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In an attempt to clarify the chronological relationship between identity and equivalence conservation, normal preschool-aged children (experiment 1) were exposed to brief videotape demonstrations of a model conserving identity and equivalence, identity only, equivalence only, or neither. Subsequent performances indicate that identity was easier to accelerate than equivalence, and training in both identity and equivalence appeared to be most effective in accelerating conservation. Trainable mentally retarded (TMR) children were then exposed to either the identity-equivalence-conserving or control model (experiment 2). This population, which some have argued remains at a preoperational level of functioning, was more likely to conserve identity than equivalence. In addition, conservation in the training group increased following training, though these gains were not maintained over a 3-week retention interval. 相似文献
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First-grade males performed a 30-min visual vigilance task under 5 conditions of auditory background stimulation. The 5 conditions consisted of (1) continuous conversation, in which subjects listened to a tape of conversation spliced so that there were no intervals of silence lasting longer than 3 sec; (2) continuous reverse, in which subjects heard the continuous conversation tape played in reverse; (3) intermittent conversation, in which subjects heard alternating segments of conversation and silence; (4) intermittent reverse, in which subjects heard alternating segments of reverse conversation and silence; and (5) silence control. Compared with silence or continuous stimulation, intermittent stimulation produced better detection regardless of whether or not it was meaningful. High achievers made more correct detections than low achievers, but only in the second and third time periods. Few subjects made errors of commission. 相似文献
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Friedrich Edding G. W. Parkyn Renzo Titone Oskar Anweiler Frederic Lilge John Vaizey Werner Levi B. Magierska Walter Schultze Mary Ewen Ulich Ben Morris Ignacy SzAniawski G. de Landsheere M. L. Kellmer Pringle W. Lenz Rudolf Haas John Bradley Josip Lukatela M. J. Langeveld S. Wiegersma H. H. Stern H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498
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S. Morris Eames 《Educational theory》1961,11(3):174-185
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