Neil E. Berthier  Kelsea Boucher  Nina Weisner 《Infant and child development》2015,24(1):62-78

Children's performance on cognitive tasks is often described in categorical terms in that a child is described as either passing or failing a test, or knowing or not knowing some concept. We used binomial mixture models to determine whether individual children could be classified as passing or failing two search tasks, the DeLoache model room task and the Berthier et al. door task. The data support categorical classification of the children and suggest that the increase in average proportion correct with age is the result of an increasing proportion of children who can solve the tasks. Performance on the two tasks was concordant, and improving performance could be due to advances in a single psychological ability, such as cognitive control. Copyright © 2014 John Wiley & Sons, Ltd.  相似文献   

    

Christian N. L. Olivers  Derrick G. Watson 《Visual cognition》2013,21(4):439-462

While counting objects is typically a slow, serial process, enumerating about four or fewer objects has been considered to be a relatively effortless, parallel, and even preattentive process often referred to as subitizing. However, by combining a subitizing task with an attentional blink task, we show that subitizing is systematically affected by a closely preceding letter identification task. Vice versa, letter identification is also affected by a closely preceding subitizing task. Importantly, performance not only depended on the time between the two tasks, but also on the number of to-be-enumerated dots, even though this number fell within the subitizing range. The results imply that the processes underlying subitizing require attentional resources, suggesting that they are either serial in nature, or parallel, with capacity limited by the overall resources available.  相似文献   

    

Jacqueline Watson 《International Journal of Children's Spirituality》2013,18(1):1-3

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Jacqueline Watson 《International Journal of Children's Spirituality》2013,18(1):118-130

In the discussion of children’s spirituality and education, David Hay and Brendan Hyde place emphasis on the felt-sense. Originally identified by the psychotherapist Eugene Gendlin, the felt-sense is a way of knowing that involves attentiveness to the body and body wisdom. Although emphasised by Hay and Hyde, the felt-sense does not feature strongly in the academic discussion of children’s spiritual education. This article compares Gendlin’s use of the term ‘felt-sense’ with that of Hay and Hyde, and discusses understandings of the felt-sense and body wisdom gathered through interviews with focusing, shiatsu and yoga practitioners, and through the author’s encounters with these practices. The article considers synergies between the notions of ‘felt-sense’ and ‘bildung’, as described by Gadamer, and concludes that their shared openness to the other points to ‘a way of being’ for the educator which may hold the greatest value for spiritual education, given the complexity of post-secular spiritual identity.  相似文献   

    

Pajulo M  Pyykkönen N  Kalland M  Sinkkonen J  Helenius H  Punamäki RL  Suchman N 《Infant mental health journal》2012,33(1):70-81

A residential treatment program has been developed specifically for substance-abusing pregnant and parenting women in Finland, focusing on simultaneously supporting maternal abstinence from substances and the mother-baby relationship. The aims of the study are to explore maternal pre- and postnatal reflective functioning and its association with background factors, maternal exposure to trauma, and psychiatric symptoms, postnatal interaction, child development, and later child foster care placement. Participants were 34 mother-baby pairs living in three residential program units during the pre- to postnatal period. We employed self-report questionnaires on background, trauma history, and psychiatric symptoms (Brief Symptom Inventory: L.R. Derogatis, 1993; Edinburgh Postnatal Depression Scale: J.L. Cox, J.M. Holden, & R. Sagovsky, 1987; Traumatic Antecedents Questionnaire: B. Van der Kolk, 2003), videotaped mother-child interactions coded for sensitivity, control, and unresponsiveness (Care Index for Infants and Toddlers: P. Crittenden, 2003); a standardized test of child development (Bayley Scales of Infant Development-II: N. Bayley, 1993); and semistructured interviews for maternal reflective functioning (Pregnancy Interview: A. Slade, E. Bernbach, J. Grienenberger, D.W. Levy, & A. Locker, 2002; Parent Development Interview: A. Slade et al., 2005). Pre- and postnatal maternal reflective functioning (RF) was on average low, but varied considerably across participants. Average RF increased significantly during the intervention. Increase in RF level was found to be associated with type of abused substance and maternal trauma history. Mothers who showed lower postnatal RF levels relapsed to substance use more often after completing a residential treatment period, and their children were more likely to be placed in foster care. The intensive focus on maternal RF is an important direction in the development of efficacious treatment for this very high risk population.  相似文献   

    

Katherine M. Roger  Christina M. Rinaldi  Nina Howe 《Infant and child development》2012,21(6):646-666

The current study examined gender differences in mothers' and fathers' internal state language (ISL), children's use of ISL, and whether ISL was related to parents' ratings of the children's social skills. Fifty‐seven (28 boys, 29 girls) toddler/preschool children (M age = 32.5 months, SD = 5.38 months) were observed separately with their mothers and fathers in their homes while they discussed pictures of children's facial expressions of emotions. Parents completed a questionnaire concerning their child's social–emotional behaviours (i.e. BASC‐2). Parents used more ISL with sons compared with daughters, and sons used more ISL with mothers than with fathers. No overall differences were found between mothers' and fathers' ISL. Children's social skills as rated by mothers were predicted by mothers' ISL comments, whereas children's social skills as rated by fathers were predicted by children's age and fathers' ISL clarifications. Implications and limitations of the study are discussed. Copyright © 2012 John Wiley & Sons, Ltd.  相似文献   

    

Nina Howe  Leigh Karavasilis Karos  Jasmin Aquan‐Assee 《Infant and child development》2011,20(2):227-245

Correspondence between child and maternal perceptions of sibling relationship quality (standards, actual ratings, problems) and children's reports of daily interactions were assessed in 40 early adolescent children (M age=11.5 yrs) and their mothers (n=32). Children completed the Sibling Relationship Questionnaire (Furman & Buhrmester, 1985. Child Development, 56, 448–461) and Daily Checklist ratings of sibling interactions for 14 days. Mothers completed the Parental Expectations and Perceptions of Children's Sibling Relationship Questionnaire (Kramer & Baron, 1995. Family Relations, 44, 95–103). Overall, findings revealed correspondence between child perceptions of sibling warmth and maternal ratings of standards, actual ratings, and problems in sibling warmth but not conflict and rivalry. Maternal and child perceptions of sibling relationship qualities were positively associated with children's reports of ongoing interactions. Finally, regression analyses identified unique maternal and child correlates for both happy and prosocial daily interactions. Findings are discussed in light of recent research and theory on family dynamics. Copyright © 2010 John Wiley & Sons, Ltd.  相似文献   

    

Ghorbani N  Cunningham CJ  Watson PJ 《International journal of psychology》2010,45(2):147-154

Previous research has established that awareness of self-experience is a stress resistance resource. The present study conducted an analysis of measures that record different aspects of self-awareness (private self-consciousness, mindfulness, and integrative self-knowledge) to explain this stress-resistance effect in a sample of Iranian university students (N = 186). These students responded to Mindfulness Attention Awareness, Private Self-Consciousness, Integrative Self-Knowledge, and Perceived Stress Scales just before the stress of a 20-day final examination period, and they then responded to Symptom Checklist and Vitality measures at four-day intervals during the final examinations. Prior to final examinations, the three self-awareness variables correlated positively with each other and negatively with perceived stress. Regression analyses of the data obtained during final examinations identified mindfulness to be a better operationalization of this stress-resistance resource than private self-consciousness. Specifically, mindfulness but not private self-consciousness was a positive predictor of vitality and a negative predictor of symptoms. Hierarchical regression analyses also demonstrated that mindfulness and integrative self-knowledge both explained resistance to physical symptoms, while integrative self-knowledge functioned as a protective factor toward one's vitality. These data confirm the positive impact that self-awareness has during stress and highlight the importance of considering both mindfulness and integrative self-knowledge in understanding stress-resistance processes.  相似文献   

    

Warren E. Watson  Anat BarNir  Robert Pavur 《Journal of applied social psychology》2010,40(12):2995-3019

Collaborative learning has existed for some time, and instructional methods have been developed, such as cooperative learning, team learning, and problem‐based learning. The purpose of this study is to observe students in learning teams and how their observations of their team and team members are reflected in peer evaluations. We examine pre‐ and post‐team history elements, such as basic demographics, personality factors, exam scores, and observations of team process and team goal attainment. Pre‐ and post‐team history factors correlate with peer evaluations and are discussed. In our analyses, we take into account intraclass correlations and individual and group effects. Suggestions are given for future research.  相似文献   

    

Ruth van Veelen  Sabine Otten  Nina Hansen 《European journal of social psychology》2011,41(5):628-637

The present paper investigates how cognitive projection processes instigate social identification. We complement the classical self‐stereotyping approach (i.e., conforming to prototypical group norms) by investigating self‐anchoring (i.e., projection from self to group) as a distinct cognitive route to social identification. Self‐anchoring has mainly been investigated as predictor of intergroup differentiation. Surprisingly, no reliable link has been provided yet between self‐anchoring and social identification. In Study 1, we provide first evidence for this positive link. In Study 2, we add self‐stereotyping to our model and show that self‐anchoring is still positively related to social identification when controlling for self‐stereotyping. Additionally, we show that self‐anchoring is positively related to affective components of identification, while self‐stereotyping is positively related to cognitive components. Moreover, we examined the impact of self‐concept stability on self‐anchoring. Self‐concept stability was positively related to self‐anchoring, and hence to social identification (Study 1), independently from self‐stereotyping (Study 2). In the discussion, we argue that disentangling self‐anchoring from self‐stereotyping is important as it increases our insight in how people identify, and how this may vary depending on self‐concept and group context. Copyright © 2011 John Wiley & Sons, Ltd.  相似文献