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产生效应指朗读单词的记忆成绩要好于默读单词的记忆成绩。采用“学习-再认”的实验范式,以小学三年级、小学五年级、初一、初二和大学生为被试,采用2(阅读方式:朗读,默读)×2(学习次数:1次,3次)×5(年级:三年级,五年级,初一,初二,大学)的混合设计,探讨中文词汇产生效应的发展特点。结果发现:(1)年级的主效应显著,大学生的记忆成绩显著高于三年级、五年级和初一学生的;五年级、初一和初二学生的记忆成绩显著高于三年级学生的;(2)阅读方式的主效应显著,朗读的记忆成绩显著高于默读的;(3)学习次数的主效应显著,3次的记忆成绩显著高于1次的;(4)阅读方式和年级的交互作用显著,在朗读的记忆成绩上,小学三年级的与大学生的差异显著,但小学五年级、初一、初二学生的和大学生的差异均不显著,说明朗读的记忆成绩在小学五年级趋于成熟;在默读的记忆成绩上,小学三年级、五年级、初一学生的均与大学生的差异显著,初二学生的与大学生的无显著差异,表明默读的记忆成绩在初二年级趋于成熟。初一学生的产生效应大小与大学生的无差异。研究结果支持产生效应的特异观。 相似文献
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本研究从学生角度去探讨中小学师生关系在亲密性、主动性和合作性等方面的特点。研究结果表明:师生关系亲密性总体呈随年级升高下降的趋势,女生在师生关系亲密性上得分比男生高;师生关系主动性总体随年级升高而降低,年级X性别的交互作用在中小学都很明提;师生关系合作性总体随年级升高而降低,年级X性别的交互作用最明显出现在小四至初二阶段;师生关系的亲密性、合作性和主动性三方面并非平均发展,合作性表现最高,主动性表现最低,亲密性居中。 相似文献
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Mentoring as a Mediator or Moderator of the Association between Racial Discrimination and Coping Efficacy in Urban,Low‐Income Latina/o Youth
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Bernadette Sánchez Alison L. Mroczkowski Lynn C. Liao Adina C. Cooper Claudio Rivera David L. DuBois 《American journal of community psychology》2017,59(1-2):15-24
The aim of this study was to examine the associations among mentoring relationship quality (i.e., relational and instrumental quality), racial discrimination and coping efficacy with racial discrimination. Three social support models were tested, including the stress buffering, support mobilization, and support deterioration models. Participants were 257 urban, low‐income Latina/o high school students, who completed surveys in both 9th and 10th grades. While controlling for gender and coping efficacy with discrimination in 9th grade, results supported the social support deterioration model. Specifically, there was a significant indirect effect of racial discrimination in 9th grade on coping efficacy in 10th grade through instrumental mentoring quality. As racial discrimination increased, mentoring quality decreased and then coping efficacy decreased. We also found that more racial discrimination in 9th grade was significantly associated with lower coping efficacy in 10th grade, and higher instrumental mentoring quality in 9th grade was significantly associated with higher coping efficacy in 10th grade, while controlling for gender and coping efficacy in 9th grade. Implications and recommendations for future research are discussed. 相似文献
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《Cognitive behaviour therapy》2013,42(3-4):121-130
Abstract The Icelandic translation of the Children Depression Inventory (CDI) was administered to 436 children attending fifth through ninth grade of primary school (228 girls and 208 boys). The cohort was composed of three equally big groups, from the fifth to sixth grade, seventh grade and eight to ninth grade. The CDI total scores were somewhat lower than in most Anglo-Saxon studies. A cut-off score of 15 identified the upper 10% of the children as depressed. An analysis of variance yielded a significant difference due to grade, but no sex difference, and no interaction between grade and sex. The reliability of the inventory was satisfactory. The factor structure found by Kovacs (1992) was not replicated. It is proposed that total scores should be used rather than scores on specific factors for the Icelandic translation. 相似文献
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采用整群抽样法抽取2178名小学生为被试(平均年龄11.05±0.69岁,男生1132人)自5年级追踪至8年级,通过纵向交叉滞后模型对攻击与同伴侵害间的关系进行考察。结果发现,各年级关系攻击均可预测之后的关系侵害,7年级身体攻击预测8年级身体侵害,此外6年级关系侵害经历对7年级关系攻击具有预测作用。攻击与同伴侵害间的纵向联系不存在性别差异。这些结果表明,童年晚期至青少年早期攻击与同伴侵害之间总体上符合连续性社交过程模型,即攻击对随后的同伴侵害具有更明显预测作用,但在小学升初中的学校过渡阶段关系侵害预测随后的关系攻击,部分支持两者间存在双向关系。该结果提示需关注儿童青少年的攻击与同伴侵害经历,采取措施避免其陷入攻击与同伴侵害间的恶性循环之中。 相似文献
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A total of 142 first grade and 188 fifth grade schoolchildren from Beijing were tested on 11 cognitive tasks. The parents of these children were surveyed with questionnaires to obtain family background materials, and were asked about their expectancies of their children's future careers and future educational achievements. It was found that fifth grade children from high career (professional) expectancy fathers tend to have better developed cognitive abilities, however there is no career expectancy effect on first grade children. Children from high school achievement expectancy fathers tend to have better developed cognitive skills, this educational expectancy effect is stronger for fifth grade children than first grade children. There is a general trend that the higher the educational level of the fathers, the higher expectancy they have for their children. 相似文献
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Per Øystein Haavold 《创造性行为杂志》2020,54(3):555-566
In this exploratory study, I investigate the relationship between age, knowledge, and creativity in mathematics, by looking at to what extent does grade level, controlled for mathematical achievement, influence mathematical creativity and what characterizes the relationship between grade level, mathematical achievement and mathematical creativity. This was accomplished in two steps. In the first part, 301 students, 184 grade eight students and 117 grade eleven students, were given a creative mathematics test. A 3 × 2 ANOVA indicates that the older students were more creative; however, there was a significant interaction effect between grade level and achievement in mathematics on mathematical creativity. In the second part, an inductive content analysis was performed on the solutions of high achievers in grade eleven and grade eight. The results indicate that high achievers in grade eight are more creative than high achievers in grade eleven, but the nature of the task mediates the relationship between creativity and knowledge. 相似文献
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Cecil R. Reynolds 《Journal of School Psychology》1979,17(3):270-274
The Peabody Individual Achievement Test was factor analyzed at five grade levels. The two-factor solution was retained at each grade. Subtests composing each factor changed from the lower to upper grade levels, but the abilities measured by each factor appear constant. A close similarity between the two factors and Cattell's concept of fluid and crystallized intelligence was noted. Subtests' specificities were computed at each grade level investigated and implications for use and interpretation of the PIAT discussed. 相似文献
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Academic Pathways between Attention Problems and Depressive Symptoms Among Urban African American Children 总被引:1,自引:0,他引:1
Herman KC Lambert SF Ialongo NS Ostrander R 《Journal of abnormal child psychology》2007,35(2):265-274
The present study investigated the pathways between attention problems and depressive symptoms, particularly the role of academic
incompetence, among a community sample of urban African American children. Results supported the hypothesized path models
from inattention to depressive symptoms for girls and boys. Academic performance in the spring of first grade mediated the
relationship between inattention in fall of first grade and depressive symptoms in spring of 3rd grade. The effects held when
controlling for conduct problems and academic competence in first grade suggesting the path was specific to attention problems
rather than a more general externalizing or school readiness pathway. Implications for designing interventions and prevention
strategies for children with attention problems and depressive symptoms are discussed. 相似文献
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小学生视觉-空间表征类型和数学问题解决的研究 总被引:5,自引:2,他引:3
本研究考察并比较了四至六年级儿童的视觉-空间表征策略、数学问题解决和空间视觉化能力。结果表明:五、六年级儿童的解题正确率、使用图式表征策略的程度显著高于四年级儿童;使用图像表征策略的程度各年级无显著差异。将数学问题分成三个难度等级,发现年级差异主要表现在难度等级1的题目上。另外,六年级儿童的空间视觉化能力显著高于四年级儿童。 相似文献
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Giulia Zucchetti Filippo Candela Beatrice Sacconi Emanuela Rabaglietti 《Journal Of Applied School Psychology》2015,31(4):297-314
This study examined the longitudinal relationship between friendship quality (positive and negative) and school achievement among 228 school-age children (51% girls, M = 8.09, SD = 0.41). A three-wave cross-lagged analysis was used to determine the direction of influence between these domains across school years. Findings revealed that: (a) school achievement in second grade decreased negative friendship quality in third grade; (b) school achievement in second grade predicted positive friendship quality in third grade; (c) positive friendship quality in third grade predicted school achievement in fourth grade. The protective role of school achievement against peer relationship impairment and the reciprocal relationship between positive friendship quality and school achievement were underlined. Implications for educational practices for Italian primary schools are discussed. 相似文献
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关系从句是人类语言领域句法结构较为复杂的句式,汉语3~5岁儿童是否具有加工关系从句的认知能力,以及该能力是否受句法结构和语义因素的影响,成为该领域当前研究的热点。本研究选取120名3~6岁学龄前儿童,以汉语主、宾关系从句为研究材料,通过操纵从句中核心名词的生命性格局对上述问题进行了考察。结果显示:(1)汉语领域内,3~4岁儿童基本上具备了理解句式较为简单的关系从句的能力;(2)5~6岁左右的儿童基本上具备了利用语义因素辅助关系从句加工的能力。总之,汉语学龄前儿童具备了加工关系从句的认知能力,且高年级儿童可以利用语义因素辅助从句加工。 相似文献
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认知诊断是一种新的测量范式,有助于人们更好地了解人类内部心理活动规律及其加工机制,实现对个体认知强项和弱项的诊断评估,该研究采用HO-DINA对4~8年级学生的几何类比推理能力进行诊断评估。结果表明:1)4~8年级的学生对几何类比推理问题的掌握情况比较良好,其中对属性A1和A4掌握的比较理想,对属性A2掌握的比较差。同时七个认知属性存在年级差异,六年级是学生几何类比推理能力发展的最快时期;2)学生所犯的认知错误主要以"0000000"、"1111011"、"0001000"、"1011111"和"1001110"五种认知错误为主,占总认知错误的44.55%,而这些错误与属性A2和A5有关。 相似文献
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This study investigated the role of early literacy and behavioral skills in predicting the improvement of children who have experienced reading difficulties in 1st grade. The progress of 146 low-income children whose reading scores in 1st grade were below the 30th percentile was examined to determine (a) how the poorest readers in 1st grade progressed in reading achievement through 4th grade and (b) which emergent literacy and behavioral skills measured in kindergarten predicted differential 4th grade outcomes. Results indicated that the divergence between children who improved and those who did not was established by the end of 2nd grade. Further, individual linguistic skills and behavioral attributes measured in kindergarten contributed substantively to this difference. Implications for intervention timing and educational policy are discussed. 相似文献
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听写是个体书面语言发展的重要任务之一,语素意识作为阅读认知技能,与听写关系密切。为探究语素意识和听写的双向预测关系,对小学一、五年级共294名儿童的语素意识(同音语素意识、同形语素意识)和听写进行了为期一年的追踪研究。在控制了智力、年龄、语音意识和自回归效应后,结果发现:(1)一年级儿童的同音语素意识和同形语素意识对听写具有跨时间点的正向预测作用(解释率分别为7%、8%),而五年级儿童的语素意识对听写的跨时间点预测作用不显著;(2)五年级儿童的听写对同音语素意识和同形语素意识具有跨时间点的正向预测作用(解释率分别为5%、6%),而一年级儿童的听写对语素意识跨时间点的预测作用不显著。研究结果表明汉语儿童的语素意识和听写是单向的预测关系,二者关系随年级的变化而变化。 相似文献
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Edward S. Shapiro Nanette S. Fritschmann Lisa B. Thomas Cheyenne L. Hughes James McDougal 《Reading Psychology》2013,34(7):644-665
Concurrent and predictive validity between the Retell Reading Rubric (RRR), Oral Reading Fluency (ORF), an adaptation of the DIBELS Retell Fluency (RTF-A), and a state assessment emphasizing reading comprehension were examined across students in grades 3 and 5. Results showed the RRR to have moderate and statistically significant relationships to the ORF, RTF-A, and the state assessment for grade 3, but weaker relationships for grade 5. For grade 3, the RRR accounted for a small significant proportion of variance beyond ORF in predicting outcomes on the state assessment for third grade, but no statistically significant contribution for grade 5. 相似文献