Timm J. Esque 《Performance Improvement》1996,35(6):20-22

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Mark J. Xitco  Herbert L. Roitblat 《Learning & behavior》1996,24(4):355-365

A bottlenose dolphin (Tursiops truncatus) demonstrated the ability to select the matching object in a matching-to-sample task after listening to another dolphin inspect the sample object via echolocation. The listener was prevented from inspecting the sample himself. In Experiment 1, with objects familiar to both dolphins, the listener’s performance was significantly better than chance. In Experiment 2, objects familiar to only one of the dolphins were used. On these trials, the listener’s performance was significantly better than chance only when the inspecting dolphin made a correct choice. Analysis of the listener’s responses when the inspector made an error demonstrated that this contingency was not due to the listener’s matching the inspector’s response, but was apparently due instead to inadequate information in the echo. The results suggest that the listener was able to “eavesdrop” on echoes produced by the inspector’s clicks and derive characteristics of the sample object.  相似文献   

    

Ann V. McGillicuddy-De Lisi  Cynthia Watkins  rew J. Vinchur 《Child development》1994,65(6):1694-1700

Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgements suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends.  相似文献   

  总被引：5，自引：1，他引：4  

Melissa E. DeRosier  Janis B. Kupersmidt  Charlotte J. Patterson 《Child development》1994,65(6):1799-1813

The experience of peer rejection is associated with a number of concurrent and later problems for children. However, we know very little about differences in risk relative to different experiences of rejection over time. This study examined later academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. 622 second- through fourth-grade children (ages 7–12) were tested in the spring of 4 consecutive years. The results indicated that both chronicity and proximity directly influenced later adjustment. Taken together, the findings suggest that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior problems and teacher-rated internalizing behavior problems. There was evidence that initial level of adjustment, gender, and development moderated the relation among these dimensions of rejection and later adjustment.  相似文献   

    

Mark J. Gavora  Michael Hannafin 《Instructional Science》1994,22(6):445-477

Few question the importance of effective engagement in computer-supported learning. Yet, comparatively little attention has focused on extrapolating the implications of available research and theory for the design of interaction strategies. Traditionally, interaction strategies have emphasized functions of the interaction, specific strategies for interaction design, and methods for eliciting overt responses. While the functions and operations of design are important, the physical and cognitive aspects of interaction strategies need to be better integrated. In this paper, several perspectives on interaction strategies and computer technology are presented and critically analyzed, dimensions of interaction are examined, and a framework for the design of interaction strategies is presented.  相似文献   

    

Kathryn C. Gerken  Michelle J. Eliason  Chris R. Arthur 《Psychology in the schools》1994,31(3):181-187

The purpose of this study was to compare the usefulness of the Bayley Scales of Infant Development (BSID)-Mental Scales and the Battelle Developmental Inventory (BDI) in assessing the abilities of infants and toddlers from teen-parent families. The 34 children lived with their mothers, who ranged in age from 15 to 21. The results of the study indicate that these two developmental instruments cannot be used interchangeably and that one needs to look beyond the psychometric data in order to understand the results of infant and toddler assessment. The correlation between the BSID-Mental Development Index (MDI) and BDI Total score was −.03.  相似文献   

    

A. D. Pellegrini 《教育心理学》1994,14(4):403-412

A cohort of children was followed across the first 2 years of their middle school experience. Utilising a multi‐method, longitudinal research design, children's school peer networks were described as they moved from sixth to seventh grades. Next, predictive relations between these school peer network variables in sixth grade and seventh grade adjustment was determined. Results indicated that social groupings became more gender integrated from sixth to seventh grades. Further, adjustment can be explained in terms of children adjusting to gender roles.  相似文献   

    

J. P. Das  Seija M. Äystö 《European Journal of Psychology of Education - EJPE》1994,9(1):27-39

The cognitive abilities of a group of dysphasic children in a special school in Finland were examined in this study to answer the following questions: Can we categorize their cognitive processing as planning, arousal-attention, simultaneous and successive processing (PASS)? The second question was concerned with detecting subgroups within the dysphasic sample in terms of PASS processes. The subjects were 60 dysphasic children in a special school. Their ages ranged from 7 to 19 years. All subjects were administered tests of planning, arousal-attention as well as simultaneous and successive processing. They were also administered the Wechsler test of intelligence for children and adults according to their ages, two sub-scales of Wechsler memory scale, as well as three ad hoc tests, cancellation task, KS persons and Rey Osterrieth copy task. The results of the factor analysis generally confirmed the emergence of the four PASS factors. As a results of cluster analysis, two subtypes of dysphasics emerged categorized as clearly high and low in the successive factor as well as relatively high and low on the simultaneous factor scores. The low-simultaneous/low-successive group was significantly lower in WISC verbal IQ the Wechsler memory scale for logical memory, and the ad hoc test of KS persons. The results were discussed, in terms of the importance of understanding the language problems typically associated with the two subtypes as well as the remedial program which will take into account their cognitive differences in spite of the fact that both groups had significant language impairment.  相似文献   

    

John A. Glover 《Educational Psychology Review》1989,1(1):1-2

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A. Convery 《Learning, Media and Technology》1990,16(3):151-162

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