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Journal of Religion and Health - The Human Genome Project (HGP) is a remarkable medical science breakthrough that enables the understanding of genetics and the intervention of human health. An... 相似文献
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In this study, we examine the influence of schooling and age on the development of concrete and operational thought and information processing as measured by non-Piagetian tasks. One hundred schooled and 100 non-schooled children in the age brackets of 6–8 and 10–12, and 50 4–6-year-old preschool children from a relatively homogeneous socio-demographic background in a rural part of India were given four tests for information-coding processes. Half of the subjects in each group were also given four Piagetian concrete operational tasks. As predicted, performance on Piagetian tasks increased as a function of age only, whereas the effects of schooling, age, and their interaction were clearly observed for coding processes. It is concluded that information-processing modes rather than concrete operational skills are more sensitive to cognitive consequences of schooling. 相似文献
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Diana Leyva Elaine Reese Deborah Laible Elizabeth Schaughency Shika Das Amanda Clifford 《Journal of cognition and development》2020,21(1):23-45
ABSTRACTParents’ elaboration plays an important role in autobiographical memory and socioemotional development. Two types of coding approaches have been used to assess parents’ elaboration: a frequency-based coding (absolute frequencies of different types of elaborative utterances) and a scale-based coding (a 5-point scale based on relative frequencies of types of questions). We examined whether these two coding approaches were related and whether they were differentially associated with child autobiographical memory and socioemotional skills. Sixty-eight preschoolers (M = 50.32) reminisced about positive and negative past events, with their parents and with a researcher. Parents’ elaboration was assessed using the frequency- and scale-based coding approaches. Child autobiographical memory and emotion references were assessed in shared recall (parent–child conversations). Child autobiographical memory was also assessed in independent recall (researcher-child conversations). Child emotion regulation was assessed using the Challenging Situation task. The two coding approaches were moderately related. Parents’ elaboration was related to child autobiographical memory and emotion references in shared recall, regardless of the coding approach. Whereas the frequency-based coding was uniquely related to child memory in the independent recall, the scale-based coding was uniquely related to child emotion regulation. Implications of using diverse coding approaches to understand the role of parents in child development are discussed. 相似文献