“儿童认知发展水平诊断工具”动态测验的初步编制与应用

本研究旨在将“儿童认知发展水平诊断工具” (Inventory of Piaget’s Developmental Task, IPDT)中的守恒与关系领域分测验改编成动态测验, 并应用于不同程度学业成绩儿童当中以探查其认知发展的潜在水平。在实验研究基础上结合以往动态测验的编制技术, 把动态施测过程分为“前测—干预—迁移—后测”4个阶段, 分别确定各阶段的测题并构建了6等级提示系统。在中等学业成绩儿童(n = 33)和低学业成绩儿童(n = 35)中的应用发现, 动态测验测得的能力获得变量对儿童的学业成绩具有重要的预测作用, 证实了所改编测验的有效性; 动态测验情境下中、低学业成绩儿童的潜在认知水平基本相同, 所改编的动态测验有助于发掘儿童的潜在认知发展水平。     

Very long term memory for tacit knowledge

Very long term memory for abstract materials was examined by recalling subjects who had served in a synthetic grammar learning experiment two years earlier. In that study (Reber & Allen, 1978) we differentiated among several cognitive modes of acquisition, their resultant memorial representations, and their associated decision processes. Two years later and without any opportunity for rehearsal or relearning, subjects still retain knowledge of these grammars to a remarkable degree. Although some differences have become blurred with the passage of time, the form and structure of that knowledge and the manner in which it is put to use remain strikingly similar to the original. That is, differences traceable to acquisition mode and conditions of initial training can still be observed. As in the original study, these results are discussed within the general context of a functionalist approach to complex cognitive processes.     

The development of grapheme-phoneme correspondence in normal and dyslexic readers

The present experiment was concerned with the development of grapheme-phoneme conversion ability in normal and reading-age matched dyslexic readers. The use of grapheme-phoneme correspondences was observed in a recognition memory task for pronounceable nonwords. The nonwords were presented in either the visual or auditory modality and had to be recognized immediately from the converse modality, thus necessitating decoding of stimuli across modalities. The use of grapheme-phoneme correspondences increased with reading age in the normal readers but not in the dyslexics. It was postulated that dyslexics have a specific difficulty in grapheme-phoneme conversion. For them an increase in reading age is attributable mainly to an increase in size of sight vocabulary.     

发展性计算障碍的最新研究进展

发展性计算障碍是一种影响算术技能获得的特定的学习障碍。截至目前,有关发展性计算障碍的认知与神经机制的理论尚存分歧,有关诊断与鉴别标准也未统一。近年来,对于发展性计算障碍的理论假设有从一般认知因素取向到数学特定因素取向发展的趋势。而随着脑成像技术的不断发展,对于发展性计算障碍神经机制的研究也从针对单个脑区的特异性功能发展到从功能连接网络角度进行研究。并且研究者们开始尝试开发基于数学认知基本理论的干预方法,并采用了利用生物技术手段的新方法。基因-脑-行为的整合研究将有助于全面揭示发展性计算障碍的发生机制,而建立在系统理论基础上经过科学评估的干预手段将可能有效促进障碍者的计算能力。     

Situations de vulnérabilités familiales et pandémie COVID-19

ContextAware of the difficulties caused by the COVID-19 pandemic for many families with children aged 6 or under, this study focuses on three contexts of potential vulnerability: single parenthood, children with developmental disorders, poverty.MethodA questionnaire, consisting of 69 questions, was transmitted nationally during the first lockdown (from 17 March to 10 May 2020). Among the study sample (n = 490), 36 households were single-parent, and 93 families had a child with developmental impairments. From November 2020 to June 2021, a additional qualitative approach was used to reach the most vulnerable groups (n = 23).ResultsThe methodology adopted made it possible to identify modes of experience that converge across families in the three contexts (more strengthened intrafamily relationships and investment in protection measures, for example), and others that appear more specific: pressure felt and need for information for single-parent households and those with children with developmental disorders, the burden of home schooling for single-parent households and the poorest, social isolation for single-parent households and difficulties in maintaining the previous food budget for the most precarious.ConclusionThe various pressures felt, the housing (with or without outdoor spaces) and working conditions, the fear of being sick, the negative feelings, etc. must encourage public authorities to implement psychological support mechanisms, particularly for the most vulnerable parents, in order to avoid subsequent physical and/or psychological health problems or even post-traumatic symptoms for parents and their children.