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201.
This article addresses the relationship between patterns of planum temporale symmetry/asymmetry and dyslexia and neurolinguistic abilities. Considerable research indicates that dyslexic individuals typically do not display the predominant pattern of leftward planum temporale asymmetry. Variable findings on the structural basis of symmetry are due partially to measurement issues, which are examined in some detail in this critical review. The physiological basis of symmetry may be reduced neuronal elimination in the right planum, although other alternatives are offered. Theories are offered to explain how symmetrical plana are related to dyslexia, and it is evident that symmetrical plana are not sufficient to produce dyslexia. However, some evidence suggests that nonleftward plana asymmetry is associated with deficits in verbal comprehension, phonological decoding, and expressive language. It is concluded that nonleftward asymmetry is associated with linguistic deficits, but that explanatory theories need to be further developed. Among the many issues that need to be addressed, future research needs to determine whether the relationship between patterns of planum temporale symmetry/asymmetry and linguistic ability is specific to dyslexia or if asymmetry covaries lawfully with linguistic abilities in nondyslexic populations. 相似文献
202.
A nationally representative sample of Danish males finishing school in 1989, or shortly before, with a studentereksamen (the highest qualification in the Danish school system) was found to score generally lower on a battery of four cognitive tests than a comparable sample of Danish males who had taken the same tests shortly after finishing school in the late 1950s or early 1960s. This decline appears attributable to the increasing proportions of students who obtain the stundentereksamen and is quite compatible with an overall increase in test scores, also found in our data, for the general population over the same time period. For those who obtain the stundentereksamen , the decline has been most marked in a test of verbal analogies. It has been smaller for tests of logical and spatial reasoning, and scores on a test of numerical ability have actually improved over the 30 years. This differential pattern may be the result of both student changes and auricular changes within Danish schools. 相似文献
203.
超常儿童心理与教育研究15年 总被引:16,自引:2,他引:14
中国超常儿童心理与教育的研究15年来收获如下:在理论方面:1.超常与常态儿童在不同的认知方面差异的显著性,认知构成的模式特点、及发展趋势均有不同。2.超常儿童的个性倾向和特征具有明显特点,但发展不平衡,表现为3种类型;个性特征与学习成绩相关密切。3.超常儿童的成长过程可概括为4种类型。4.超常儿童心理成分不限于高智力、创造力,还包括良好发展的个性倾向和特征。在应用方面:研究结果在鉴别和教育超常儿童等方面进行了应用和检验。 相似文献
204.
瑞文作业的年龄差异及其与“位置法”记忆训练的关系 总被引:1,自引:0,他引:1
该工作采用华东师大心理学系修订的瑞文测验联合型(CRT—AC),对经过“位置法”记忆训练的青年人、老年人及在年龄、性别、文化和智力水平等方面均相匹配的青年、老年对照进行测验,比较观察力和推理能力的年龄差异,探讨“位置法”记忆训练对这种能力的间接迁移作用。结果表明:1.青年组瑞文作业成绩明显高于老年组;2.当作业难度加大或限定时间时测验,更扩大了年龄差异;3.青年训练组瑞文作业成绩明显高于其对照组,而在老年训练组与其对照组之间则未见差异。 相似文献
205.
206.
The transfer of specific and general consequential functions through simple and conditional equivalence relations
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Hayes SC Kohlenberg BS Hayes LJ 《Journal of the experimental analysis of behavior》1991,56(1):119-137
The purpose of this study was to examine the transfer of consequential (reinforcement and punishment) functions through equivalence relations. In Experiment 1, 9 subjects acquired three three-member equivalence classes through matching-to-sample training using arbitrary visual forms. Comparison stimuli were then given conditioned reinforcement or punishment functions by pairing them with verbal feedback during a sorting task. For 8 of the 9 subjects, trained consequential functions transferred through their respective equivalence classes without additional training. In Experiment 2, transfer of function was initially tested before equivalence testing per se. Three of 4 subjects showed the transfer without a formal equivalence test. In Experiment 3, 3 subjects were given training that gave rise to six new three-member conditional equivalence classes. For 2 of the subjects, the same stimulus could have either a reinforcement or punishment function on the basis of contextual cues that defined its class membership. Experiment 4 assessed whether equivalence training had established general or specific consequential functions primarily by adding novel stimuli in the transfer test. Subjects treated even novel feedback stimuli in the transfer test as consequences, but the direction of consequential effects depended upon the transfer of specific consequential functions through equivalence relations. 相似文献
207.
Processing speed is a component of general intelligence and an indicator of learning potential. There is a need for robust measures of mental speed based on contemporary theoretical developments. The current study addressed this need by proposing a mental speed test for children aged 60 to 96 months (5 to 8 years) and examining its psychometric properties. The test included indicators of perceptual speed, memory speed, reasoning speed, and fluency-flexibility speed presented through nonverbal items administered individually using touchscreen tablets. After establishing gender non-bias and concurrent validity with a contemporary intelligence test (i.e., ASIS, r = .59) with 107 children, the next administration included 373 children. Exploratory factor analysis (EFA) with subtest scores revealed a single-factor structure accounting for 45% of the total variance. Additional data from 212 children were used to assess structural validity and gender bias, which showed acceptable goodness of fit, providing evidence of the validity and reliability of the new measure for further use. 相似文献
208.
学业成绩是衡量学生掌握知识水平的重要指标,受到认知能力、社会支持和学习动机等多重因素的显著影响,而这多重因素间的关系及其对学业成绩的共同作用机制尚不明确。本研究采用标准化的认知能力测验、社会支持量表、学习动机量表对4,973名初中生进行测试,并以各科测验成绩总分的平均值作为学业成绩指标。结果表明:(1)认知能力、社会支持、学习动机均与学业成绩正相关;(2)社会支持在认知能力对学业成绩的影响中起调节作用,学生感受到的社会支持水平越高,学业成绩表现越好,且其认知能力对学业成绩的预测作用越强;(3)社会支持的调节作用部分通过学习动机这一中介变量实现。本研究构建了一个基于个体因素(认知能力和学习动机)和环境因素(社会支持)共同影响学业成绩的理论模型,有利于人们深入理解认知能力影响学业成绩的内在机制和边界条件,为提升学生学业成绩提供了理论依据和实证支持。 相似文献
209.
This paper details Von Lüttichau’s relationship with Carl Jung and Bill Wilson, co-founder of Alcoholics Anonymous (AA), and her role as intermediary in the relationship between the two men. Her contribution within this mediator role has not been previously recognized but is an important factor in explaining how Jung became introduced to the AA 12-step format and validated the effectiveness of group work. After the Second World War, Von Lüttichau travelled between America and Switzerland and introduced the writings and ideas of Wilson and Jung to each other and acted as an intermediary between both titans. Jung gave Von Lüttichau extraordinarily detailed instructions on how the 12-step programme of AA could be applied to ‘general neurotics’. Von Lüttichau’s private papers provide a bridge between Jung and Wilson’s correspondence and help to piece together gaps in both Jungian and AA history. 相似文献
210.
We offer the first systematic quantitative meta-analysis on sex differences in humor production ability. We included studies where participants created humor output that was assessed for funniness by independent raters. Our meta-analysis includes 36 effect sizes from 28 studies published between 1976 and 2018 (N = 5057, 67% women). Twenty of the 36 effect sizes, accounting for 61% of the participants, were not previously published. Results based on random-effects model revealed that men's humor output was rated as funnier than women's, with a combined effect size d = 0.321. Results were robust across various moderators and study characteristics, and multiple tests indicated that publication bias is unlikely. Both evolutionary and cultural explanations were considered and discussed. 相似文献