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Alan Slater Victoria Morison David Rose 《The British journal of developmental psychology》1984,2(4):287-294
The new-born baby' ability to detect similarities and differences between three-dimensional stimuli and their two-dimensional representations is investigated in three experiments, using both visual preference and habituation procedures. In Expt 1 new-borns strongly preferred (looked more at) complex objects to their photographs. This preference was found with monocular viewing, and suggests that motion parallax is a salient cue in the detection of the differences between the two- and three-dimensional stimuli. The results from Expt 2 support the view that, for the new-born, the differences between objects and their two-dimensional representations are more detectable or salient than their similarities. These conclusions were further supported by the results from the last experiment, using simpler stimuli, although the preference was for the two- rather than the three-dimensional stimuli. The results suggest that studies which use only two-dimensional stimuli may provide only limited information about the course of perceptual development, at least in the first few months from birth. 相似文献
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Drawings from memory of a penny, nickel, dime, and quarter were obtained from 125 undergraduates. The modal recalls for the heads of all four coins were identical, suggesting that a schema for coins exists. In an attempt to have the schema produced directly, another 75 students designed either a 2-, 7-, or 20-cent piece that would fit into our present currency. The modal drawing for this task was identical to the modal recalls. The schema for the heads derived from these experiments differs from existing coins and is not an average of them. 相似文献
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William E. Thornton Francine Rainone Sally L. Boswell Riv-Ellen Prell Rose Laub Coser 《Sex roles》1982,8(12):1221-1236
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ABSTRACT To examine the developmental course of children's understanding of print concepts, orthographic linguistic awareness, the Concepts About Print (CAP) test was given to 29 boys and 27 girls three times during their kindergarten year and on two occasions during their first‐grade year. That approximately 20% of these children did not understand print‐direction and letter‐word concepts at the beginning of the first grade confirmed previous findings that many children entering formal reading instruction may have little knowledge of the reading instruction register. Orthographic linguistic awareness, measured even at the beginning of kindergarten, was found to be highly correlated with reading achievement measured at the end of the first grade, and these relationships between orthographic linguistic awareness and reading achievement were consistently higher for the girls than for the boys. Path analyses including the Record of Oral Language, Metropolitan Readiness Test and Iowa Test of Basic Skills revealed strong direct influences of orthographic linguistic awareness at the beginning of the first grade on reading achievement measured at the end of first grade 相似文献
720.
Rose Galante Jessen 《Family process》1979,18(4):495-496