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221.
Pierre R. Dasen 《International journal of psychology》1984,19(1-4):407-434
There are two aspects of Piaget's theory that can be at least partly distinguished: (1) The stage theory, or the development of particular concepts through a series of hierarchical stages; (2) The metatheory, or the interactionist model of adaptation (assimilation and accommodation) that explains the mechanisms of cognitive development. Most cross-cultural research has been based on the first of these aspects, using and adapting “Piagetian tasks ”in various conceptual areas. Some findings of this line of enquiry, and the methodological problems encountered, are briefly reviewed. It is argued that no specific task, nor a combination of them, can be taken to measure a general cognitive level; the tasks measure the attainment of particular concepts rather than “intelligence”. New evidence is presented on the reliability and validity of Piagetian tasks used in a cross-cultural setting. In the second model, intelligence is broadly defined as adaptation to the environment; in this conception it would be reasonable to expect divergent paths of cognitive development in different cultures. In other words, one might need a different Piagetian psychology in each culture, but based on universal deep mechanisms. As a modest contribution to a more “emic ”study of intelligence, the concept of intelligence as defined by the Baoulé of Ivory Coast, n'glouèlě is presented and discussed. Ratings on n'glouèlě and its different components are related to performance on Piagetian tasks in a sample of 8- to 9-year-old rural Baoulé children. The thrust of the paper is to point out once more the cultural relativity of any conception of intelligence, be it from a Piagetian or any other perspective. 相似文献
222.
Summary The present set of studies attempted to replicate Gellatly's (1985) findings that were supportive of Evan's (1982) hypothesis that the right hemisphere produces a selective bias towards the incorrect solution of a complex reasoning task. Subjects solved problems of the form if p then q. In four studies, participants simultaneously performed a bottle - balancing task on each hand to interfere with processing of the reasoning task in the right hemisphere. In the fifth study, the bottle - balancing task was replaced by a finger - sequencing task. The results of the five studies did not show that the interference with right-hemisphere activity resulted in better performance on the conditional-reasoning task. It is concluded that the hypothesis of a right-hemisphere bias in conditional reasoning is still in need of reliable findings. 相似文献
223.
Visual information can be stored relative to a particular point of view or independently of any particular point of view. Research on mental rotation has shown that people can store and use viewer-centered visual representations of objects and scenes. Some theories of object recognition posit that object-centered representations are also stored and used to represent the shape of three-dimensional objects. In this paper a series of experiments provides evidence that people can store and use both viewer-centered and object-centered representations of three-dimensional objects. 相似文献
224.
We investigated plane rotation effects on the minimum presentation duration that is required in order to recognize pictures of familiar objects, using the method of ascending limits. Subjects made unspeeded verification responses, selecting from 126 written alternatives. Replicating similar identification studies in which brief, masked pictures (Lawson & Jolicoeur, 1998) were presented, disorientation reduced the efficiency of recognition. Mirroring the findings in speeded picture naming studies (e.g., Jolicoeur, 1985; Jolicoeur & Milliken, 1989), but in contrast to those of Lawson and Jolicoeur (1998), orientation effects were found over a wide range of views and were attenuated but not eliminated with experience with a given object. The results bridge the findings from unspeeded verification and speeded naming tasks. They suggest that the same orientation-sensitive processes are tapped in both cases, and that practice effects on these processes are object specific. 相似文献
225.
Pierre Moessinger 《European journal of social psychology》1975,5(3):385-394
This paper attempts to describe how sharing behavior develops. Subjects were pairs of children aged 4 to 15. The experimental situation follows the pattern of a rich sharing with a poor, that is, subjects do not possess the same amount at the beginning of the experiment. Three stages emerge:
- — Up to 6–7 years the subjects do not compare the different sets (initial belongings, set to be shared) and proceed often by alternating actions (give and take).
- — From 6–7 to 11–12 years they even out their final belongings (what they possess after sharing). Initial belongings and objects to be shared are considered in the same way.
- — From 11–12 years on, there is a distinction between initial belongings and the set that is to be shared, based on the assumption that they are dealing with two different types of property.
226.
Pierre Olron 《International journal of psychology》1971,6(1):1-11
This paper is devoted to some issues which are to be first examined in order to approach the problem of the relations between language and thought in a positive way. The term “thought” arouses distrust in the psychologists who are attached to the scientific method, because it evokes philosophical presuppositions. However, when the problem is posed in terms of what does happen in the subject or what sort of cultural reality does correspond to a system of concepts, an objective analysis is possible and has been realized in some well-known works. Then, the author emphasizes the fact that any attempt at defiring the influence of language on the development of thought, for instance, demands that both terms should not be dealt with as global entities. Discussing the priority of thought over language, or vice versa, is greatly sterilized as long as these terms are treated so. For instance, intelligence does not necessarily correspond to the same abilities before language — or independently from it — as after language — or when intelligence is informed by it. All the same, language is not a whole: a subject who has low abilities in mere grammatical forms can nevertheless use language in an efficient way. Deaf children offer great opportunities for the study of the role of language in mental development, because, by studying them, one avoids wrong explanations based only on correlations which result from the studies in normal children. The collaboration between linguists and psychologists is discussed. The difficulties which psychologists sometimes meet with the works of linguists are outlined; the author eventually suggests some issues on which the cooperation of the linguist could particularly help the psychologist. 相似文献
227.
The purpose of the present study is to examine the patterns of depressive response of adolescents on The Beck Depression Inventory (BDI). Subjects, who were registered at the Western Québec Regional School Board (Grades 7–12), completed the BDI in the context of intact classes. Out of 1015 subjects, 249 (152 females, 97 males) met the cut-off score of 15 and above on the BDI, and were retained for the study. Sixty-three percent were francophone and 37 percent were anglophone. Ages ranged from 12 to 17 years. Results did not reveal any difference in the BDI scores as a function of either sex, age, or language. However, a significant discriminant function was obtained from subjects' responses that correctly differentiates depressed males from depressed females in 67.8% of the cases. These differential patterns of depressive responding are compared with those observed in depressed college students and adult psychiatric patients, and discussed in light of the literature on adolescent depression.This is an extended version of a poster paper presented at the 48th annual meeting of the Canadian Psychological Association, Vancouver, June 1987. 相似文献
228.
The neo-Piagetian theories represented in this special issue are examined from the cross-cultural and differential perspectives. The goals, methods and achievements of these two approaches are briefly reviewed, and the similarities and differences between the two are pointed out. Six criteria are proposed that psychological theories should meet from the point of view of these perspectives. After a review of the few existing empirical cross-cultural and differential studies inspired by neo-Piagetian theories, the latter are matched to the six criteria, and the potential advantages of these new models over classical structuralist approaches are spelled out. 相似文献
229.
Ear advantage for the processing of dichotic speech sounds can be separated into two components. One of these components is an ear advantage for those phonetic features that are based on spectral acoustic cues. This ear advantage follows the direction of a given individual's ear dominance for the processing of spectral information in dichotic sounds, whether speech or nonspeech. The other factor represents a right-ear advantage for the processing of temporal information in dichotic sounds, whether speech or nonspeech. The present experiments were successful in dissociating these two factors. Since the results clearly show that ear advantage for speech is influenced by ear dominance for spectral information, a full understanding of the asymmetry in the perceptual salience of speech sounds in any individual will not be possible without knowing his ear dominance. 相似文献
230.
Gauthier M Dacher M Thany SH Niggebrügge C Déglise P Kljucevic P Armengaud C Grünewald B 《Neurobiology of learning and memory》2006,86(2):164-174
In the honeybee Apis mellifera, multiple-trial olfactory conditioning of the proboscis extension response specifically leads to long-term memory (LTM) which can be retrieved more than 24 h after learning. We studied the involvement of nicotinic acetylcholine receptors in the establishment of LTM by injecting the nicotinic antagonists mecamylamine (1 mM), alpha-bungarotoxin (alpha-BGT, 0.1 mM) or methyllycaconitine (MLA, 0.1 mM) into the brain through the median ocellus 20 min before or 20 min after multiple-trial learning. The retention tests were performed 1, 3, and 24 h after learning. Pre-training injections of mecamylamine induced a lower performance during conditioning but had no effect on LTM formation. Post-training injections of mecamylamine did not affect honeybees' performances. Pre-training injections of MLA or post-training injection of alpha-BGT specifically induced LTM impairment whereas acquisition as well as memory retrieval tested 1 or 3 h after learning was normal. This indicates that brain injections of alpha-BGT and MLA did not interfere with learning or medium-term memory. Rather, these blockers affect the LTM. To explain these results, we advance the hypothesis that honeybee alpha-BGT-sensitive acetylcholine receptors are also sensitive to MLA. These receptors could be essential for triggering intracellular mechanisms involved in LTM. By contrast, medium-term memory is not dependent upon these receptors but is affected by mecamylamine. 相似文献