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111.
It has been well documented how language-specific cues may be used for word segmentation. Here, we investigate what role a language-independent phonological universal, the sonority sequencing principle (SSP), may also play. Participants were presented with an unsegmented speech stream with non-English word onsets that juxtaposed adherence to the SSP with transitional probabilities. Participants favored using the SSP in assessing word-hood, suggesting that the SSP represents a potentially powerful cue for word segmentation. To ensure the SSP influenced the segmentation process (i.e., during learning), we presented two additional groups of participants with either (a) no exposure to the stimuli prior to testing or (b) the same stimuli with pauses marking word breaks. The SSP did not influence test performance in either case, suggesting that the SSP is important for word segmentation during the learning process itself. Moreover, the fact that SSP-independent segmentation of the stimulus occurred (in the latter control condition) suggests that universals are best understood as biases rather than immutable constraints on learning. 相似文献
112.
Teenage drunkenness: warning signal, transient boisterousness, or symptom of social change? 总被引:1,自引:0,他引:1
P Finn 《Adolescence》1979,14(56):819-834
It is important for anyone working with youngsters, including counselors, physicians, psychiatrists, social workers, school administrators, and parents to familiarize themselves with the prevalence and characteristics of youthful drunkenness. Several attitudes toward this widespread adolescent behaviour are now current--and often in conflict--in our society, including viewing teenage intoxication as a symptom of problem drinking, a warning signal of future alcoholism, a reflection of cultural norms and social changes, and an expression of youthful boisterousness. Tentative conclusions are reached regarding the validity and usefulness of each of these different perspectives of youthful drinking behavior. 相似文献
113.
Jeremy D. Finn 《Sex roles》1980,6(1):9-26
Through their organization and curricula, schools either promote separate roles for males and females or operate to minimize differences. This study describes sex differences in science and reading achievement and attitudes for nationwide samples of 14-year-old children in the United States, Sweden, and England. There are largely the same sex differences in all three countries: Male and female pupils have similar reading skills, while girls have more positive reading habits; males outperform females in science, with the smallest difference observed for biology; males have more positive attitudes toward science, except that females believe science to be at least as important a topic as boys do. There is no noteworthy increase in sex distinctions with one more year of schooling, from grade 8 to grade 9. However, in English coeducational schools, girls show a deceleration in science and vocabulary achievement relative to their male peers. Girls in English one-sex schools exceed their male counterparts in reading and several science subjects. It is hypothesized that the role of successful female teachers and peers, and the absence of social pressure from boys, may facilitate girls' learning in these areas. A study is proposed of specific school practices and the ways in which they determine sex discrepancies.An earlier version of this article was presented to the annual meeting of the American Educational Research Association, San Francisco, April 1976. The author is grateful to Heidi Wolfstetter-Kausch for assistance in researching background material for the article. 相似文献
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Felicity Brock Kelcourse M.Min. M.Phil. Barry Ulanov Claude Barbre Margaret Klenk M.Div. Kathleen Ford C.S.W. Stephen L. Cook Ph.D. Mark Finn Ph.D. Robert W. Gunn D.Min. S. J. Angelo Paiano Melissa A. Gallivan Robert W. Gunn D.Min. Jill Carlen Kirby M.S.Ed. C.S.W. Jorge L. Abreu C.S.W. Jill Carlen Kirby M.S.Ed. C.S.W. Donald F. Dal Maso C.S.W. Irwin B. Blatt Ph.D. Ella Fitzgerald 《Journal of religion and health》1996,35(3):255-277
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118.
Caio F. Miguel Heejean G. Yang Heather E. Finn William H. Ahearn 《Journal of applied behavior analysis》2009,42(3):703-709
Activity schedules are often used to facilitate task engagement and transition for children with autism. This study evaluated whether conditional discrimination training would serve to transfer the control from activity‐schedule pictures to printed words (i.e., derived textual control). Two preschoolers with autism were taught to select pictures and printed words given their dictated names. Following training, participants could respond to printed words by completing the depicted task, match printed words to pictures, and read printed words without explicit training (i.e., emergent relations). 相似文献
119.
We investigated whether the superior memory performance sometimes seen with delayed rather than immediate feedback was attributable
to the shorter retention interval (orlag to test) from the last presentation of the correct information in the delayed condition. Whetherlag to test was controlled or not, delayed feedback produced better final test performance than did immediate feedback, which in turn
produced better performance than did no feedback at all, when we tested Grade 6 children learning school-relevant vocabulary.
With college students learning GRE-level words, however, delayed feedback produced better performance than did immediate feedback
(and both were better than no feedback) when lag to test was uncontrolled, but there was no difference between the delayed
and immediate feedback conditions when the lag to test was controlled. 相似文献
120.
Finn B Metcalfe J 《Journal of experimental psychology. Learning, memory, and cognition》2007,33(1):238-244
According to the Memory for Past Test (MPT) heuristic, judgments of learning (JOLs) may be based, in part, on memory for the correctness of answers on a previous test. The authors explored MPT as the source of the underconfidence with practice effect (UWP; A. Koriat, L. Sheffer, & H. Ma'ayan, 2002), whereby Trial 1 overconfidence switches to underconfidence by Trial 2. Immediate and delayed JOLs were contrasted because only immediate JOLs demonstrate UWP. Consistent with MPT for immediate JOLs, Trial 1 test performance better predicted Trial 2 JOLs than did Trial 2 test performance. Delayed JOLs showed the reverse. Furthermore, items forgotten on Trial 1 but remembered on Trial 2 contributed disproportionately to UWP, but only with immediate JOLs. 相似文献