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61.
Traditional assumptions that sex-role conformity is positively related to psychological adjustment in young children have not, to date, been examined empirically. Seventy-four preschool children, 37 boys and 37 girls aged 3 to 5, were observed over a 3-month period to determine their frequency of play in male and female sex-typed activities during the free-play period in their classrooms. Teacher ratings on the Kohn and Rosman Symptom Checklist and Social Competence Scale were correlated with individuals' rates of play in male and female preferred activities (M and F scales, respectively). Results indicated that boys' play with male-preferred toys was related to high scores on the aggression/defiance dimension of the Symptom Checklist, while boys who scored highly on play in female-preferred activities received high scores on the Social Competence dimension labeled conforming to classroom rules. For girls, play with malepreferred toys was negatively related to the apathy/withdrawal dimension of the Symptom Checklist. These results do not confirm the hypothesis that sex-typed behavior is positively related to adjustment, and they suggest that for both sexes, play in opposite sex-typed activities may contribute positively to children's social and academic functioning in the classroom.This research was supported in part by Grant No. MH25751-06 from the National Institute of Mental Health, and by a grant from the Programme de Formation de Chercheurs et d'Action Concertée, Ministére de l'Education, Gouvernement du Québec. Portions of this paper were presented at the biennial meeting of the Society for Research in Child Development, Boston, April 1981. 相似文献
62.
As part of a longitudinal study, a control group of 85 children were tested on the WPPSI at 5 years and the WISC-R at 16 years. Educational attainment was also assessed in adolescence. Data are presented illustrating the long-term predictive validity of the WPPSI. The Full Scale IQs on the two tests intercorrelated +0.86. 相似文献
63.
64.
Thirty-six 3- and 4-year-old children were given a battery of six metalinguistic tasks and two measures of language development: the Peabody Picture Vocabulary Test and a sentence comprehension test. The results clearly showed that the majority of preschoolers were able to make at least some metalinguistic judgments, and that metalinguistic performance improved with age. Furthermore, overall performance on the metalinguistic tasks was significantly correlated with each language measure when the effects of age were partialed out. In contrast, the correlation between age and metalinguistic performance was not significant once the effects of both language measures were partialed out. These data demonstrate that preschoolers' metalinguistic abilities are more extensive than has been previously acknowledged, and that they are closely tied to other aspects of language development at this time. 相似文献
65.
Carol L. Krumhansl Jamshed Bharucha Mary A. Castellano 《Attention, perception & psychophysics》1982,32(2):96-108
Two experiments provide convergent evidence for the hypothesis that listeners interpret chords in terms of their harmonic functions in a system of interrelated keys. The perceived associations between chords undergo significant changes depending on the broader tonal framework in which they are embedded. Three independent context effects are identified, and their magnitude is found to be a systematic function of the distance between the context key and the key lot keys) of which the chords are members. In the first experiment, listeners rate how musically related one chord is to a second chord; the chords are those that function within two maximally distant major keys (C major and F# major). All possible chord pairs from this set are presented in each of three context keys: G major which is close to C major and distant from F# major), A major (which is moderately distant from both C major and F# major), and B major (which is close to F# major and distant from C major). The second experiment measures recognition memory for the same chords embedded in tonal sequences in C, G, A, or B major keys, or random sequences. In the two experiments, the distance between the context key and the key of the chords on the circle-of-fifths affects: (1) the probability that a repeated chord is correctly recognized, (2) the strength of association between chords from the same key measured in terms of both confusion errors and direct relatedness judgments, and (3) asymmetries in confusion errors and relatedness judgments when the chords are in different keys. Perceived harmonic relations are thus found to be strongly context dependent, but the context effects are lawful functions of interkey distance. We conclude that listeners possess a highly articulated system of knowledge about the harmonic functions of chords in musical keys and an appreciation of musical structure at the level of abstract tonal centers. 相似文献
66.
Donald R Goodenough Philip K Oltman Florence Friedman Carol Ann Moore Herman A Witkin David Owen Evelyn Raskin 《Journal of Vocational Behavior》1979,14(3):341-351
Recent research has shown that academic choice and achievement may be partly a function of the student's standing on the field-dependence-independence cognitive-style dimension. The results of two longitudinal studies suggest that information about field dependence-independence may be of value for student guidance in the medical setting. The first, a study of college undergraduates who early expressed an interest in medicine, showed that these cognitive styles play a discernible role in determining who will eventually enter medical school. The second, a study of medical students, showed that field-dependent and field-independent students subsequently tend to choose different medical specialties. These results are consistent with cognitive-style theory, which proposes that field-independent people will choose vocations that require cognitive restructuring skills, whereas field-dependent people will choose vocations that require greater social-interpersonal involvement. 相似文献
67.
Carol L. Krumhansl 《Cognitive psychology》1979,11(3):346-374
In this series of experiments, evidence was found for a complex psychological representation of musical pitch. The results of a scaling study, in which subjects judged the similarities between pairs of tones presented in an explicitly tonal context, suggest that musical listeners extract a pattern of relationships among tones that is determined not only by pitch height and chroma, but also by membership in the major triad chord and the diatonic scale associated with the tonal system of the context. Multidimensional scaling of the similarity ratings gave a three-dimensional conical structure around which the tones were ordered according to pitch height. The major triad components formed a closely related cluster near the vertex of the cone; the remaining diatonic scale tones formed a less closely related subset farther from the vertex; and, the nondiatonic tones, still farther from the vertex, were widely dispersed. The results also suggest that, in the psychological representation, tones less closely related to the tonality are less stable than tones closely related to the tonality, and that the representation incorporates the tendency for unstable tones to move toward the more stable tones in time, reflecting the dynamic character of musical tones. In the similarity ratings of the scaling study, tones less related to the tonality were judged more similar to tones more related to the tonality than the reverse temporal order. Furthermore, in a delayed recognition task memory performance for nondiatonic tones was less accurate than for diatonic tones, and nondiatonic tones were more often confused with diatonic tones than diatonic tones were confused with nondiatonic tones. These results indicate the tonality-specific nature of the psychological representation and argue that the perception of music depends not only on psychoacoustic properties of the tones, but also on processes that relate the tones to one another through contact with a well-defined and complex psychological representation of musical pitch. 相似文献
68.
Bornstein and Quevillon (1976) demonstrated generalization from a 2-hour self-instructional training session to on-task behavior in the classroom with 4-year-old overactive children. In an attempt to replicate this work with older children, eight 7- and 8-year-old hyperactive children were assigned to either a self-instructional training group or an attention-practice control group. On-task behavior in the classroom and performance measures in reading and arithmetic were assessed. The level of difficulty of these tasks was varied. The results of Bornstein and Quevillon's (1976) study were not replicated, although the subsequent introduction of a token program significantly increased on-task behavior. 相似文献
69.
70.
In an experiment employing the symbol-element recognition task (Mohs, Wescourt, & Atkinson, 1975), subjects first learned six lists consisting of four words (elements) each. Each list was associated with a unique consonant (symbol). Subsequently, on each of a series of test trials, subjects were presented with one, two, or four symbol-element pairs. A positive response was required if all test words were correctly paired with their associated consonants and a negative response if any one test word was incorrectly paired with a consonant. Of primary concern was the way reaction time (RT) varied with number of pairs presented, the type of response required, and, on negative trials, the position of the mismatched pair in the test display. RT increased with the number of pairs presented on a trial and the increase was greater for positive than for negative trials. For negative pair trials, RT increased with the distance of the mismatched pair from the top of the test display. On negative trials in which the top pair in the test display was the mismatched pair, RT increased with the total number of pairs presented on the trial. A serial, probabilistic order of processing model is proposed to account for these results, and applications of the model to other paradigms are discussed. 相似文献