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1.
Comparisons were made between matched groups of black and white children on the new McCarthy Scales of Children's Abilities. Using the standardization sample as the data source, 148 matched pairs were obtained. These were grouped as follows: ages . The blacks and whites did not differ significantly on any of the cognitive scales at ages , although at ages the whites scored about higher. The blacks scored significantly higher on the Motor Scale at ages but there were no differences at other ages. The implications of these findings are discussed. 相似文献
2.
Sixty-four infants, eight boys and eight girls at each of four ages, months, were observed during a 15-minute free play session. Three types of play (stereotypical, relational, and functional) and the number of appropriate uses for specific realistic toys were recorded. Stereotypical play (87% of total active play at months) gave way to relational (35% at months) and functional play (52% at months) as the dominant activity. Both functional play and the number of different appropriate uses of toys were rare at months, appeared reliably at months and increased lineraly through months. A change in the quality of play from indiscriminate mouthing, waving, banging, and fingering of objects to the matching of appropriate uses for a large array of toys indicates that the child's manipulations become more object specific and functional over this 6-month age span. Among possible explanations for the linear increase in the frequency and diversity of appropriate toy uses is the suggestion that an important cognitive change occurs toward the end of the first year of life. A case study is presented to illustrate the application of the play procedure for both assessment and treatment. 相似文献
3.
Jonathan Sandoval Irla Lee Zimmerman James M. Woo-Sam 《Journal of School Psychology》1983,21(1):49-55
The item difficulty patterns of four groups of nonreferred, average children— Anglos, Blacks, Chicanos and Bermudians—were compared on each of the verbal subtests of the Wechsler Intelligence Scale for Children-Revised. The analysis was done for years old and year olds separately. Although this procedure identified a small number of items differentially difficult for one group of children or another, the item difficulty curves for the four groups were remarkably parallel, considering the differences in the children's cultures. 相似文献
4.
D L Carpenter 《Journal of experimental child psychology》1979,28(2):280-299
Motion parallax is a composite of five transformations demonstrated to be effective in adult judgments of rotation direction in polar motion projections of a horizontal row of dots rotating in depth. The effectiveness of these transformations as a function of age was tested by presenting six such motion projections to first graders (age = 6 years), seventh graders (age = 13 years), and college students (age = 19 years). Identical age functions were obtained for judged rotation direction from the four motion projections representing (1) Velocity, corresponding to the traditional definition of motion parallax as differential velocity, (2) Velocity plus differences between ratios of instantaneous displacement to instantaneous acceleration for dots on the near and far sides of the rotation axis ( Difference), (3) Velocity, Difference, and a gradient across the row of ratios, and (4) all transformations. First graders, unable to use horizontal transformations, performed at chance on these four projections, while older students made correct judgments. Order, separated from Velocity for the first time, resulted in chance performance at all ages, while Direction, also separated from Velocity for the first time, resulted in veridical judgments in only 4 of 24 college students. 相似文献
5.
Larry McKaughan 《Journal of experimental child psychology》1974,17(3):519-538
The scope of Dulany's (1968) Theory of Propositional Control was examined using 54 . Significance of the reinforcer was manipulated orthogonally to value of the reinforcer. With a six attribute concept attainment task did not learn in either of two significant ways: a performance change over blocks, nor the acquisition of a rule of reinforcement. Children of and learned in both of the above senses. In addition, for the latter subjects the central equations of the theory held with strength and subjects' intentions accounted for more variance in performance than did the experimental manipulations. In supplementary experiments using a simplified task some learned. When only the who learned to a criterion were examined the central equations of the theory were nearly as strong as for subjects at ages and . There was no evidence for learning without awareness at any age level. 相似文献
6.
Robert G.L Pryor 《Journal of Vocational Behavior》1980,16(2):146-157
It is suggested the concept of “stability” in the study of work values has at least three facets: (1) hierarchical stability, (2) response pattern stability, and (3) factor stability. These three facets are investigated using a sample of 165 Australian students, assessed using a work values list initially in Grade 12 and then years later during which time all had engaged in full-time tertiary study. Of the 13 work values assessed only independence and intellectual stimulation increased in importance and surroundings decreased. Canonical correlation analysis revealed four significant response patterns which indicated that the same work value may sometimes be stable or changeable in combination with other work values. It was also found using factor analysis that two rotated principal components appeared stable over time. They were identified as an Intellectual Concern factor and People Concern factor. An Extrinsic Concern factor for subjects as high school students was found to differentiate into a Status/Power Concern factor and a Co-workers Concern factor by the time of the second assessment. A Freedom Concern factor found in the Grade 12 assessment was not discovered until years later. The results confirm the need for further theoretical and methodological refinement of the notion of stability in the study of work values. 相似文献
7.
Jack A. Naglieri 《Journal of School Psychology》1984,22(4):373-379
The aim of this investigation was to examine the mean scores and predictive validity coefficients obtained from the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Kaufman Assessment Battery for Children (K-ABC), and the Peabody Individual Achievement Test (PIAT). The K-ABC and the WISC-R were administered 1 week apart in counterbalanced order to 35 Navajo children aged 6–12 years (mean 8–9 years), followed 10 months later by administration of the PIAT. The K-ABC yielded an overall mean of 95.0, which is significantly higher than the WISC-R Full Scale IQ mean of 86.9. All WISC-R and K-ABC global scores correlated significantly except the WISC-R Verbal and K-ABC Nonverbal scales. The WISC-R Verbal and Full Scale IQs and all five K-ABC scales correlated significantly with the PIAT Total Test standard scores. However, the K-ABC Achievement scale correlated significantly higher with the PIAT Total Test than with the WISC-R Verbal and Full Scale IQs. The implications of these findings are discussed. 相似文献
8.
Susan Sugarman 《Cognitive psychology》1982,14(3):410-449
The procedures 1- to 3-year-old children use to group simple sets of objects are analyzed in an investigation of cognitive change in early representational intelligence. Forty children spontaneously manipulated two-class arrays and participated in two experimental probes of object grouping. Children 1 to 2 years of age group classes by looking for one kind of thing at a time. Consistent with this, they verbally mark single classes. Children from to 3 years old employ spatial grouping procedures that require simultaneous consideration of two classes, and they refer to relations between classes. Advances made during the second year are consistent with other initial signs of representational-symbolic intelligence. The advances in the third year are unaccounted for by traditional cognitive-developmental theories, but they are congruent with late-emerging patterns in natural representational systems such as language, suggesting the presence of broad changes in mental organization shortly after the onset of representational intelligence. 相似文献
9.
We study upper bounds on the size of the semigroups generated two randomly chosen n × n Boolean matrices having exactly N one entries. In general, as increases the semigroups tend to be smaller. If N is unrestricted, or is a function which is at least [] the probability tends to one that the size of the semigroup is exactly 3. If N is a function which is at least [(r + 1 + ?)n log n] the probability tends to one that the size of the semigroup will be no more than . However, if N is any function w(n) such that and w(n) > n, the average size of the resulting semigroups will be at least . This phenomenon is caused by some semigroups of extremely large size. It is thought that w(n) > n and hold for those matrices usually encountered in sociology and psychology. 相似文献
10.
Improvements in visual acuity following vision training were evaluated for an 11-yr-old myopic male. Initial increases in the distance at which the S could discriminate letters were found. However, performance began to deteriorate as training progressed. A negative-reinforcement procedure was employed in order to rule out motivational factors potentially related to this decreased performance. Using a changing criterion within an ABCBC reversal design, the distance at which the S correctly discriminated letters increased by more than times and was clearly related to the reinforcement procedure. 相似文献
11.
Peter C. Fishburn 《Journal of mathematical psychology》1981,24(3):276-283
Let n be the class of all finite interval orders that can be interval-represented using no more than n interval lengths or threshold levels. Thus 1 is the class of finite semiorders, and , the union of the n, is the class of finite interval orders. While each of 1 and is axiomatizable by a universal sentence in first-order logic, no n for is axiomatizable in the same sense. 相似文献
12.
John E Taplin Herman Staudenmayer Judith L Taddonio 《Journal of experimental child psychology》1974,17(2):360-373
This study investigated reasoning with abstract conditional sentences as a function of age. Subjects from third-grade to eleventh-grade were required to evaluate the conclusion of several conditional arguments. The results confirmed the previously established finding that performance improves with age, particularly between 11 and 15 years. This finding could be interpreted to indicate that individuals become more logical as they get older. However, another possible interpretation is that the meaning of a conditional sentence like pthenq for naive Ss may not always be given by the truth function pq true, false, true, and true. Further analysis suggested that at 9 years individuals treat the connective in the sentence, ifpthenq, as if it were either a conjunctive or a biconditional, that the conjunctive meaning disappears with increasing age and after 13 years is gradually superceded by the conditional. 相似文献
13.
Louis Narens 《Journal of mathematical psychology》1981,24(3):249-275
Let = 〈X, ≧, R1, R2…〉 be a relational structure, 〈〉 be a Dedekind complete, totally ordered set, and n be a nonnegative integer. is said to satisfy n-point homogeneity if and only if for each x1,…, xn, y1,…, yn such that x1 ? x2 ? … ? xn and y1 ? y2 … ? yn, there exists an automorphism α of such that α(x1) = yi. is said to satisfy n-point uniqueness if and only if for all automorphisms β and γ of , if β and γ agree at n distinct points of , then β and γ are identical. It is shown that if satisfies n-point homogeneity and n-point uniqueness, then n ≦ 2, and for the case n = 1, is ratio scalable, and for the case n = 2, interval scalable. This result is very general and may in part provide an explanation of why so few scale types have arisen in science. The cases of 0-point homogeneity and infinite point homogeneity are also discussed. 相似文献
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16.
We consider a case of uncertainty which is frequently met in various fields, e.g., in parametric statistics: Events {θ}, θ ∈ ∵, are members of family on which the decision maker possesses no information at all; however, conditionally on the realization of {θ}, he is able to affix probabilities to all members of another family of events, . We assume that the decision maker: (1) has a rational behavior under complete ignorance, for decisions whose results only depend on events of ; (2) with {θ} known, maximizes his conditional expected utility for decisions whose results only depend on events of ; (3) has (unconditional) preferences which are consistent with his conditional ones. These assumptions are shown to be sufficient to ensure an approximate representation of the decision maker's preference by a real-valued function W which has the form , where u and v, respectively, characterize the decision maker's attitudes toward risk and toward complete ignorance. 相似文献
17.
D.H. Saklofske 《Personality and individual differences》1985,6(4):429-433
The present study reexamined Eysenck's hypothesis that intelligence and personality are uncorrelated. Intelligence was measured with the Kaufman Assessment Battery for Children, yielding scores for simultaneous and sequential processing and achievement, and the Woodcock-Johnson Brief Scale. Personality was assessed with the Junior Eysenck Personality Questionnaire. Ss were 105 children, ages 810yr. Although a process as well as a product-oriented intelligence test was employed, the correlational and discriminant analyses supported Eysenck's original hypothesis. 相似文献
18.
John S. Watson Louise A. Hayes Peter Vietze 《Journal of applied developmental psychology》1982,3(3):191-203
An 8-month-old infant with a developmental quotient of months was given response-contingent stimulation using a pressure-sensitive pillow which turned an overhead mobile. The subject learned to control the mobile by kicking the pillow, and concurrently began smiling at both the mobile and her mother for the first time. After mastering three contingencies on arm, head, and leg movement, she displayed what appeared to be a Piagetian coordinated secondary circular reaction, in which one response provided 4 seconds of access to another contingency. Although the subject remains severely retarded, the results suggest that some forms of developmental delay may be treated at least in part as a failure to develop contingency awareness. 相似文献
19.
Infants of and mo of age were tested for the ability to “keep track,” i.e., to determine the location of an object hidden in one of two covered containers before their left-right positions were reversed. Infants in both age groups for whom the covers were the same color and younger infants for whom the covers were different colors were generally unable to keep track. Only the older infants provided with different colored covers were able to do so. An analysis which separated keeping track from the sensorimotor stage 4 error indicated that (a) there was no contingency between the two and (b) there were developmental differences in the nature of the error. 相似文献
20.
Data on 19 threshold work experience variables were obtained by interview from 183 high school graduates and 90 dropouts years after leaving school. Factor analyses of these data showed strikingly similar factor structures for both groups. Seven variables were found to represent the factor dimensions adequately: Number of Jobs Held; Average Tenure in Weeks, Past Jobs; Average Number of Weeks to Find Jobs; Average Hours Worked Weekly; Average Weekly Pay, Past Jobs; Supervisor Rating, Present Level of Performance; and Employment Status. These variables, representing “objective success” were found to correlate only slightly with job satisfaction variables (Average Job Satisfaction, Past Jobs; Job Satisfaction, Present Job), thereby supporting the conceptualization of job satisfactoriness and job satisfaction as relatively independent sets of variables. 相似文献