听力障碍儿童与正常儿童视觉记忆能力比较研究

本文通过对重度听觉障碍儿童与正常儿童视觉记忆能力比较的试验观察,分析了听觉障碍儿童视觉记忆增强的原因,认为对听觉障碍儿童尤其是重度听觉障碍儿童,在康复训练时,除采取必要的语言训练外,还应辅以视觉手段,以提高其整体康复水平.     

Differential Effects of Salient Visual Events on Memory-Guided Attention in Adults and Children

Both salient visual events and scene-based memories can influence attention, but it is unclear how they interact in children and adults. In Experiment 1, children (N = 27; ages 7–12) were faster to discriminate targets when they appeared at the same versus different location as they had previously learned or as a salient visual event. In contrast, adults (N = 30; ages 18–31) responded faster only when cued by visual events. While Experiment 2 confirmed that adults (N = 27) can use memories to orient attention, Experiment 3 showed that, even in the absence of visual events, the effects of memories on attention were larger in children (N = 27) versus adults (N = 28). These findings suggest that memories may be a robust source of influence on children's attention.     

Extended Visual Fixation in Young Infants: Look Distributions, Heart Rate Changes, and Attention

Visual fixation in in ants from 3 to 6 months of age was examined for its fit to the theory of "attentional inertia." This theory posits that during the progression of a look there is increasing attention toward the stimulus and an "inertia" to continue looking. An extended audiovisual stimulus was presented for 20 min to infants while fixation was videotaped and heart rate (HR) was recorded. Consistent with the attentional inertia theory, look duration toward the stimulus had a lognormal distribution. Hazard functions describing these distributions showed a decreasing conditional probability of looking away with increases in look duration. Look onset and stimulus changes that occurred within a look were accompanied by HR deceleration. The average HR level continued to decrease over the duration of a look and returned to prestimuls level immediately look and returned to prestimulus level immediately prior to the fixation offset. Infant fixation has characteristics similar to fixation in children and adults, and attention appears to increase over to the course of a look in young infants.     

Powerful Portfolios for Young Children

The use of portfolio assessment is a valuable tool for teachers to use with young children to better understand how young children develop and learn. An intentional data collection and documentation system becomes a very powerful assessment tool, one that is authentic and based on children’s capabilities and strengths. Children, educators, parents, and administrators are able to see the collection of items that celebrates the child. This article will describe several aspects of the portfolio system including: what a portfolio is; it’s purposes; how to create the portfolio; and, how to use the portfolio with families.     

《中国幼儿智力量表》和《幼儿适应技能评定量表》分级结果一致性的比较

本研究对《中国幼儿智力量表》和《幼儿适应技能评定量表》的测试结果进行了分析并发现,只有０．４％的一般样本同时符合智力缺损和适应技能缺损标准,与理论估计值一致。因此,在临床应用时,应把《中国幼儿智力量表》和《幼儿适应技能评定量表》的测试结果结合起来使用     

Building Literacy Links for Young Children

Well-chosen and wisely shared literature facilitates transitions and builds bridges in the lives of young children. Literature links are discussed and books are reviewed for infant, toddler, preschool, and primary age children and transitional readers.     

Using the Multiple Intelligences to Enhance Instruction for Young Children and Young Children with Disabilities

The theory of the multiple intelligences are discussed in relation to working with young children and young children with disabilities. A rationale for the use of the multiple intelligences is discussed as well as practical suggestions on how they can be incorporated into early childhood programs.     

婴儿视觉注意的发展

近年来，研究对婴儿的视觉注意进行了大量研究，得到很多有价值的发现。这些发现围绕婴儿注意功能的4个方面，即警觉、空间定向、对物体特征的注意和内源性注意，描述了婴儿视觉注意的发展过程．婴儿出生时，身上已分化出各种注意功能的初级形式，但是，每种注意功能都有不同的发展时期。主要表现在：从出生到2个月，婴儿的警觉状态发生并发展；从2或3个月6个月左右，婴儿的空间定向和物体注意功能有很大的变化；从5或6个月以后，婴儿的内源性注意功能变化明显。     

Storytelling for Young Children in a Multicultural World

Early childhood educators are challenged to introduce children to the world of their future, a world that is and will increasingly become multicultural and multiracial. Storytelling is a powerful tool to promote an understanding of self and others. Readers are informed of the selection criteria for identifying stories to tell to young children from the colorful tapestry of Asian American, African American, Hispanic, and Native American heritages. Key questions to ask and answer in selecting culturally sensitive stories are also discussed, including the elements of character development, prejudice reduction, authority and authorship, and language. A storyteller's sampler of selected stories for preschool and primary-age students is included in the annotated bibliography. Reference sources for educators on storytelling techniques and strengthening understanding of multicultural perspectives are also described.     

Effective Education for Young Children in Primary Schools

This ongoing Dutch study into the school careers of young children in primary schools has focused in part on the influence of school and class organisation on linguistic and cognitive development. In the first year of the study, data on the school and class characteristics were gathered in 28 primary schools by means of questionnaires, interviews, journals and observation. A multi-level analysis shows that differences in pupil achievements between classes already exist at the beginning of primary school, but that these differences are, to a large extent, explained by the characteristics of the pupils’ backgrounds. The Dutch vocabulary of pupils at the end of their first year is mainly determined by earlier linguistic achievement and the ethnicity and SES of the pupil, rather than the school or class organisation. The scores on a performance intelligence test (block patterns) at the end of the first year could not be exclusively explained by the pupils’ background characteristics but also by some school characteristics.     

Preferential Handedness in Young Children

A number of characteristics of eleven Repgrid indices of cognitive structure, in particular the Smith &; Leach hierarchical complexity index, are investigated among boys and girls in the 9-15 years age range. The Smith &; Leach index is shown to be significantly reliable (p < .01) over a 30-month period, but in common with seven indices of cognitive differentiation, it is of dubious validity. Reasons for such dubiety are discussed.     

Sympathetic Behavior in Young Children

Using three stratified random samples of thirty-two teachers each from grades 2 through 5, a 3-group posttest-only control group research design was employed to determine the effectiveness of an in-service program utilizing simulation techniques on teacher awareness of pupils’ instructional reading levels. Pupils were selected randomly from each teacher’s classroom. Differences between the grade level of pupils’ readers and their performance on McCracken’s Standard Reading Inventory constituted the measure of teacher awareness. The importance of teachers’ grade level assignments and the time of year when this in-service training is conducted were also evaluated.

Findings indicated that this in-service program is effective only when conducted before school begins. There was a significant difference in teacher awareness among grade levels but a contravertible one between primary and intermediate levels.     

Preparing Children for Visual Encounters with Art

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students’ engagement and learning of science and possibly reverse students’ negative attitudes toward science.     

The Selectivity of Motion-Driven Visual Attention in Infants

The onset of motion was used to study stimulus-driven visual attention in 14-week-olds. The movement of an object did not capture attention reflexively at 14 weeks of age. The attention-getting properties of a moving stimulus depended significantly on its color in combination with the colors of other objects in the visual field. Specifically, detection of a green moving target was masked in the presence of mixed red and green static objects. No such masking was observed when the moving target was red or when the green target moved in a visual field that was populated only with green objects. The same effect was observed to a lesser extent when the green bars were replaced with gray bars. The number of distractors in the visual field exerted an effect on the accuracy of detection only when their appearance in the visual field was coincident with the onset of target motion. Attention to motion at this age is not independent of the structure of the visual field; chromatic preferences play a role in how readily infants attend to a moving object. These effects may be mediated by a difficulty in disengaging attention (from distractors) or in suppressing attention to competing objects once attention is engaged on a target.     

The Development of Programmes for Young Children in Japan

Japan is one of the countries which have been producing and broadcasting a large number of programmes for children, both educational and entertainment, and both types of programme have been widely watched by children in other countries in recent years. This article introduces the characteristics of Japanese children's television viewing and some examples of studies on the development of new television programmes for young children and then discusses the possibility of the development of international television programmes for children.