类推理的发展序列与年龄特点

类推理主要涉及类别层级包含关系的理解和判断。使用修订的类包含、替代包含和二元律任务,以162名二至五年级儿童为被试,利用Raseh模型分析方法,旨在揭示儿童逻辑包含能力的发展序列。此外,探讨了儿童类推理发展的年龄特点。结果表明：1）类推理发展中儿童最先掌握类包含推理,其次是替代包含,最后是二元律推理;2）三、四、五年级儿童已能解决多数类包含任务,其成绩显著优于二年级儿童。四、五年级儿童能解决多数替代包含任务,其成绩均显著优于二年级儿童;3）二元律任务对二至五年级儿童来讲均比较困难。     

早期经验对繁衍策略形成与发展的影响

很多发展心理学家探讨了早期经验与心理行为发展的关系,但这些发展心理学家较少以进化理论为指导来探讨不同发展阶段的心理行为特点。比如,配偶选择、性交往与父母教养等成果颇丰的研究领域均缺少以进化理论为基础的理论解释。与主流的发展心理学研究不同,Draper和Harpending (1982),Ellis (2004),Chisholm (1996) 和Belsky等(1991)以进化理论为基础探讨了早期经验与繁衍策略对儿童心理行为发展的影响。进化观点认为儿童在家庭中获得的早期经验会影响身体发育与未来的繁衍策略。Ellis（2004）已经证实女性青春期确实与早期家庭经验有关     

A pilot investigation into unimpaired and dyslexic Persian children's word naming and spelling: Implications for models of reading and counselling

There is now a growing body of research examining developmental dyslexia in different languages and writing systems. The phonologically transparent Persian orthography is normally transcribed with two distinct spellings, words spelled with vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted (opaque). This peculiarity of Persian would enable one to examine the impact of transparency, as well as the possible psychological factors associated with verbal punishment in Persian schools on the development of reading and spelling. Twenty-nine Persian children (22 male and 7 female) classified as being developmentally dyslexic (mean age 9.4, SD?=?1.4) were compared with 49 unimpaired male children (mean age 9, SD?=?1.3) on two main aspects of reading Persian opaque and transparent spellings, namely: Spelling and word naming. The results showed an expected impairment on all aspects of reading between unimpaired and children with dyslexia. However, performance of both groups of participants was impaired when performing tasks with opaque as opposed to transparent spellings. There was also a strong correlation between the recorded number of times the dyslexic child was verbally punished and the number of errors on the spelling and naming of transparent and opaque words. These results are supportive of the impact of spelling transparency, as well as psychological variables as factors in the development of reading and spelling.     

Further evaluation of emerging speech in children with developmental disabilities: training verbal behavior

The conceptual basis for many effective language-training programs are based on Skinner's (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses that are the same topography may actually be functionally independent. Previous research has supported Skinner's assertion of functional independence (e.g., Hall & Sundberg, 1987; Lamarre & Holland, 1985), and some research has suggested that specific programming must be incorporated to achieve generalization across verbal operants (e.g., Sigafoos, Reichle, & Doss, 1990). The present study provides further analysis of the independence of verbal operants when teaching language to children with autism and other developmental disabilities. In the current study, 3 participants' vocal responses were first assessed as mands or tacts. Generalization for each verbal operant across alternate conditions was then assessed and subsequent training provided as needed. Results indicated that generalization across verbal operants occurred across some, but not all, vocal responses. These results are discussed relative to the functional independence of verbal operants as described by Skinner.     

Assessment of the functions of vocal behavior in children with developmental disabilities: a replication

Although experimental analysis methodologies have been useful for identifying the function of a wide variety of target behaviors (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994), only recently have such procedures been applied to verbal operants (Lerman et al., 2005). In the current study, we conducted a systematic replication of the methodology developed by Lerman et al. Participants were 4 children who had been diagnosed with developmental disabilities and who engaged in limited vocal behavior. The function of vocal behavior was assessed by exposing target vocal responses to experimental analyses. Results showed that experimental analyses were generally useful for identifying the functions of vocal behavior across all participants.     

Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities

We evaluated a video prompting and fading procedure for teaching three adults with developmental disabilities to wash dishes. Video prompting involved showing video clips depicting each step of the task. All three adults reached 90–100% correct when video prompting was implemented. Following acquisition, video prompting was withdrawn, but performance deteriorated. Subsequently, a 3-step fading procedure was implemented in which the separate video clips were merged to form larger, multi-step segments of video. Performance reached 80–100% correct as the video prompts were re-applied and then faded. Performance decreased at the 3-month follow-up when prompting was removed, but stabilized at 80–90% correct when the third step in the fading sequence was reinstated. These data suggest a promising approach for fading video prompts.     

我国近十年来汉语阅读障碍研究回顾与展望

发展性阅读障碍（developmentaldyslexia,DD）是一种严重的学习障碍。文章回顾了l996~2006年间中国内地作者发表的有关汉语DD的实证性文章,发现我国学者近十年来对汉语DD的研究主要包括DD的诊断筛选、亚型分析、认知特点和认知神经机制研究、教育干预等几个方面。文章同时探讨了现有研究中存在的不足,如诊断标准不统一;研究领域比较狭窄;缺乏有效的干预模式和实证研究等,最后提出了研究的发展趋势和未来研究方向     

学前儿童现实性监测的发展变化

对3～5岁儿童对与他人（而非自我）有关的互动性动作的现实性监测的发展变化进行了考察。结果表明：学前儿童更多地将想象的动作错误地记忆为真实的动作,而不是相反——这就是所谓的现实性监测错误的不对称现象;虽然儿童总体的现实性监测能力在学前期得到了持续和稳定的发展,但这种发展主要体现在对想象动作的现实性监测的发展上。这一结果对学前儿童目击者证词的准确性具有重要的启示意义。     

Examination of relative reinforcement effects of stimuli identified through pretreatment and daily brief preference assessments.

Several brief preference assessments have recently been developed to identify reinforcers for individuals with developmental disabilities. One purported advantage of brief assessments is that they can be administered frequently, thus accommodating shifts in preference and presumably enhancing reinforcement effects. In this study, we initially conducted lengthy paired‐choice preference assessments and identified a hierarchy of preferred items for 5 individuals with developmental disabilities. Subsequently, brief multiple‐stimulus‐without‐replacement assessments using the same items were completed each day prior to work sessions. On days when results of the daily brief assessment differed from the one‐time lengthy assessment, the relative reinforcing effects of the top items from each assessment were compared in a concurrent‐schedule arrangement. The results revealed that when the two assessments differed, participants generally allocated more responses to the task associated with the daily top‐ranked item.     

The reductive effects of noncontingent reinforcement fixed-time versus variable-time schedules.

The effects of fixed‐time (FT) and variable‐time (VT) schedules on responding were evaluated with 2 adults with mental retardation. Multielement and reversal designs were used to compare the effects of FT and VT schedules in reducing responses previously maintained on variable‐ratio reinforcement schedules. The schedules were equally effective in reducing the target behavior.