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Mark Bennett Peter Mitchell Pauline Murray 《The British journal of developmental psychology》2009,27(3):731-742
Previous research has suggested that children of 5/6 years fail to understand that they are the authority on their own self‐knowledge. That is, when asked questions like, ‘Who knows best when you are feeling tired?’, they tend to cite their mother rather than themselves. Here we report a study that, rather than asking about generalities (‘Who knows best what you are thinking?’), presented 5‐, 7‐ 9‐ and 11‐year‐children with hypothetical vignettes about specific circumstances in which they were described as either disclosing or not disclosing a specified state to their mother. Children were subsequently asked to judge who would best know the state. Over all age groups children were significantly more likely to identify themselves as authorities on their own self‐knowledge when states had not been disclosed to mother than when they had. However, in the case of disclosed states, young children (though not older ones) asserted that, ‘mum knows best’. These findings are interpreted as suggesting not that young children entirely fail to understand first person authority, but instead that they make the relatively sophisticated assumption that mothers' interpretive competence is greater than their own. 相似文献
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We respond to A. Baroody's comment (1984, Developmental Review, 4, 148–156) with an empirical comparison of the production and verification tasks. With the exception of performance at the first grade level, the two tasks yield essentially identical conclusions. The results of an adjunct task, in which the rate of mental counting was assessed, suggest that children as young as second grade are relying on memory retrieval to a significant degree. In contrast to Baroody's speculation, there appear to be no widespread difficulties associated with results from the verification task. Furthermore, the task permits a more analytic examination of performance and underlying mental process than is afforded by the production task. We conclude by reiterating the empirical support for a model of fact retrieval, and suggesting that accessibility of the arithmetic facts is the basic factor which underlies both fact retrieval and procedural knowledge performance. 相似文献
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Louise M. Farrer Amelia Gulliver Natasha Katruss Kylie Bennett Anthony Bennett Kathina Ali 《British Journal of Guidance & Counselling》2020,48(3):333-346
ABSTRACT There is growing recognition of the importance of addressing the mental health needs of young people attending university. Anonymous, scalable, and evidence-based online interventions can help to reduce burden on university services and increase access to care for marginalised or disconnected students. This paper reports the participatory design methods used to develop the Uni Virtual Clinic (UVC), a comprehensive online programme that was designed to prevent and treat mental health problems and related issues in university students. Data evaluating the participatory design process is also presented. The potential for the implementation of the UVC within university-based counselling services is strong, and has potential to reduce the prevalence of mental disorders in a high-risk group of young people. 相似文献
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Elizabeth A. Majka Michael W. White LaVaun A. Bowling Rosa M. Garcia Taylor L. Skinner Kyle F. Bennett 《The Journal of social psychology》2020,160(5):603-612
ABSTRACT Few studies have replicated and extended the classic mimicry → liking effect. The present research sought to (a) replicate the affiliative consequences of mimicry; (b) test whether the affiliative consequences hold in a context where mimicry may not be normative (i.e., cross-race interactions); and (c) investigate how excluded individuals respond to same- versus cross-race mimicry and non-mimicry. Participants wrote about a control topic or social exclusion and then engaged in a brief laboratory interaction in which they were mimicked or not mimicked by a confederate who was either same-race or cross-race. Then they reported how much they liked the confederate. Within the control condition, the effect of mimicry on affiliation depended on the race of the confederate – but this pattern did not emerge for excluded individuals. The study was unable to conclusively replicate and extend previous findings. The authors make recommendations to promote a more cumulative science of behavioral mimicry. 相似文献
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D. M. Dwyer C. H. Bennett N. J. MacKintosh 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》2001,54(2):97-107
In each of two experiments, rats were pre-exposed to two flavoured solutions, saline-lemon and sucrose-lemon. For group ALT, trials with one solution alternated with trials with the other. Group BLK received all trials with one solution in a block, before any trials with the other. An associative theory suggests that the alternating, but not the blocked, schedule would establish an inhibitory association between sucrose and saline. To provide a retardation test of this inhibition, some animals in each group were then given a single pairing of saline and sucrose, experienced sodium depletion, and were finally tested for their consumption of sucrose. Sodium depletion increased consumption of sucrose more in group BLK than in group ALT. In groups given no saline-sucrose pairing, sodium depletion had only a small effect on sucrose consumption, which was the same in both groups. After multiple pairings of saline and sucrose, sodium depletion had an equally large effect on sucrose consumption in both ALT and BLK groups. These results imply that alternating pre-exposure to two compound solutions does establish an inhibitory association between their unique elements, and thus provide support for an associative theory of perceptual learning. 相似文献