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91.
Learning What to Remember: Vocabulary Knowledge and Children's Memory for Object Names and Features
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Although young children can map a novel name to a novel object, it remains unclear what they actually remember about objects when they initially make such a name–object association. In the current study we investigated (1) what children remembered after they were initially introduced to name–object associations and (2) how their vocabulary size and vocabulary structure influenced what they remembered. As a group, children had difficulty remembering each of the features of the original novel objects. Further analyses revealed that differences in vocabulary structure predicted children's ability to remember object features. Specifically, children who produced many names for categories organized by similarity in shape (e.g. ball, cup) had the best memory for newly‐learned objects' features—especially their shapes. In addition, the more features children remembered, the more likely they were to retain the newly learned name–object associations. Vocabulary size, however, was not predictive of children's feature memory or retention. Taken together, these findings demonstrate that children's existing vocabulary structure, rather than simply vocabulary size, influences what they attend to when encountering a new object and subsequently their ability to remember new name–object associations. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
92.
Soren Ekstrom 《The Journal of analytical psychology》2018,63(4):462-483
For some time, it has been clear that psychoanalytic theories are built upon the kind of master narratives Roy Schafer, a New York psychoanalyst, described in 1980. As such, psychoanalytic theories may today have lost some of their initial scientific credibility in that they can no longer be seen as summarizing findings from data collected in a research environment. As aids in participating in their patients’ process of healing, however, narratives continue to be used by practitioners and reflect allegiance to core beliefs and propositions with roots in long‐standing Western thought. In this article, the metaphors in master narratives of Freud and Jung are compared with a conceptual system identified by cognitive linguists as ‘The Great Chain of Being’. Based on this analysis, the article proposes that theoretical formulations have mainly a secondary role to play in achieving good outcomes. The most critical element is the therapist's capacity to access a specific narrative for what transpires throughout each treatment. 相似文献
93.
Claudia J. Coulton Jill Korbin Tsui Chan Marilyn Su 《American journal of community psychology》2001,29(2):371-383
Neighborhood influences on children and youth are the subjects of increasing numbers of studies, but there is concern that these investigations may be biased, because they typically rely on census-based units as proxies for neighborhoods. This pilot study tested several methods of defining neighborhood units based on maps drawn by residents, and compared the results with census definitions of neighborhoods. When residents' maps were used to create neighborhood boundary definitions, the resulting units covered different space and produced different social indicator values than did census-defined units. Residents' agreement about their neighborhoods' boundaries differed among the neighborhoods studied. This pilot study suggests that discrepancies between researcher and resident-defined neighborhoods are a possible source of bias in studies of neighborhood effects. 相似文献
94.
We present five experiments and simulation studies to establish late analogical abstraction as a new psychological phenomenon: Schema abstraction from analogical examples can revive otherwise inert knowledge. We find that comparing two analogous examples of negotiations at recall time promotes retrieving analogical matches stored in memory—a notoriously elusive effect. Another innovation in this research is that we show parallel effects for real-life autobiographical memory (Experiments 1–3) and for a controlled memory set (Experiments 4 and 5). Simulation studies show that a unified model based on schema abstraction can capture backward (retrieval) effects as well as forward (transfer) effects. 相似文献
95.
Ken Aizawa 《Synthese》2009,167(3):493-510
One trend in recent work on topic of the multiple realization of psychological properties has been an emphasis on greater
sensitivity to actual science and greater clarity regarding the metaphysics of realization and multiple realization. One contribution
to this trend is Bechtel and Mundale’s examination of the implications of brain mapping for multiple realization. Where Bechtel
and Mundale argue that studies of brain mapping undermine claims about the multiple realization, this paper challenges that
argument. 相似文献
96.
Cross-situational learning is a mechanism for learning the meaning of words across multiple exposures, despite exposure-by-exposure uncertainty as to a word's true meaning. Doubts have been expressed regarding the plausibility of cross-situational learning as a mechanism for learning human-scale lexicons in reasonable timescales under the levels of referential uncertainty likely to confront real word learners. We demonstrate mathematically that cross-situational learning facilitates the acquisition of large vocabularies despite significant levels of referential uncertainty at each exposure, and we provide estimates of lexicon learning times for several cross-situational learning strategies. This model suggests that cross-situational word learning cannot be ruled out on the basis that it predicts unreasonably long lexicon learning times. More generally, these results indicate that there is no necessary link between the ability to learn individual words rapidly and the capacity to acquire a large lexicon. 相似文献
97.
Solving a map task requires transferring information acquired in one spatial context to another context, an ability that marks an important step in cognitive development. This study investigated how preschoolers’ mapping performance was affected by the extent of similarity between spaces. Whereas prior work examined effects of similarity in tasks involving matching individual objects, our tasks required considering spatial relations among objects. We found that the accuracy of mapping between two spaces with somewhat different perceptual features was higher than the accuracy of mapping between spaces with identical features. Yet, a further increase in differences between the two spaces had a detrimental effect on mapping. The results suggest that some degree of similarity between spaces is beneficial to children’s ability to transfer relational information. However, when the spaces have the same surface features, it may draw children’s attention to individual objects and inhibit their ability to focus on common relations across contexts. 相似文献
98.
Brian Rodgers 《Counselling and Psychotherapy Research》2006,6(4):227-232
Counselling outcomes are often measured in terms of standardised questionnaires. Though efficient for large numbers of participants, this method cannot capture the unique and subtle ‘shifts’ that clients often report when qualitative methods are utilised. Further, such questionnaires usually focus on the individual, missing the wider social implications of therapy. This paper presents the preliminary findings from a study that utilises the client's own perceptions of changes in their “Life Space” to establish the significance of their change process. These results are compared and contrasted with a standard outcome questionnaire and the participant's experiences of using the two methods are explored. 相似文献
99.
100.
Fernando Marmolejo-Ramos Carlos Tirado Edward Arshamian Jorge Iván Vélez Artin Arshamian 《Cognition & emotion》2018,32(4):709-718
The valence–space metaphor research area investigates the metaphorical mapping of valenced concepts onto space. Research findings from this area indicate that positive, neutral, and negative concepts are associated with upward, midward, and downward locations, respectively, in the vertical plane. The same research area has also indicated that such concepts seem to have no preferential location on the horizontal plane. The approach–avoidance effect consists in decreasing the distance between positive stimuli and the body (i.e. approach) and increasing the distance between negative stimuli and the body (i.e. avoid). Thus, the valence–space metaphor accounts for the mapping of valenced concepts onto the vertical and horizontal planes, and the approach–avoidance effect accounts for the mapping of valenced concepts onto the “depth” plane. By using a cube conceived for the study of allocation of valenced concepts onto 3D space, we show in three studies that positive concepts are placed in upward locations and near the participants’ body, negative concepts are placed in downward locations and far from the participants’ body, and neutral concepts are placed in between these concepts in both planes. 相似文献