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When spatial ability was regressed on a measure of general intelligence in a large national sample of 12th-graders, there was a distinct downturn in the regression line at about -2 SD units. A bimodal distribution of spatial ability was found among these low scoring students, suggesting 2 qualitatively different types of individuals. Relative to students of expected spatial ability, those below expected in spatial ability were high on verbal skills and low on performance skills. Students unexpectedly low in spatial ability performed relatively well on cognitive tests that required answering unambiguous questions by retrieving information directly from long term memory, whereas they performed relatively poorly on tests requiring inference and perception of relations among novel stimuli. Students unexpectedly low in spatial ability performed especially poorly at tests involving visual-spatial perception skills. Results were similar for both sexes. The relatively poor performance of those unexpectedly low in spatial ability does not appear to be related to health problems, personality, interest differences, or biographical data. An organic impairment possibly related to lateralization represents a reasonable causal hypothesis for these data. 相似文献
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The relationship between counting knowledge and computational skills (i.e., skill at counting to solve addition problems) was assessed for groups of first-grade normal and mathematically disabled (MD) children. Twenty-four normal and 13 MD children were administered a series of counting tasks and solved 40 computer-administered addition problems. For the addition task, problem-solving strategies were recorded on a trial-by-trial basis. Performance on the counting tasks suggested that the MD children were developmentally delayed in the understanding of essential and unessential features of counting and were relatively unskilled in the detection of certain forms of counting error. On the addition task, the MD children committed many more computational errors and tended to use developmentally immature counting procedures. The immature counting knowledge of the MD children, combined with their relatively poor skills at detecting counting errors, appeared to underlie their poor computational skills on the addition task. Suggestions for future research are presented. 相似文献
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关于幼儿开始理解错误信念的年龄,一直存在激烈的争论。目前颇具影响力的观点认为,幼儿只有在4岁左右才能理解错误信念,3岁幼儿至多只能隐性理解错误信念。支持这种观点的证据主要来自于对幼儿的错误信念的言语实验。由于这些实验结果被认为与言语测试范式相关,越来越多的实验采用非言语测试方法,结果发现3岁,甚至3岁之前幼儿就能够理解错误信念。同时,这一观点也获得了一些理论证据的支持。 相似文献
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Michał Białek Yajing Gao Donna Yao Gilad Feldman 《European journal of social psychology》2023,53(1):90-107
Mere ownership effect is the phenomenon that people tend to value what they own more than what they do not own. This classic effect is considered robust, yet effect sizes vary across studies, and the effect is often confused for or confounded with other classic phenomena, such as endowment or mere exposure effects. We conducted a pre-registered meta-analysis of 26 samples published before 2019 (N = 3024), which resulted in psychological ownership on valuing effect of g ∼ 0.57 [0.46, 0.69]. Suggestive moderator analyses supported the use of replica as the strongest moderators. Mere ownership effects were different from the null across all moderator categories and in most publication bias adjustments. We consider this as suggestive evidence that psychological owning leads to valuing, yet caution that much more research is needed. All materials, data, and codes are available on https://osf.io/fdyqw/ . 相似文献
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Xinzhong Yao 《亚洲哲学》1996,6(3):179-195
In contrast to the metaphysical, epistemological and psychological understandings of the self traditionally held and today still extensively considered in the West, the self in Confucianism is essentially an ethical concept, representing a holistic view of humanhood and a continuingly constructive process driven by self‐cultivation and moral orientations. This paper first examines what is literally and philosophically meant by the self in these two traditions, then examines the contrasts or comparisons between the Confucian conception of the self and the self as perceived in some strands of Western philosophy; and finally, interprets and analyses the constructively organic theory of the Confucian self, which is clearly differentiated from the self perceived in mainstream philosophy in traditional Europe and yet is being echoed in the more recent developments of Western philosophy and in the strong current of postmodernism. [1] 相似文献