A Meta-Analysis of Infant Habituation and Recognition Memory Performance as Predictors of Later IQ

A meta-analytic review of the literature on infant habituation and recognition memory performance as predictors of later IQ suggests several conclusions: (1) Habituation and recognition memory assessments made on a variety of risk and nonrisk samples in the first year of life predict later IQ assessed between 1 and 8 years of age with a weighted (for N ) average of normalized correlations of .36 or a raw median correlation of .45. (2) The size of the predictive correlation is essentially the same for habituation and for recognition memory paradigms. (3) This prediction phenomenon is not obviously associated solely with one laboratory, one particular infant response measure, or a few extremely disordered infants. (4) The level of prediction to childhood IQ is substantial given the reliability of the infant measures. (5) Predictions are somewhat higher for risk than for nonrisk samples. (6) Predictions are consistently higher than for standardized infant tests of general development for nonrisk but not for risk samples, and they are not consistently higher than predicting from parental education and socioeconomic status or a few other infant behaviors for nonrisk samples. (8) Coefficients may be higher when the predicting assessments are made between 2 and 8 months of age than earlier or later, but prediction coefficients are remarkably consistent across the observed outcome age period of 2–8 years.     

Memory span, IQ, and memory aids effects on learning of logico-conceptual rules

A set of forward and backward digit, letter, and color-form span and IQ scores were obtained from 144 10th-grade students. Subsequently, each student learned a bi- or triconditional rule with zero, three, or six memory aids. Forward-letter, forward-digit, backward-letter-digit, and color-form span memory factors emerged from the factor analysis of the span scores. Only the color-form (coding) span memory factor and IQ substantially predicted rule-learning proficiency. The predictive power was traced to the similar combinatory coding process shared by both (a) rule-learning and (b) color-form span tests and also to certain information-free operations shared by both (a) and intelligence tests. The observed facilitative effect of memory aids was interpreted as resulting from their availability as a dependable base for rehearsing coded information while inducing a conceptual rule. The external memory aids appeared to be more effectively utilized by students with long rather than short color-form spans.     

Memory Self-Efficacy,Aging, and Memory Performance: The Roles of Effort and Persistence

The relative importance of mental effort, as indicated by strategy use, and persistence as potential mediators of the memory self-efficacy (MSE)/memory performance relationship was investigated within a sample of 26 adults aged 65 years and older. It was found that persistence but not strategy use was predictive of performance on a free-recall task. Age-related declines were found in persistence, performance, and MSE but not in strategy use. Counter to expectation, neither strategy use nor persistence was significantly related to a global measure of MSE. These results highlight the importance in MSE research of distinguishing mental effort and persistence, of task-specific measures of MSE, and of considering age-related changes within the elderly population. Implications for MSE intervention programs are briefly discussed.     

智商·情商·灵商

智商、情商和灵商是三个既有联系、又相区别的概念。人类认识经历了从智商到情商 ,再到灵商的过程 ,反映了人类由最初对生存基础的关心 ,发展到对生活智慧的关注和对生命意义的关怀。本文试从这一认识发展的历程中 ,探求智商、情商和和灵商的相互关系 ,寻求对当今教育的启示     

Deliberative Attitudes,IQ, and Social Class

When large numbers of children are polled concerning their attitudes toward school and academic study, those from poor homes are, on the average, less likely to hold favorable attitudes than those from better homes. This fact is hardly surprising. But the relationship between favorable attitudes and socio-economic status is far less marked than is the relationship between IQ and socio-economic status. Hence, when children are selected for high-ability classes and eventually for college on the basis of IQ or related measures, a child who likes ideas is far more likely to be rejected by the school system if he comes from the lower socio-economic classes. The foregoing conclusion is based on a survey of thousands of children in elementary and high schools in this country and in England.     

脑筋急转弯、前提与语言学习中的思维训练

文章利用前提与句子的语义及语用关系，讨论了撤消前提类脑筋急转弯的构成，揭示了它运作的机制与解答的技巧，及其对语言学习与运用过程中多层思维训练的若干启示。     

Memory and Speed: Their Role in the Relation of Infant Information Processing to Later IQ

This study examined the extent to which memory and processing speed accounted for relations we had found earlier between infant information processing and childhood IQ. The measures of speed and memory were obtained when the children were 11 years of age using paper-and-pencil tasks and an extensive battery of computer-administered tasks. The relations of 7 month visual recognition memory and 1 years cross-modal transfer to 11 years IQ were both substantially reduced with statistical control of factors dericed from these measures. These results suggest that speed and memory underlie some of the infant-childhood continuities in cognition. Path and stuctural equation modeling indicated that the significant pathways from 7 month visual recognition memory to 11 year IQ were nboth directr and indirect, the indirect paths going through memory and speed.     

计算机网络的检测与分析研究

提出网络性能测量为网络行为分析的基础,对网络性能测量的知识以及网络性能指标的测量与分析进行了系统的分析,并对网络性能测量的前景进行分析。     

高职生学习动机、自我概念与学习成绩的关系研究

利用相关量表对高职生的学习动机、学业自我概念和自我概念进行测量统计分析,探讨研究了高职生自我概念、学业自我概念和学习动机与学业成绩的关系,并对学习动机、自我概念对学业成绩的影响进行了探讨。     

The Implementation of an Electronic Performance Support System for Teachers: An Examination of Usage,Performance, and Attitudes

This study investigated how teachers used an electronic performance support system (EPSS) and whether the usage of this EPSS affected their work performance and attitudes toward computer technology. The findings suggested a framework for the implementation of an EPPS in an educational setting, specifically at a middle school. The data were collected through observations, questionnaires, anecdotal logs, database records, and interviews. Four middle school teachers used the EPSS primarily for completing student progress reports wherein the results indicated that the EPSS decreased the amount of time to perform this task. Computer usage, performance, and attitudes were affected by work responsibilities, accessibility to computers, the change agent, the technology support personnel, as well as the specific characteristics of the EPSS. The teachers' attitudes toward the EPSS and technology in general were affected by their performances when using the system, by interactions with the person responsible for technology support, and by the ability to customize the computer program to fit their needs.     

我国股市长记忆性的检验与拟合

应用R／S分析检验上证综指收益序列和波动序列有无长记忆特征，结果发现波动序列呈现较强的长记忆特征，而收益序列的长记忆特征比较弱．在此基础上，采用双长记忆模型进一步检验收益序列的长记忆性，选择ARMA(1，1)-FIGARCH(1，d，0)模型来拟合上证综指的动态特征。     

The Effects of IQ Level and Sex on Divergent Thinking of Seventh Grade Pupils of Low,Average, and High IQ

Abstract

The study represented a systematic effort to alter attitudes by emphasizing recognition and evaluation of basic assumptions. It consisted of seventy-five college students enrolled in their first course in professional education. A semantic differential was administered at the beginning and again at the end of the spring semester, 1964-65. For ten of the thirteen concepts tested, significant differences were obtained, based upon the t-test for correlated samples.     

An Examination of the Relationship Among Academic Stress,Coping, Motivation,and Performance in College

Empirical evidence suggests that a domain-specific coping style may play an important role in the way students manage stressful academic events and perform at college. The purpose of this research was to examine the extent to which college students' academic coping style and motivation mediate their academic stress and performance. A structural equation analysis showed that the relationship between college students' academic stress and course grade was influenced by problem-focused coping and motivation but not emotion-focused coping. As expected, greater academic stress covaried with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. Strategies for promoting more effective coping in college students are discussed.     

IQ冲浪

"十字"数如图,这张数字表是由从1开始的连续自然数组成的,而且这些数字是可以一直往下延伸的。十字图内的9个数字之和为279。如果数表中存在这样