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Reverse production effect: children recognize novel words better when they are heard rather than produced 下载免费PDF全文
Tania S. Zamuner Stephanie Strahm Elizabeth Morin‐Lessard Michael P.A. Page 《Developmental science》2018,21(4)
This research investigates the effect of production on 4.5‐ to 6‐year‐old children's recognition of newly learned words. In Experiment 1, children were taught four novel words in a produced or heard training condition during a brief training phase. In Experiment 2, children were taught eight novel words, and this time training condition was in a blocked design. Immediately after training, children were tested on their recognition of the trained novel words using a preferential looking paradigm. In both experiments, children recognized novel words that were produced and heard during training, but demonstrated better recognition for items that were heard. These findings are opposite to previous results reported in the literature with adults and children. Our results show that benefits of speech production for word learning are dependent on factors such as task complexity and the developmental stage of the learner. 相似文献
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Zittoun T Baucal A Cornish F Gillespie A 《Integrative psychological & behavioral science》2007,41(2):208-217
We use the notion of emergence to consider the sorts of knowledge that can be produced in a collaborative research project.
The notion invites us to see collaborative work as a developmental dynamic system in which various changes constantly occur.
Among these we examine two sorts of knowledge that can be produced: scientific knowledge, and collaborative knowledge. We
argue that collaborative knowledge can enable researchers to reflectively monitor their collaborative project, so as to encourage
its most productive changes. On the basis of examples taken from this special issue, we highlight four modes of producing
collaborative knowledge and discuss the possible uses of such knowledge.
Tania Zittoun is Professor of Education at the University of Neuchatel (Switzerland). At a theoretical level, she is interested in the semiotic processes of meaning making. Her empirical work examines people’s uses of symbolic resources and their role in learning and development, as well as dynamics of transitions in the lifetime. She is the author of three books on these issues: Transitions, InfoAge, 2006; Insertions, Peter Lang, 2006; Donner la vie, choisir un nom, L’Harmattan, 2005. Aleksandar Baucal is an Assistant Professor in Developmental Psychology at the University of Belgrade. His main theoretical and empirical interest is co-construction between human development and development of socio-cultural context. At a theoretical level he is searching for integration of different theoretical traditions within a Vygotskian socio-cultural approach. His current research deals with construction of new competences during interaction with others based on innovative methodology integrating both quantitative and qualitative techniques. Flora Cornish is a Lecturer in the School of Nursing, Midwifery & Community Health at Glasgow Caledonian University. She is a social psychologist with research interests in the problem of how people with divergent interests manage to coordinate collective action, in contexts including community development approaches to improving public health and the interaction between service users and health services. Alex Gillespie is a Lecturer in Social Psychology at the University of Stirling. His main theoretical interest concerns the formation of intersubjectivity, the self, and self-reflection in social interaction. This line of enquiry follows the work of James, Mead, Vygotsky and Bakhtin. He has recently published a book on this theoretical and empirical work entitled Becoming other: From social interaction to self-reflection, published by Information Age Publishing. 相似文献
Tania ZittounEmail: |
Tania Zittoun is Professor of Education at the University of Neuchatel (Switzerland). At a theoretical level, she is interested in the semiotic processes of meaning making. Her empirical work examines people’s uses of symbolic resources and their role in learning and development, as well as dynamics of transitions in the lifetime. She is the author of three books on these issues: Transitions, InfoAge, 2006; Insertions, Peter Lang, 2006; Donner la vie, choisir un nom, L’Harmattan, 2005. Aleksandar Baucal is an Assistant Professor in Developmental Psychology at the University of Belgrade. His main theoretical and empirical interest is co-construction between human development and development of socio-cultural context. At a theoretical level he is searching for integration of different theoretical traditions within a Vygotskian socio-cultural approach. His current research deals with construction of new competences during interaction with others based on innovative methodology integrating both quantitative and qualitative techniques. Flora Cornish is a Lecturer in the School of Nursing, Midwifery & Community Health at Glasgow Caledonian University. She is a social psychologist with research interests in the problem of how people with divergent interests manage to coordinate collective action, in contexts including community development approaches to improving public health and the interaction between service users and health services. Alex Gillespie is a Lecturer in Social Psychology at the University of Stirling. His main theoretical interest concerns the formation of intersubjectivity, the self, and self-reflection in social interaction. This line of enquiry follows the work of James, Mead, Vygotsky and Bakhtin. He has recently published a book on this theoretical and empirical work entitled Becoming other: From social interaction to self-reflection, published by Information Age Publishing. 相似文献
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Physical restraint procedures sometimes are approved for implementation in human service settings for children and adults who have developmental disabilities and seriously challenging behaviors. Although use of restraint may be clinically justified to manage behavior disorders and prevent injury to self and others, procedures should be evaluated to decrease, and possibly eliminate, such methods. This study addressed the effects of restraint‐reduction procedures with two adolescents who had developmental disabilities and displayed severe aggression. Clinically significant reductions in the frequency of physical restraint were achieved through a treatment package that included the behavior‐specific criterion for the application of restraint and antecedent control approaches. The implementation of strategic interventions to decrease physical restraint utilization is discussed. Copyright © 2000 John Wiley & Sons, Ltd. 相似文献
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Child‐Witness and Defendant Credibility: Child Evidence Presentation Mode and Judicial Instructions1
Tania E. Eaton Peter J. Ball M. Gemma O'Callaghan 《Journal of applied social psychology》2001,31(9):1845-1858
Child‐witness presentation mode, judicial instructions, and deliberation stage effects on juror ratings of child witness and defendant were investigated Perceptions of the impact of presentation mode on witnesses, juror task, and justice also were explored. Participants (N= 108) viewed a simulated child sexual abuse trial videotape. Overall child‐witness credibility was significantly more positive with videodeposition or court‐given child evidence than with videolink. The defendant was seen as more definitely guilty when child testimony was court given than by videodeposition or videolink. Presentation mode also significantly influenced perceived impact on child witness, defendant case, and juror task. Judicial instructions interacted with presentation mode to affect perceptions of impact on child witness and juror task. Findings are discussed in relation to previous research, and implications for future research and practice are outlined. 相似文献
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CBT for psychosis has recently been called a best practice, suggesting that studies have demonstrated its efficacy with many populations. Community settings are encouraged to implement best practices such as CBT yet many factors can make the implementation of CBT challenging. Issues such as clinician resistance, setting, as well as client variables (refusal, denial of symptoms, etc.) come into play. Examples of successes and challenges of a community based study of CBT groups for first episodes will be described. The strategies used to overcome these challenges and the successes of the program will be presented. 相似文献
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Tania Lombrozo Elizabeth Baraff Bonawitz Nicole R. Scalise 《Journal of cognition and development》2018,19(2):220-232
Young children often endorse explanations of the natural world that appeal to functions or purpose—for example, that rocks are pointy so animals can scratch on them. By contrast, most Western-educated adults reject such explanations. What accounts for this change? We investigated 4- to 5-year-old children’s ability to generalize the form of an explanation from examples by presenting them with novel teleological explanations, novel mechanistic explanations, or no explanations for 5 nonliving natural objects. We then asked children to explain novel instances of the same objects and novel kinds of objects. We found that children were able to learn and generalize explanations of both types, suggesting an ability to draw generalizations over the form of an explanation. We also found that teleological and mechanistic explanations were learned and generalized equally well, suggesting that if a domain-general teleological bias exists, it does not manifest as a bias in learning or generalization. 相似文献
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