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Sheila J. Cunningham Joanne L. Brebner Francis Quinn David J. Turk 《Child development》2014,85(2):808-823
The self‐reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self‐ or other‐image paired with a concrete object. In Study 1, 4‐ to 6‐year‐old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self‐paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self‐paired items. These findings are discussed with reference to mechanisms that ensure information of potential self‐relevance is reliably encoded. 相似文献
124.
We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged 4 and 7 years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged 7 (later-schooled) and one aged 4 (earlier-schooled). Schooling effects were measured by comparing the later-schooled group with earlier-schooled age-matched controls. There were significant effects of age and schooling on phonological awareness and visual–verbal learning, and an effect of age, but not schooling, on vocabulary and short-term verbal memory. We conclude that age-related factors and reading instruction contribute to the development of phoneme awareness and that vocabulary and verbal memory improve with age. 相似文献
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Andrea Bunting Libby Robin Suzanne Uniacke Nicolas Rasmussen Graham Holland Marilys Guillemin Phillip Catton Sverre Myhra Rachel A. Ankeny David Oldroyd Ivan Crozier Peter Anstey Cathy Legg Jan Edward Garrett David Philip Miller John Worrall Andy Pickering Hugh Lacey S. S. Schweber 《Metascience》1999,8(1):125-195
127.
Jo M. Hendrickson Ann Tremblay Phillip S. Strain Richard E. Shores 《Psychology in the schools》1981,18(4):500-504
The purpose of this naturalistic study was to identify the kinds of social behaviors that normally developing preschool children exhibit while manipulating various toys and materials found in most preschool settings. One hundred fifteen 3-, 4-, and 5-year-olds in four day-care centers were observed during free play periods. Thirty-eight available toys and play materials were rated as to whether they were used in an Isolate, Parallel, Sharing/Cooperative, or Physical Assistance context. The resulting data on toy/material use are discussed in terms of selecting physical stimuli in social behavior modification efforts that clearly set the occasion for positive social interaction. 相似文献
128.
Ann Tremblay Jo M. Hendrickson Richard E. Shores Phillip S. Strain 《Psychology in the schools》1980,17(3):380-385
The purpose of this observational study of the activity context in which preschool children engaged in positive social interactions was to produce a data source that could be used to assist in the identification of socially withdrawn children, and to select efficient training contexts in which to develop the social behavior repertoire of withdrawn youngsters. Eleven high-rate and 10 low-rate social interactors, ranging in age from 36 to 72 months, were observed for 12 10-minute sessions across a 3-month period. Six activity contexts were coded by trained observers: Observer, Isolate, Parallel, Game, Cooperative, and Fantasy. The results indicated that: (a) Low-rate children engaged in significantly more Isolate and Observer activity than did high-rate children. (b) High-rate children engaged in significantly more Cooperative and Fantasy activity than did low-rate children. (c) There were no significant differences between groups for Game and Parallel activities. Results are discussed in terms of the concurrent validity between frequency of interaction measures and the activity context data, the developmental progression of social skills acquisition, and the selection of treatment contexts for withdrawn children. 相似文献
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Phillip E. Wagner 《Communication quarterly》2017,65(5):580-602
The goal of this interview study is to build upon a rich history of masculinities research, complicating the arenas in which masculinity is communicated, performed, negotiated, and enacted. Using Hecht’s communication theory of identity, analysis of this data reveals that men pursuing fitness find misalignment between the personal, relational, and enacted frames. Consequently, they engage in a host of discursive strategies to manage the uncertainty that is produced by these identity gaps. This study identifies three: excessive body discipline, forceful negotiation, and constant comparison. By exploring these gaps and strategies, this study aims to situate fitness as a space ripe for the production of identity work and as an intersectional identity element. 相似文献