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281.
The study described the abilities of a group of 10 aphasics and 10 normals to produce narrative and procedural discourse. The experimental tasks included telling stories, producing summaries, giving morals to the stories, and producing procedures. The variables examined in the investigation included features of sentential grammars, such as amount of embedding, and features of discourse grammars, such as occurrence of elements of superstructure in narrative. Additionally, raters assessed the content and clarity of the discourses. The results showed that aphasics produced well-structured narrative and procedural discourse. Aphasics' discourse errors differed only in degree, not qualitatively, from those of normals. The language of the aphasics' discourses was reduced in both complexity and amount. It was found that the aphasics had difficulties in producing summaries and giving morals for the stories when compared with the normals. Both the content and clarity of the discourses produced by the aphasics were rated lower than those produced by the normals. 相似文献
282.
Jean Dirks 《Intelligence》1982,6(2):109-123
Two experiments investigated the extent to which 10-year old children's scores on the WISC-R Block Design subtest were affected by prior experience with a specific commercial game that involved blocks and matching patterns. Experiment 1 found that 12 10-year old children who happened to have experience with the particular commercial game scored approximately three scaled score points higher on the WISC-R Block Design subtest than 24 matched children without game experience. In Experiment 2, 24 children who did not have prior experience with this particular commercial game were randomly assigned either to a Game condition (involving two 15-minute sessions with the game) or to a No-Game condition (which involved no further game experience). Children in the Game condition subsequently increased their WISC-R Block Design scores more than children in the No-Game condition. Taken together, the experiments indicate that relatively brief interactions with a commercial game can cause a significant improvement in children's performance on an IQ subtest. 相似文献
283.
Two investigations examined the determinants of correspondence between attitudes and behaviors. The first investigation examined the relationship between previously measured attitudes toward affirmative action and subsequent behavioral verdicts in a sex discrimination court case. In this basic situation, correspondence between measured attitudes and judicial decision-making behavior was minimal, for both low-self-monitoring individuals and high-self-monitoring individuals. Increasing the availability of attitudes generated substantial correspondence between attitudes and behavior for low-self-monitoring individuals, but not for high-self-monitoring individuals. Increasing the relevance of attitudes generated substantial correspondence between attitudes and behavior for both low-self-monitoring individuals and high-self-monitoring individuals. The second investigation examined the decisions of individuals with favorable attitudes toward psychological research to volunteer to participate in extra sessions of a psychology experiment. Once again, increasing the relevance of attitudes was an effective procedure for inducing individuals to translate existing attitudes into corresponding behaviors. These empirical outcomes are interpreted within a theoretical framework that specifies the interactive contributions of availability, relevance, and self-monitoring to the creation of “action structures” that link attitudes and behavior. Practical implications of this viewpoint are discussed. 相似文献
284.
Alan M. Wing 《Acta psychologica》1980,46(2):141-151
An experiment is described that examines the basis of the control of vertical amplitude (height) of handwriting. It is shown that changes in movement duration accompany changes in height whether the latter are associated with instructions to write larger than normal (between words) or because the letters to be written (e, l) differ in height (within words). The proportional differences in movement duration match the proportional differences in amplitude between words but not within words. It is concluded that two different time-based mechanisms are invoked for handwriting height control: interval adjustment for writing size changes between words and duration selection for letters differing in height within a word. 相似文献
285.
Shulamuth Chiat 《Cognition》1983,14(3):275-300
The systematic errors children make in the course of phonological development, like adult production errors and adult phonological processes, can provide evidence of language production mechanisms. A detailed investigation of the environments in which velar stops are fronted by a phonologically delayed child reveals that fronting is dependent on both word stress and word boundaries; that it shows lexical exceptions; and that it occurs in output only. This distribution suggests that the child has output lexical representations which are independent of input lexical representations, and that the fronting error occurs in these output representations. It also suggests that prosodic features are crucial to the identification of articulatory features within these representations. Such an analysis has implications for theories of lexical access, and for the development of lexical access in children. 相似文献
286.
R.J. Russac 《Journal of experimental child psychology》1983,36(1):124-138
Two studies are presented which examine the young child's ability to discriminate between two small object collections on the basis of numerosity and to maintain that discrimination across changes in number-related cues. A transfer procedure and counting tasks were also included. In Study 1, 2-, 3-, and 4-year-olds were reinforced for choosing either a two- or three-item array when length-density cues were manipulated across two training phases of 20 trials each. Training was followed by a transfer task in which one- and four-item arrays were displayed. Most 2-year-olds were able to learn the discrimination while at the same time displaying little quantitative ability. Further, their transfer responses were transpositional in nature. In Study 2, 2-year-olds were given a similar discrimination task in which numerosity was contrasted simultaneously with length-density and area-brightness cues. Again, most children learned the discrimination and transferred that learning on the basis of relational cues. 相似文献
287.
Thirty third and fourth grade students, ages 8-10 years, were observed systematically over two entire school days to examine the nature of instruction and academic responding time for students at varying levels of teacher-perceived behavioral competence. Data were recorded on six categories in 10-sec intervals. While the amount of time spent in active academic responses (about 45 min in a typical school day) did not differ significantly between groups, it was found that students perceived to be lower in behavioral competence spent more time engaged in certain inappropriate behaviors and received more teacher disapproval. Yet, students grouped on the basis of teachers' perceptions of their behavioral competence did not differ on the majority of instructional or student responding variables. Findings related to the relationship between responding times and achievement also are presented. Implications of findings for understanding the classroom ecology for students exhibiting behavior problems are discussed. 相似文献
288.
Production of procedural discourse in aphasia 总被引:1,自引:0,他引:1
289.
Douglas S Payne 《Journal of research in personality》1983,17(3):300-307
Many theories of anxiety have predicted and much previous research has indicated a person × situation interaction between stressors and trait anxiety. This study examined the hypothesized role of individual differences in trait anxiety in the relationship between naturally occurring stressors and state anxiety scores. Two hundred eighty-seven college undergraduates completed the State-Trait Anxiety Inventory, which provides both state and trait anxiety measures, and the Life Experiences Survey, which provides a measure of the amount of stress a person has undergone in the previous year. Trait anxiety scores were divided into quartiles and correlations between state anxiety scores and Life Experiences Survey scores and multiple regressions for trait anxiety and life stress to predict state anxiety were computed within each quartile. The results were that only in the first quartile was there a significant correlation between life stress and state anxiety, which was contrary to the predictions of state-trait anxiety theory. The validity of state-trait anxiety theory, as it relates to life stress, was questioned. 相似文献
290.
The parents of 41 children who had been given an individually-administered intelligence test were contacted approximately 19 months after testing. The sample included 20 parents who had learned their child had an Average IQ (children'smeanIQ = 100.8) and 21 parents who had learned their child had an Above Average IQ (children'smeanIQ = 130.0). Parents of Average IQ children were less accurate in their memory of test results, and they and their children experienced fewer positive consequences from IQ testing than Above Average children and their parents. Children with Above Average IQ experienced extremely low frequencies of sibling rivalry, conceit or pressure, and they and their parents experienced increased pride and/or self-confidence as a result of the IQ testing. The results as a whole suggest that parents of Average IQ children may need more psychological support during the parent informing process than parents of Above Average IQ children. 相似文献