摘要:

A previous study (Lord&Hulme, 1987) demonstrated wide‐ranging deficits in visuo‐spatial perception in clumsy children. The present study sought to examine the relationship between visual perception and drawing ability in groups of clumsy and normal children, and also to compare drawing performance in the two groups under conditions in which the availability of vision was varied. It was found that the clumsy children performed more poorly than the controls on the visual discrimination, and several measures of drawing performance, and that perceptual performance was related to drawing ability in the clumsy children, but not in the control child

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01075.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Correlations between environmental measures and infant development have been shown to involve genetic as well as environmental components, as indicated by environment‐development correlations in non‐adoptive families that are greater than correlations in adoptive families. The goal of the present analysis was to search for aspects of parental behaviour that underlie genetic mediation of environment‐development relationships. Analyses focused on Bayley MDI scores at 2 years of age as a measure of developmental outcome, and the HOME as an environmental measure in a study of 233 adoptive families and 227 matched non‐adoptive families. Surprisingly, the results indicated that partialling out parental SES, education, IQ, specific cognitive abilities, and major dimensions of personality had little effect on the HOME‐Bayley relationship in either non‐adoptive or adoptive families. From these analyses we conclude that the parental factor which genetically mediates this relationship must be a genetically influenced factor which is not related to these traditional measures. Criteria are offered to guide the search for parental factors that can explain genetic mediation of the HOME‐Bayley

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01076.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

While recent work has shown that young children can use analogies to read new words from an early age (e.g. using ‘beak’ to read ‘peak’ Goswami, 1986), it has been suggested that orthographic analogies are not made in spelling until later in development (Campbell, 1985; Marsh&Desberg, 1983). Exp 1 showed that this was not the case, as children at the beginning stages of learning to spell (7 years) could make analogies from a clue word to new words. Exp 2 examined whether analogies in spelling could also be made from stored spelling knowledge. Two subsidiary questions were also considered: whether spelling‐sound consistency would affect children's use of analogy, as it does in reading (Goswami, 1987, in press), and how children decide whether an analogy in spelling is appropriate: while an analogy from ‘beak’ to ‘peak’ is valid in spelling, one from ‘beak’ to ‘meek’ is not. It is suggested that children may use their reading knowledge to decide whether an analogy i

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01077.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

An experiment is described in which the ability of 1‐month‐old infants to recognize their mothers visually was explored with the live faces of mother and stranger presented in three different poses. Theen faceand half‐profile poses resulted in significant visual preferences for the mother being demonstrated, but the profile pose did not. The temporal stability of the observed memory is discussed along with potential methodological arti

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01078.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Three experiments are reported which attempt to relate different information‐processing measures to individual differences in intelligence, and to developmental change. The first investigates Inspection Time (IT), a measure of the speed of sensory processing. The second and third investigate two aspects of memory processing; the rate of extraction of items from long‐term verbal memory (Posner&Mitchell, 1967) and the rate of scanning single items in short‐term memory (Sternberg, 1966). Measures of the variability of Reaction Times (RTs) are taken from the memory experiments. One hundred and fourteen children, ranging in age from 7–12, who attended a Surrey primary school, formed the subject pool. The experiments showed thatITis a special information‐processing measure, showing a different pattern of relationship with intelligence and development to that shown by the memory‐processing and RT variables. My conclusions are thatITreflects the efficiency of a basic processing mechanism, which is unchanging over the ages investigated, and that this efficiency may be unrelated to other basic cognitive mechanisms, such as memor

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01079.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Moral and cognitive reasoning (within the Piagetian theory) aspects of congenitally blind children ranging in age from 6 to 12 years were examined and compared with those of a sighted sample, matched in age and socio‐economic background. The results of the study show that moral and cognitive development in the congenitally blind proceeds at a slower rate, but the developmental lag in the moral domain does not apply to all moral reasoning features examined. The dimension of retributive vs. distributive justice, for example, seems to develop in the same manner in the two samples. Regarding the prerequisite relationships between cognitive and moral development, the reciprocal interaction prediction was the more powerful for the sighted children, whereas for their blind counterparts, cognitive capacity seemed to exert greater influence on moral development. Possible explanations of the findings are discusse

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01080.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This research reports a comparison of expressed beliefs about intelligence and considers the question of what behaviours are rated as intelligent in terms of relevance to the lives of three groups: primary school, high school and college students. Each person was asked to rate a set of 26 intelligence test items chosen from four popular scales (Stanford Binet, WAIS‐R, WISC‐R, and Raven's Progressive Matrices) on relevance to measuring intelligent behaviour, and on perceived difficulty after they had performed these tasks. The relevance ratings were taken as reflections of the group's concept of intelligence. The correlations of relevance ratings with perceived difficulty and with performance were negligible. This suggests that group differences in defining what constitutes intelligent behaviour across the three groups are not reflections of their own abilities in these tasks. Three types of skill were identified in each group by factor analytic techniques: Non‐verbal reasoning, verbal reasoning and retrieval of information. Primary school children rated the verbal reasoning skill as most relevant to measuring intelligence, the high school students treated all three as equally relevant, and the college students rated the non‐verbal reasoning skill to be the most relevant. This pattern of results is attributed to different task demands at primary schools, high schools, and colleges and to the changing basis on which people are differe

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01081.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Forty target children aged 3 to 4 years were observed playing with gender stereotyped toys with both a boy and a girl partner in a replication and extension of an earlier study of toy choice in action and pretend play (Lloyd&Smith, 1985). The findings which were replicated were: (1) in action play girls used girls' toys more and boys used boys' toys more, (2) in pretend play girls used girls' toys more but no differentiation occurred in the use of boys' toys. The absence of pair‐type effects which were found in the earlier study raises questions about socio‐psychological aspects of the replication des

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01082.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The influence of gender was investigated in target children aged 3 to 4 years engaged in pretend play with gender stereotyped toys with a girl and with a boy partner. Grammatical development was assessed using MLU, and gender knowledge underlying language use was explored using Nelson's (1985) technique of script analysis.Both girls and boys made longer utterances when playing with a girl. MLU also varied according to whether or not children produced a script; longer MLUs were characteristic of children who produced scripts although this difference was only significant when playing with a boy.Older children produced more scripts, and during the fourth year the structure of scripts became more clearly differentiated and the roles which were defined more gender marked. At this age children recreated more female roles.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01083.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This study investigates whether 13‐year‐old retarded (SRR) and backward (RB) readers show differences in their use of two reading strategies: phonological and whole word. Thirty‐eight SRR and 63 RB children were compared on their ability to read non‐words (phonological strategy), irregular words (whole word strategy) and the relative facility with which they read regular compared to irregular words (regularity effect). In order to control for IQ and reading level two different two‐group designs were employed: a ‘mental‐age control’ design where only IQ was controlled and a ‘reading‐age match’ design in which reading level and IQ were both taken into account. The findings suggest that in terms of single word reading, retarded and backward readers are not distinct groups, at least at 13 years of age. The overall level of reading proficiency explains most of the difference in reading between the two groups and they do not necessarily use different reading strategies. The implications of these findings for the controversy over subtypes of reading disability and the continuum of readin

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1988.tb01084.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY