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1.
Beatrice Benelli 《Journal of psycholinguistic research》1988,17(3):227-243
Acquisition of superordinate classification has traditionally been explained in terms of development of class inclusion. More recently, alternative explanations have been put forward by many authors, who consider superordination, as a product of linguistic and metalinguistic acquisitions. An experiment was carried out aimed at understanding the role of metalinguistic knowledge—defined in terms of the nominal realism/nominal relativism distinction. Subjects were 41 children from 7 years 1 month to 8 years 9 months, presented with a free-definition task of objects belonging to familiar categories and a questionnaire regarding the origin of names, their nature, exchangeability, etc. A significant correlation was found between spontaneous definitions of objects and conceptions of the relationships between names and things: Those subjects who are aware of the historical and cultural origin of names (decline of ontological realism) are also able to use superordinates in their definitions. However, superordination is not linked to awareness of the arbitrary nature of the word-referent connection (decline of logical realism).The study was supported by Grants 40% 1984/85 of MPI and 84.01238.08 of CNR. 相似文献
2.
Beatrice De Gelder 《Argumentation》1988,2(1):77-87
This paper looks at the attribution of the ability to lie and not at lying or lies. It also departs from more familiar approaches by focussing on the appraisal of an ability and not on the ability in itself. We believe that this attribution perspective is required to bring out the cognitive and intentional basis of the ability to lie. 相似文献
3.
Serial recall of lip-read, auditory, and audiovisual memory lists with and without a verbal suffix was examined. Recency effects were the same in the three presentation modalities. The disrupting effect of a suffix was largest when it was presented in the same modality as the list items. The results suggest that abstract linguistic as well as modality-specific codes play a role in memory for auditory and visual speech. 相似文献
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We examined the effect of self-correction on the acquisition, maintenance, and generalization of written spelling of elementary school students attending an after-school clinic. Six students registered for remedial tutoring participated. During self-correction, students initially learned four proofreading marks and a procedure for using them that were subsequently applied as the students compared their spelling to a model. Results showed a functional effect between self-correction and improved student performance on target words. Using the self-correction procedure, the students spelled at least 98% of the target words accurately, maintained at least 85% of the correctly spelled words, and generalized at least 70% of the words at home, in context, and with word variations. Questionnaires administered to the students, their parents, and teachers indicated that students preferred self-correction. Parents noticed academic improvements in their child's spelling performance as well as positive changes in attitude toward school. Most teachers did not notice changes in spelling performance or attitude. 相似文献
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This study examined the relationship between auditory recall and dysfluent behavior in children. Subjects were 11 stutterers and 11 nonstutterers, ages 4.9–11.10. The Auditory Sequential Memory subtest of the ITPA and the Auditory Attention Span for Related Syllables subtest of the Detroit Test of Learning Aptitudes were administered to both groups. Results indicated that scores on the ITPA were not significantly different. Comparison of the group's scores on the DTLA were highly significant with the control group's scoring 35 months higher. After 6 months of therapy, six children in the experimental group were fluent. Posttests revealed no significant differences on the ITPA. On the DTLA, the experimental group's mean scores significantly increased by 13.9 months. The gain in auditory recall of meaningful material substantiated the hypothesized relationship between auditory recall and dysfluency. This relationship was not viewed as causative of stuttering; data were interpreted as evidence that increased fluency allows children to use previously suppressed linguistic data. 相似文献
10.
Beatrice de Gelder Jari Kätsyri Aline W. de Borst 《British journal of psychology (London, England : 1953)》2018,109(3):421-426
Virtual reality (VR) promises methodological rigour with the extra benefit of allowing us to study the context-dependent behaviour of individuals in their natural environment. Pan and Hamilton (2018, Br. J. Psychol.) provide a useful overview of methodological recommendations for using VR. Here, we highlight some other aspects of the use of VR. Our first argument is that VR can be useful by virtue of its differences from the normal perceptual environment. That is, by virtue of its relative non-realism and poverty of its perceptual elements, it can actually offer increased clarity with respect to the features of interest for the researcher. Our second argument is that VR exerts its measurable influence more by eliciting an acceptance of the virtual world (i.e., ‘suspension of disbelief’) rather than by eliciting a true belief of the realism of the VR environment. We conclude by providing a novel suggestion for combining neuroimaging methods with embodied VR that relies on the suspension of disbelief. 相似文献