排序方式: 共有22条查询结果,搜索用时 0 毫秒
21.
This study investigated when children can take the perspective of their reader if the information-processing demands of writing are removed by means of dictation to a scribe. Participants (N = 96) aged 5, 6 and 7 years dictated letters to an addressee who possessed requisite content knowledge, and then revised the letter or dictated a new letter to an addressee who lacked this knowledge (counterbalanced). Results showed that 19% of 5-year-olds, 41% of 6-year-olds, and 72% of 7-year-olds considered their reader's missing knowledge. Children's awareness of their reader's knowledge was neither related to performance on higher-order theory of mind tasks, nor to measures of executive function. Significantly greater perspective-taking was demonstrated in children's new letters than revised letters. However, although revision is considered a late-developing skill, half of even the 5-year-olds were able to make revisions (albeit few revisions demonstrated actual perspective-taking). Findings have significant implications for the emergent-literacy curriculum. 相似文献
22.
Pubertal onset and ego functioning 总被引:1,自引:0,他引:1
H Peskin 《Journal of abnormal psychology》1967,72(1):1-15