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41.
Carmen Rasmussen Elaine Ho Elena Nicoladis Joyce Leung Jeffrey Bisanz 《Revue canadienne de psychologie expérimentale》2006,60(1):60-67
Chinese-speaking children have been shown to have an advantage over English-speaking children in a variety of mathematical areas, including counting. One possible explanation for the advantage in counting is that the Chinese number-naming system is relatively transparent, compared to English, in that number names typically are directly indicative of base-10 structure (e.g., 12 is named "ten-two" rather than "twelve"). To determine whether the transparency of the Chinese number-naming system influences counting in bilingual children, we tested 25 Chinese-English bilingual children between the ages of 3 and 5 years, both in English and in Chinese. Children were asked to count as high as they could (abstract counting) and also to count objects in small, medium, and large arrays (object counting). No evidence was found for transparency or for transfer from one language to the other. Instead, relative proficiency in the two languages influenced counting skill. These results are discussed in terms of linguistic and cultural variables that might account for cross-linguistic differences in counting. 相似文献
42.
Past research predicts that males will be more likely to withdraw in one-on-one interactions versus groups, whereas females will be more likely to withdraw in groups than in one-on-one interactions. Ninety-eight 10-year-old children engaged in a word generation task either in same-sex dyads or in groups. Boys completed significantly more words in groups than in dyads, whereas girls' performance was similar in the 2 social structures. Confirming the hypothesis, analyses of the dynamics of dyads and groups using time spent writing as a measure of effort demonstrated that boys withdrew more than girls in dyads, whereas girls withdrew more than boys in groups. Furthermore, in groups, girls were more likely than boys to focus on one individual. Causal explanations for sex differences in preferences for differing social structures are proposed. 相似文献
43.
Midazolam is a drug that creates temporary anterograde amnesia. In a within-subjects, double-blind experiment, participants studied a list of stimuli after receiving an injection of midazolam in one session and after receiving saline in another session. The lists consisted of three types of stimuli: words, photographs, and abstract pictures. Recognition memory was tested at the end of each session. Memory was reliably poorer in the midazolam condition than the saline condition, but this amnesic effect was significantly smaller for pictorial stimuli than for words and almost nonexistent for abstract pictures. We argue that the less familiar the stimulus, the less likely it is to be associated with an experimental context. These data bolster our claim that unitization increases the chances of episodic binding and that drug-induced amnesia prevents episodic binding regardless of unitization. 相似文献
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Joyce Slochower Ph.D. 《Psychoanalytic Dialogues》2013,23(4):521-525
I respond to two key issues raised by Bernstein and Frankel. One concerns the complex and potentially useful impact of misdemeanors on the treatment process. Without, however, minimizing this dimension of misdemeanors, I focus instead on how we deal with instances when we fail our patients by deliberately placing our own needs ahead of theirs. Bernstein raises the possibility that we are most likely to commit misdemeanors when we embrace an idealized Winnicottian model. I disagree, suggesting that all theoretical positions exclude some aspect of the analyst's personhood. Ultimately, we cannot escape the conflict between the analytic ideal and the reality of our nonideal humanity. 相似文献
46.
Joyce Slochower Ph.D. A.B.P.P. 《Psychoanalytic Dialogues》2013,23(1):3-21
This paper explores the dynamics of mutual idealization within the analytic dyad. While the subject of idealization is not a new one, very little has been written about the analyst's own participation in patients' idealizations or her vulnerability to idealizing the patient. I use both published and unpublished materials to muse about coconstructed idealizations as they appear to have coalesced in Winnicott's treatment of Masud Khan and Harry Guntrip. Because the notion that we might be involved in being idealized by our patients—or in idealizing them—collides with our professional vision, we tend to be highly resistant to acknowledging these dynamics and often turn to denigration when they are unmasked. I argue for the ubiquity of idealization's dynamics and against the demonization of Winnicott. 相似文献
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Joyce Hopkins John V. Lavigne Karen R. Gouze Susan A. LeBailly Fred B. Bryant 《Journal of abnormal child psychology》2013,41(5):705-722
Relatively few studies have examined multiple pathways by which risk factors from different domains are related to symptoms of anxiety and depression in young children; even fewer have assessed risks for these symptoms specifically, rather than for internalizing symptoms in general. We examined a theoretically- and empirically-based model of variables associated with these symptom types in a diverse community sample of 796 4-year-olds (391 boys, 405 girls) that included factors from the following domains: contextual (SES, stress and family conflict); parent characteristics (parental depression); parenting (support/engagement, hostility and scaffolding); and child characteristics including negative affect (NA) effortful control (EC) sensory regulation (SR), inhibitory control (IC) and attachment. We also compared the models to determine which variables contribute to a common correlates of symptoms of anxiety or depression, and which correlates differentiate between those symptom types. In the best-fitting model for these symptom types (a) SES, stress and conflict had indirect effects on both symptom types via long-chain paths; (b) caregiver depression had direct effects and indirect ones (mediated through parenting and child effortful control) on both symptom types; (c) parenting had direct and indirect effects (via temperament and SR); and temperament had direct effects on both symptom types. These data provide evidence of common risk factors, as well as indicate some specific pathways/mediators for the different symptom types. EC was related to anxiety, but not depression symptoms, suggesting that strategies to improve child EC may be particularly effective for treatment of anxiety symptoms in young children. 相似文献
49.
Susan A. Yoon Karen Elinich Joyce Wang Christopher Steinmeier Jacqueline G. Van Schooneveld 《Visitor Studies》2013,16(2):157-170
ABSTRACT This study investigated the effects of using digital augmentation to enhance an exhibit device to influence conceptual understanding about a science topic in a science museum setting. In particular, the study considered how students in Grades 6–8 engaged with the device that was available in both augmented and nonaugmented (control) conditions. Results show increased cognitive (critical thinking) skills when the digital augmentation was present that we hypothesize led to increased conceptual gains. We illustrate how this research contributes to three important areas of need identified in informal science literature: the need for evidence of conceptual and cognitive gains; the need for understanding how digital platforms improve the learning experience; and the need to demonstrate how designed interactive devices may impact higher order skills such as critical thinking and theorizing. 相似文献
50.