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21.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献
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Jose I. Navarro Pedro Ramiro Jose M. Lopez Manuel Aguilar Manuel Acosta Juan Montero 《European Journal of Psychology of Education - EJPE》2006,21(4):401-411
The relationship between the construct of mental attention and “giftedness” is not well established. Gifted individuals could
make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic
constructivist model developed by Pascual-Leone introduced the concept of mental attention or “effort”, relating it to mental
capacity. The aim of this study is to investigate whether the measurement of mental capacity (M-measurement) is differential
for a group of children with high IQs. 110 students between 4 and 18 years old participated in this study. Some were Gifted
(n=70) and others Non-Gifted (n=40). Wechsler-R Scale and the Figural Intersection Test were administered to all participants.
An interesting pattern was found in the younger groups. The gifted scored higher than the non-gifted in the Figural Intersection
Test and much higher than their theoretical M. The non-gifted scored quite close to their theoretical M (based on age). In
the oldest group, the gifted again achieved higher scores, but now they scored at the theoretical level, and the non-gifted
underperformed. 相似文献
24.
María Olivia Herrera María Elena Mathiesen José Manuel Merino Isidora Recart 《International Journal of Early Years Education》2005,13(1):13-27
ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%). 相似文献
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Referential perspective and instruction: A study on teacher-student interaction and text remembering
The aim of this paper is to study the role ofteacher-student interaction, in the acquisitionof text comprehension and memory skills from asocio-cultural approach. In our view, one ofthe most important areas of neglect in cognitive research in this field is the interactional nature of that development. We intend to establish the way in which teacher-student interaction and, specially, the use of some specific semiotic means mayfacilitate the acquisition and internalizationof general strategies for understanding andremembering expository texts. The role ofreferential perspective (Wertsch, 1989) in theinternalization of complex text study actionsis analysed.The task was to study three expository textsthat were similar in their structure. Thecontent of the texts was analysed in terms ofidea-units (Meyer, 1984). Each text was formedby idea-units from three different levels: mainideas, secondary ideas and details. A categorysystem for the analysis of study and recall ofthe text is developed. In the study phase theanalysis proceeded in two steps: study actionsand text ideas. In the recall phase, two types ofindexes (number of ideas and degree ofclustering) were considered. For the analysisof instructional actions, both the nature ofinstruction and referential perspective wasrecorded. 相似文献
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28.
Betsy Lozoff Nancy K. Klein Edward C. Nelson Donna K. McClish Martin Manuel Maria Elena Chacon 《Child development》1998,69(1):24-36
This study tested the hypothesis that infants with iron-deficiency anemia show behaviors, such as increased proximity to caregivers, increased wariness or hesitance, and decreased activity, that could contribute to “functional isolation.” The behavior of 52 Costa Rican 12- to 23-month-old infants with iron-deficiency anemia was contrasted with that of 139 comparison group infants with better iron status during free play and mental and motor testing and in the home. Infants with iron-deficiency anemia maintained closer contact with caregivers; showed less pleasure and delight; were more wary, hesitant, and easily tired; made fewer attempts at test items; were less attentive to instructions and demonstrations; and were less playful. Adult behavior also differed. The results indicate that iron-deficiency anemia in infancy is associated with alterations in affect and activity, suggesting that functional isolation is a useful framework for understanding poorer developmental outcome in iron-deficiency anemia, the world's most common single nutrient deficiency. 相似文献
29.
30.
Stacy L. Young Manuel D. Pulido Catherine F. Brooks 《Communication Research Reports》2018,35(2):172-177
This study extends instructional communication research on extra-class communication (ECC) by presenting an integrative analysis comparing the explanatory utility of student- and instructor-oriented reasons for student engagement in frequent ECC. Results from 495 college students suggested that student-oriented reasons, specifically the relational and functional student motives, were the only significant, positive predictors of students’ perceptions of frequent ECC engagement. Other student motives (excuse making, participation, sycophancy) and perceptions of instructor approachability did not significantly predict perceived frequency of ECC engagement. 相似文献