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151.
Veronica Laxon Jacqueline Masterson Veronika Coltheart 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1991,43(4):793-824
Patterson and Morton (1985) proposed a model for the skilled reading of words and non-words that accommodates two non-lexical routines. One is the grapheme-to-phoneme correspondence system which utilizes the regularity of letter to sound correspondences for single letters and digraphs. The other is a system of “bodies”--the vowel and terminal letters of a monomorphemic, monosyllabic word. The idea of the body segment, as Patterson and Morton use it, is to capture consistency effects in reading aloud--that is, the fact that the spelling-sound pattern of words with similar written endings to the target affects the speed and accuracy of its reading.
In this study consistency and regularity are examined as separate factors in children's reading, by devising stimuli in accordance with the different types of three-letter ending that are proposed within the body sub-system.
A group of 87 children aged seven to nine (reading age range: 6;6 to 13;7) was sub-divided according to reading ability and given words and non-words to read aloud. In all the children, performance was affected by body type for both words and non-words, but the better readers were most affected. The implications of these results for a radical distributed model of reading acquisition (Seidenberg & McClelland, 1989) are considered. 相似文献
In this study consistency and regularity are examined as separate factors in children's reading, by devising stimuli in accordance with the different types of three-letter ending that are proposed within the body sub-system.
A group of 87 children aged seven to nine (reading age range: 6;6 to 13;7) was sub-divided according to reading ability and given words and non-words to read aloud. In all the children, performance was affected by body type for both words and non-words, but the better readers were most affected. The implications of these results for a radical distributed model of reading acquisition (Seidenberg & McClelland, 1989) are considered. 相似文献
152.
Helen Batey MSC Jon May PhD Jackie Andrade PhD 《Suicide & life-threatening behavior》2010,40(1):35-49
Relationships between self‐harm and vulnerability factors were studied in a general population of 432 participants, of whom 30% reported some experience of self‐harm. This group scored higher on dissociation and childhood trauma, had lower self‐worth, and reported more negative intrusive thoughts. Among the non‐harming group, 10% scored similarly to the self‐harmers on the dissociation and self‐worth scales, and engaged in potentially maladaptive behaviors that are not defined as indicating clinical self‐harm, but experienced fewer negative intrusive thoughts. This group may be at risk of future self‐harm if they begin to experience negative intrusive thoughts. If negative intrusive thoughts are playing a causal role, then therapeutic approaches tackling them may help those who are currently self‐harming. 相似文献
153.
154.
Morag Stuart Jackie Masterson Maureen Dixon Philip Quinlan 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1999,52(2):353-366
We report an experiment designed to investigate 6-to-7-year-old children's ability to acquire knowledge of sublexical correspondences between print and sound from their reading experience. A computer database containing the printed word vocabulary of children taking part in the experiment was compiled and used to devise stimuli controlled for grapheme-phoneme correspondence (GPC) frequency and rime neighbourhood consistency according to the children's reading experience. Knowledge of GPC rules and rime units was compared by asking children to read aloud three types of nonword varying in regularity of GPC and consistency of rime pronunciation. Results supported the view that children can acquire knowledge of both GPC rules and rime units from their reading experience. GPC rule strength affects the likelihood of a GPC response; rime consistency affects the likelihood of a rime response. 相似文献
155.
Jackie Andrade Peter Meudell 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1993,46(2):365-375
A dual-task paradigm was used to test Hasher and Zacks' (1979) hypothesis that spatial memory is automatic. Subjects saw two sets of 16 words each, the words being presented singly in random corners of a monitor screen. They were asked to remember the words and the corner in which each word was shown. In addition, subjects were given a concurrent task to perform. This task was either “easy” (counting aloud by ones) or “difficult” (counting aloud by sevens). Attention was focused either on the memory task or on the counting task. Word recognition was better when subjects carried out the easier competing counting task and when subjects concentrated mainly upon remembering the words and their positions. Contingent spatial memory was unaffected by either manipulation, supporting the hypothesis that spatial memory is automatic. 相似文献
156.
Jackie A. Nelson Lia Beatriz de Lucca Freitas Marion O’Brien Susan D. Calkins Esther M. Leerkes Stuart Marcovitch 《The British journal of developmental psychology》2013,31(1):42-56
Developmental precursors to children's early understanding of gratitude were examined. A diverse group of 263 children was tested for emotion and mental state knowledge at ages 3 and 4, and their understanding of gratitude was measured at age 5. Children varied widely in their understanding of gratitude, but most understood some aspects of gratitude‐eliciting situations. A model‐building path analysis approach was used to examine longitudinal relations among early emotion and mental state knowledge and later understanding of gratitude. Children with a better early understanding of emotions and mental states understand more about gratitude. Mental state knowledge at age 4 mediated the relation between emotion knowledge at age 3 and gratitude understanding at age 5. The current study contributes to the scant literature on the early emergence of children's understanding of gratitude. 相似文献
157.
158.
Riccardo Russo Jackie Andrade 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1995,48(2):405-423
In three experiments, subjects were asked to remember and forget study words. In line with previous studies, a directed forgetting effect was observed in a word-fragment completion task: Instructions to remember increased the completion of target fragments compared with instructions to forget (Experiment 1). Using the process dissociation procedure (Jacoby, 1991), it appeared that instructions to remember increased the estimates of intentional influences of memory but did not affect the estimates of automatic uses of memory (Experiments 1, 2 and 3). This suggests that directed forgetting effects in word-fragment completion reflect the surreptitious influence of explicit memory in a nominally implicit memory task. However, a meta-analysis indicated that directed forgetting instructions affected automatic and intentional influences of memory in opposite directions. This finding casts doubt on the assumption of independence between automatic and intentional uses of memory. The implications for use of the process dissociation procedure are discussed. 相似文献
159.
Robert Eisenberger Fred A. Masterson Susan Over 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1982,34(3):141-148
The effort required of rats to obtain food, employing standard maintenance-feeding procedures, can affect the effort subsequently expended in an instrumental-learning task. Rats received 43 food-rewarded runway trials followed by access to food (a) on the home-cage floor, or (b) from a hopper attached to the home-cage's wiremesh front wall. Hopper feeding involved the greater effort since the rats had to gnaw the food pellets through the wire mesh. Following 9 or 27 days of maintenance feeding, the rats were returned to the runway for one rewarded trial and 16 extinction trials. The hopper-fed rats ran faster than floor-fed rats on the rewarded test trial. In extinction, long-term maintenance feeding produced faster subsequent running times by the hopper-fed rats than the floor-fed rats. Short-term maintenance feeding, on the other hand, produced slower running times by the hopper-fed rats than the floor-fed rats. The results are consistent with previous findings of transfer of effort across behaviours and suggest that the effort required for reinforcement in the maintenance environment can systematically influence the effectiveness of various experimental treatments. 相似文献
160.
Marion O'Brien Jackie A. Nelson Susan D. Calkins Esther M. Leerkes Stuart Marcovitch 《Cognition & emotion》2013,27(6):1074-1086
Theory of mind competence and knowledge of emotions were studied longitudinally in a sample of preschoolers aged 3 (n=263) and 4 (n=244) years. Children were assessed using standard measures of theory of mind and emotion knowledge. Three competing hypotheses were tested regarding the developmental associations between children's theory of mind abilities and their knowledge of emotions. First, that an understanding of emotion develops early and informs children's understanding of others’ thinking. Alternatively, having a basic theory of mind may help children learn about emotions. Third, that the two domains are separate aspects of children's social cognitive skills such that each area develops independently. Results of hierarchical regressions supported the first hypothesis that early emotion understanding predicts later theory-of-mind performance, and not the reverse. 相似文献