儿童精细动作能力的发展及与其学业成绩的关系

研究了不同精细动作能力的发展、之间的内在联系及其与儿童学业成绩的关系。被试为151名4－8岁儿童以及30名本科生。精细动作能力的测查包括线条填画任务、图形临摹任务以及筷子技能测验。结果发现：（1）不同精细动作能力的发展速度从高到低依次为线条填画能力、图形临摹能力和筷子使用技能;（2）筷子使用技能与线条填画、图形临摹能力都显著相关,线条填画能力和年龄对筷子使用技能具有显著预测作用;（3）不同学业成绩儿童在各类精细动作能力上都存在显著差异。本研究说明,较基本的精细动作能力是复杂工具性技能发展的基础,同时在小学低年级阶段,儿童的精细动作能力与其学习活动之间存在密切联系。     

儿童筷子使用技能特性的发展及其与学业成绩的关系

本研究考察了我国儿童筷子使用技能特性的发展特点及其与学业成绩的关系．结果发现：(1)在儿童筷子使用技能的精确性、时效性以及稳定性上,4岁组儿童和其他组都存在显著差异,5岁组和7岁、8岁组儿童存在显著差异,8岁组儿童的发展水平与成人仍有显著差异;(2)学业成绩好和差的儿童在筷子使用技能的稳定性上存在显著差异;(3)儿童筷子使用技能的时效性和稳定性与其语文成绩显著相关,与其数学成绩相关不显著。     

师生认知方式与藏族双语儿童学业成绩关系研究

以藏族双语儿童和任课教师为被试,采用北师大心理系编制的CSFT工具,测查了师生认知方式相互作用对双语儿童学业成绩的影响,研究结果表明：师生认知方式的相互关系对学生的学业成绩有显著的影响,这种影响与学科性质、学习任务有关;双语儿童的认知方式是影响其汉语文、数学成绩的重要因素;不周性别师生认知方式的相互匹配对其汉语文的学习有显著影响;师生认知方式的相互作用对双语儿童学习成绩的影响并非是线性的,师生间性别、认知方式相互作用都是影响双语儿童学业成绩的重要变量。     

4-10岁儿童对结果与意图信息整合能力的研究

本研究采用情绪判断归因作业,考察了4—10岁儿童在中性动机情境中,对结果与意图信息的整合能力。结果表明：在结果与意图匹配情境中,儿童以积极的情绪判断为主;在结果与意图不匹配情境中,儿童以消极的情绪判断为主。而在对情绪判断进行归因时我国儿童采用了更多的标准,经统计分析表明,在中性动机情境中,4—10岁儿童都已具备了整合结果与意图信息的能力。     

视动刺激生理心理反应的实验研究

３０名男性军校学员。在两种指导语指导下,经受了一系列视动跃跃刺激（５、１０、１５、２０、３０、４０、６０、８０、１００、１２０度／秒）,每个刺激持续２０秒。用磁带机记录被试的视动性眼震信号,同时,记录被试视动性错觉出现的潜伏期和错觉量。视动性眼震信号在７Ｔ１７信息处理仪上进行脱机采样处理,错觉量用模糊集途径进行量化。主要结论如下：１．视动性眼震的快相速度、慢性速度、快相幅度、慢性幅度均随刺激速度增加而增大,在６０－１２０度／秒范围达到峰值后,基本维持稳定状态,而快慢相时间却有相反的变化趋势,其随刺激速度增加而减小,在６０度／秒达到最低值,然后略有回升。２．在５－１２０度／秒内,视动性错觉随刺激速度的增加而增大,呈直线上升。３．视动性眼震与视动性错觉不存在因果关系。低速度视动刺激下,当视动性眼震被抑制时,错觉量明显增大,说明视动性眼震减轻了视动性错觉。     

初中生人际交往能力、学业成绩及其发展背景系统间的关系

摘 要 采用问卷法调查586名初中生,探讨其人际交往能力、学业水平及发展背景系统的互动关系模式。研究发现初二学生的人际交往能力表现最为突出,女生更善于处理人际问题。高人际交往能力学生的学业成绩明显优于低人际交往能力学生。良好的父母教养方式能有效促进学生的人际交往能力,该能力有助于积极师生关系和同伴关系的发展。人际交往能力受家庭教养背景系统的直接影响,并作用于学校人际背景系统,两大系统以直接或间接的方式影响学业成绩。     

4～6岁儿童直接推理能力及策略的实验研究

采用定量与定性相结合的研究方法,对4－6岁儿童的直接推理能力进行了实验研究,结果表明：（1）学前儿童萌发了评议条件下的直接推理能力,但年龄发展效应并不明显;（2）对于学前儿童而言,否定前提下的直接推理并不比肯定前提的难。但是,如果进行了反义词的转换,同样的任务,却增加了肯定前提下直接推理的任务难度,而对否定前提下的直接堆理没有影响;（3）学前儿童在直接推理时多种策略并存,随着年龄的增长,有效策略的生成能力有了明显的提高,但有效策略的使用能力并没有与有效策略的生成能力同步发展,而是表现为落后的趋势。     

基本认知训练对3～4岁儿童分类能力发展的影响

以129名3~4岁的小班儿童为实验对象,通过对儿童的基本认知能力———感知、比较、抽象概括的综合训练促进儿童依据事物表面特征分类的能力。结果表明,基本认知能力训练能够显著地促进3~4岁儿童分类能力的发展,分类材料的复杂程度影响3~4岁儿童分类活动的成绩。     

小学儿童社会创造性与其同伴关系、学业成绩的关系

采用整群取样法, 选取387名小学儿童, 采用问卷法、同伴提名法和成绩评定, 考察了其社会创造性与其同伴关系、学业成绩的关系。结果表明:(1)小学儿童的社会创造性与学业成绩、社会喜好、社会影响, 学业成绩与社会喜好均呈显著正相关;(2)社会喜好在社会创造性与学业成绩之间、学业成绩在社会创造性与社会喜好之间、社会创造性在社会喜好与学业成绩之间均具有显著的中介效应, 社会影响在社会创造性对学业成绩的影响中具有显著的调节作用。     

个体自我监控能力、思维品质与数学学业成绩的关系研究

对197个高三生施测《中学生数学学科自我监控能力问卷》和《高三学生数学思维品质问卷》,以探讨个体自我监控能力、思维品质对数学学业成绩的影响模式。结果:(1)自我监控能力与思维品质、数学学业成绩均呈显著正相关。(2)在自我监控能力、思维品质对数学学业成绩的影响模型中,自我监控能力直接影响数学学业成绩,并通过思维品质这一中介变量作用于数学学业成绩。思维品质直接影响数学学业成绩。(3)女生组与男生组的自我监控能力、思维品质与数学学业成绩的结构系数的模型无显著差异。     

弱智儿童视觉-动作控制的实验研究

该研究探讨了弱智儿童视觉-动作控制能力。弱智儿童被试30人,平均年龄13.5岁,平均智商53.9。实验结果与正常人的结果作了比较。结果显示,弱智儿童的视觉-动作控制能力只相当五六岁正常儿童的水平,远落后于正常中青年及老年的水平。这表明,智力缺陷与发展水平对人的视觉-动作控制能力有明显影响。     

小学生的师生关系特点与学生因素的关系研究

采用师生关系教师评定量表,由14名班主任教师对498名3—6年级学生与教师的关系进行评价,旨在了解学生因素对其师生关系的影响.结果表明:(1)小学生的年级与其师生关系有显著的联系.五年级学生表现出高亲密、高反应和高冲突的特点,而六年级则表现出低亲密、低反应和低冲突的特点.(2)男女学生在师生关系的亲密性和反应性上有显著差异,女生的师生关系比男生更为积极.(3)学生的学业表现与师生关系特点有显著的联系,学业表现好的学生有更积极的师生关系.(4)运用分层回归分析的结果表明,学生的年级、性别、学业表现对师生关系均有显著的回归效应.     

PROMPTING AND STIMULUS SHAPING PROCEDURES FOR TEACHING VISUAL-MOTOR SKILLS TO RETARDED CHILDREN

Stimulus shaping appears to be a highly successful way to teach discrimination skills. In stimulus shaping, the topographical configuration of the stimuli is gradually changed over trials so that discrimination is at first easy, and then gradually more difficult. Stimulus shaping procedures might also be effective for training visual-motor tasks. Two experiments were conducted to assess the relative effectiveness of stimulus shaping and “traditional” prompting procedures. Pegboard skills were trained in Experiment 1. In Experiment 2 a self-care skill was trained, in which children learned to hang a toothbrush or a washcloth on a specific hook. Six low-functioning retarded children were studied in each experiment, using a within-subject alternating treatments design. Each participant received concurrent training on two related tasks, using stimulus shaping for one and a standard prompting procedure for the other. Training with the stimulus shaping procedure required less training time to criterion, always resulted in fewer errors, always required fewer and less intrusive therapist's prompts, and always resulted in greater density of reinforcement. These results demonstrate the value of stimulus shaping strategies for training visual-motor skills.     

Visual-Motor Integration Problems in Low Birth Weight Infants

This paper represents a review of the research that focuses on a population of strong clinical interest on a national and international scale—infants born with low birth weight (LBW). Among the numerous developmental deficits commonly associated with this group, one of the most frequently cited problems is poor fine- and visual-motor integration. In addition to the direct perceptual-motor development concern, the literature provides a reasonable case that such deficits place this population at increased risk for subnormal academic performance and difficulties with specific daily living (self-help) activities. By assessing the infant at an early age and designing specific strategies for intervention, clinical psychologists can play a major role in improving fine- and visual-motor behavior in this population.     

Proximal Impact of Two First-Grade Preventive Interventions on the Early Risk Behaviors for Later Substance Abuse, Depression, and Antisocial Behavior

We assessed the immediate effects of two universal, first-grade preventive interventions on the proximal targets of poor achievement, concentration problems, aggression, and shy behaviors, known early risk behaviors for later substance use/abuse, affective disorder, and conduct disorder. The classroom-centered (CC) intervention was designed to reduce these early risk behaviors by enhancing teachers' behavior management and instructional skills, whereas the family-school partnership (FSP) intervention was aimed at improving parent-teacher communication and parental teaching and child behavior management strategies. Over the course of first and second grades, the CC intervention yielded the greatest degree of impact on its proximal targets, whereas the FSP's impact was somewhat less. The effects were influenced by gender and by preintervention levels of risk. Analyses of implementation measures demonstrated that greater fidelity to the intervention protocols was associated with greater impact on behavior ratings and on achievement scores, thus providing some evidence of specificity in the effect of the interventions.     

Disentangling Fine Motor Skills’ Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5–18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills—visual-motor coordination and visual-spatial integration—and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.     

A TOKEN SYSTEM FOR A CLASS OF UNDERACHIEVING HYPERACTIVE CHILDREN

Using a BAB design, a token system requiring cooperative interaction was used to change the reading and vocabulary performance of an 18-member class of third-grade hyperactive boys. Four different colored tokens, which could be exchanged for 15 minutes of play on electrovideo games, were earned by successful completion of two tasks that involved learning to read and to use new vocabulary words in sentences, and two tasks in which the student served as a proctor to a student who had not yet completed those tasks. The mean number of tasks completed during the intervention periods rose to over nine times the number completed during reversal. Additionally, the average completion rate for the school district's standardized weekly reading level examinations rose from four to eight fold during the token conditions. All 18 students responded to the token program by increasing their academic performance.