thought, Language and Understanding.ByR. W. Gibbs Jr.The Development of Young Children's Social‐Cognitive Skills.ByMichael A. forrester.The Transition from Infancy to Language: Aquiring the Power of Expression.ByLois Bloom.Development and the Arts: Critical Perspectives.Edited byM. B. franklin&B. Kaplan.The Management of Visual Impairment in Childhood.Edited byAlister r. Fielder, Anthony B. Best&Martin C. O. Bax.Piaget before Piaget.ByF. Vidal.Approaches to the Development of Moral Reasoning.ByP. E.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1996.tb00696.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY