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121.
This article reports on some research in progress developing a new measure of self‐esteem which we have called the Ideal‐Self Inventory (ISI). The inventory is based on a constructivist approach and simply asks participants to list ten characteristics to describe their ideal self together with the ten opposite characteristics to describe their not ideal self. The ISI has been tested on over 100 student volunteers and correlates significantly with the adult version of the Coopersmith Self‐Esteem Inventory. The applications of this new measure are discussed with particular reference to counselling and psychotherapy. 相似文献
122.
James R. Booth William S. Hall Gregory C. Robison Su Yeong Kim 《Journal of psycholinguistic research》1997,26(6):581-603
The production of the cognitive internal state word know by four 2- to 5-year-old children and their parents was examined. The levels of meaning of cognitive words can be categorized hierarchically along the dimensions of conceptual difficulty and abstractness (see Booth & Hall, 1995). The present study found that children and their parents expressed low levels of meaning less frequently, whereas they expressed high levels of meaning more frequently as a function of age. The children's use of know was also correlated positively with (1) their number of different words produced suggesting that cognitive words are related to more general semantic processes, and (2) with parental use of those same cognitive words suggesting that parental linguistic input may be an important mechanism in cognitive word acquisition. Finally, young children tended to use know more to refer to themselves than to refer to others, whereas their parents tended to use know equally to refer to self and others. The importance of cognitive words in a theory of language acquisition is discussed. 相似文献
123.
This paper reports several studies of chess expertise in children who play competitive chess. The first study examines (1) the relationship between experience and skill among 113 school-age children (grades 1 through 12); and (2) the relationship between chess skill and scores on various spatial and logical abilities tests among the top 15 players. Improvement in skill is related to experience, and chess players score higher than average on the Raven's Progressive Matrices. Also, scores on a chess-specific test, the Knight's Tour, correlate with scores on the Raven's. The second study reports three experiments with 59 Ss involving chess-specific tasks in memory, perception, and similarity judgements. The first two experiments replicated and extended Chase and Simon (1973). The third experiment, which asked Ss to judge similarities of chess positions, demonstrated that similarity judgements become more global and abstract with increased skill. The final section describes qualitatively how children's chess expertise compares to that of adults. Drawing upon Anderson (1985), we focus on some distinctive features of children's chess play and on some successful techniques in coaching young players. 相似文献
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126.
A new method is introduced for assessing children's component selection—i.e., the disposition to attend to a single feature of multifaceted stimuli. Eight-year-old children were found to exercise component selection to a lesser degree than 4-year-olds; while children at both age levels attended primarily to one stimulus component (shape), the older children showed a moderate amount of attention to a secondary redundant feature (color) as well. However, a comparable age difference in attention deployment was not observed when a single stimulus dimension (shape) was “relevant” in two variant tasks. These results imply a developmentally increasing ability to distinguish between conditions in which attending to redundant stimulus information can and cannot be useful. That this ability undergoes little further development beyond age 8 was suggested in a second experiment with 8- and 12-year-olds in which the three tasks produced relatively similar developmental trends in performance. 相似文献
127.
Charles G. Morgan 《Journal of Philosophical Logic》1976,5(4):511-525
Almost every formal model of explanation thus far proposed has been demonstrated to be faulty. In this paper, a new model, proposed by Raimo Tuomela, is also demonstrated to be faulty. In particular, one condition of the model is shown to be too restrictive, and another condition of the model is shown to be too permissive.This research was supported by a grant from the Killam Foundation, administered by the Canada Council. 相似文献
128.
R. G. M. Morris D. F. Einon M. J. Morgan 《Quarterly journal of experimental psychology (2006)》1976,28(4):633-642
Four groups of rats were trained to run an alleyway with one trial per day. Two groups were always deprived when trained while the other two received a partial deprivation schedule. One group of each pair received a continuous reward in the goal box while the other received partial reward. A partial reinforcement effect was found during extinction. The partially deprived groups also showed persistence in extinction. This result extends parallels between the effects of satiation and nonreward upon behaviour. 相似文献
129.
Overlearning in the conditioning treatment of enuresis 总被引:1,自引:0,他引:1
130.