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341.
A central tenet of constructivist models of conceptual development is that children's initial conceptual level constrains how they make sense of new evidence and thus whether exposure to evidence will prompt conceptual change. Yet little experimental evidence directly examines this claim for the case of sustained, fundamental conceptual achievements. The present study combined scaling and experimental microgenetic methods to examine the processes underlying conceptual change in the context of an important conceptual achievement of early childhood—the development of a representational theory of mind. Results from 47 children (M age = 3.7 years) indicate that only children who were conceptually close to understanding false belief at the beginning of the study, and who were experimentally exposed to evidence of people acting on false beliefs, reliably developed representational theories of minds. Combined scaling and microgenetic data revealed how prior conceptual level interacts with experience, thereby providing critical experimental evidence for how conceptual change results from the interplay between conceptions and evidence. 相似文献
342.
The purpose of this article is to present literature regarding perinatal posttraumatic stress disorder and to describe the implications of research findings for occupational therapy screening and treatment in early intervention practice. Changes in legislation regarding early intervention practice and family centered care are presented as a rationale for including maternal mental health screening as a standard practice in the field of early intervention. A case study illustrates symptoms of perinatal posttraumatic stress disorder and the effect on maternal-infant co-occupational engagement. The Model of Human Occupation is used to guide clinical reasoning about potential occupational therapy interventions. 相似文献
343.
Matthew G. Rhodes Danielle M. Sitzman Christopher A. Rowland 《Applied cognitive psychology》2013,27(5):553-563
The own‐race bias refers to the finding that individuals are better able to recognize faces of the same race or ethnicity compared with faces of another race or ethnicity. The current study examined whether the own‐race bias was also evident in participants' predictions of memory performance and their self‐regulation of learning. In three experiments, participants studied own‐race and other‐race faces and predicted the likelihood of recognizing each face on a future test. Experiment 1 showed that participants provided similar predictions for own‐race and other‐race faces, despite superior recognition of own‐race faces. Experiments 2 and 3 permitted participants to control their study of faces and revealed better self‐regulation of learning for own‐race relative to other‐race faces. Collectively, these experiments suggest that the own‐race bias may partially reflect a metacognitive deficiency, as participants are less able to effectively self‐regulate learning for other‐race faces. The implications of these findings are discussed. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
344.
S. Brennan (1985, Leonardo, 18, 170–178) has developed a computer-implemented caricature generator based on a holistic theory of caricature. A face is represented by 37 lines, based on a fixed set of 169 points. Caricatures are produced by exaggerating all metric differences between a face and a norm. Anticaricatures can be created by reducing all the differences between a face and a norm. Caricatures of familiar faces were identified more quickly than veridical line drawings, which were identified more quickly than anticaricatures. There was no difference in identification accuracy for the three types of representation. The best likeness was considered to be a caricature. We discuss the implications of these results for how faces are mentally represented. The results are consistent with a holistic theory of encoding in which distinctive aspects of a face are represented by comparison with a norm. We suggest that this theory may be appropriate for classes of visual stimuli, other than faces, whose members share a configuration definable by a fixed set of points. 相似文献
345.
Eyes move over visual scenes to gather visual information. Studies have found heavy-tailed distributions in measures of eye movements during visual search, which raises questions about whether these distributions are pervasive to eye movements, and whether they arise from intrinsic or extrinsic factors. Three different measures of eye movement trajectories were examined during visual foraging of complex images, and all three were found to exhibit heavy tails: Spatial clustering of eye movements followed a power law distribution, saccade length distributions were lognormally distributed, and the speeds of slow, small amplitude movements occurring during fixations followed a 1/f spectral power law relation. Images were varied to test whether the spatial clustering of visual scene information is responsible for heavy tails in eye movements. Spatial clustering of eye movements and saccade length distributions were found to vary with image type and task demands, but no such effects were found for eye movement speeds during fixations. Results showed that heavy-tailed distributions are general and intrinsic to visual foraging, but some of them become aligned with visual stimuli when required by task demands. The potentially adaptive value of heavy-tailed distributions in visual foraging is discussed. 相似文献
346.
Rhodes JE 《American journal of community psychology》2008,41(1-2):35-42
Youth mentoring programs are in the limelight. Over three million young people have a Big Brother, a Big Sister, or a similar adult volunteer involved in their lives–a sixfold increase from just a decade ago–and generous federal funding continues to fuel new initiatives. This expansion speaks volumes about the faith our society places in one‐on‐one relationships between vulnerable young people and caring adults. But what do we know about the effectiveness of this intervention strategy? A better understanding of the research evidence for youth mentoring, including findings from reviews, evaluations, and meta‐analyses, provides a basis for a more informed, practically applicable approach to strengthening youth mentoring interventions. 相似文献
347.
Although perceptual information is utilized to judge size or depth, little work has investigated whether such information is used to make memory predictions. The present study examined how the font size of to-be-remembered words influences predicted memory performance. Participants studied words for a free-recall test that varied in font size and made judgments of learning (JOLs) for each item. JOLs were influenced by font size, as larger font sizes were given higher JOLs, whereas little relationship was evident between font size and recall. The effect was modified when other, more valid, sources of information (e.g., associative strength) were available when JOLs were made and persisted despite experience with multiple study-test sessions, use of a forgetting scale to assess predictions, and explicit warning of participants that font size has little effect on memory performance. When ease of reading was manipulated, such that large font size words were made less fluent, the effect was eliminated. Thus, highly accessible perceptual cues can strongly influence JOLs, likely via encoding fluency, and this effect can lead to metacognitive illusions 相似文献
348.
A cross-domain latent growth curve model was used to examine the trajectories of change in student perceptions of four critical dimensions of school climate (i.e., teacher support, peer support, student autonomy in the classroom, and clarity and consistency in school rules and regulations) among 1,451 early adolescents from the beginning of sixth through the end of eighth grade; and the effects of such trajectories on the rate of change in psychological and behavioral adjustment. Findings indicated that all of the dimensions of perceived school climate declined over the 3 years of middle school. Furthermore, declines in each of the dimensions of perceived school climate were associated with declines over time in psychological and behavioral adjustment. Moreover, the direction of effects between each dimension of perceived school climate and psychological or behavioral adjustment were often unidirectional rather than bi-directional, underscoring the role of perceived school climate in the psychological and behavioral health of early adolescents. Gender and socioeconomic class differences in these patterns are noted. 相似文献
349.
350.
Face identity aftereffects are significantly diminished in children with autism relative to typical children, which may reflect reduced perceptual updating with experience. Here, we investigated whether this atypicality also extends to non‐face stimulus categories, which might signal a pervasive visual processing difference in individuals with autism. We used a figural aftereffect task to measure directly perceptual updating following exposure to distorted upright faces, inverted faces and cars, in typical children and children with autism. A size‐change between study and test stimuli limited the likelihood that any processing atypicalities reflected group differences in adaptation to low‐level features of the stimuli. Results indicated that, relative to typical children, figural aftereffects for upright faces, but not inverted faces or cars, were significantly attenuated in children with autism. Moreover, the group difference was amplified when we isolated the ‘face‐selective’ component of the aftereffect, by partialling out the mid‐level shape adaptation common to upright and inverted face stimuli. Notably, the aftereffects of typical children were disproportionately larger for upright faces than for inverted faces and cars, but the magnitude of aftereffects of autistic children was not similarly modulated according to stimulus category. These findings are inconsistent with a pervasive adaptive coding atypicality relative to typical children, and suggest that reduced perceptual updating may constitute a high‐level, and possibly face‐selective, visual processing difference in children with autism. 相似文献