多媒体环境下图文的具体程度对学习效果的影响

让70名小学生在多媒体环境中学习概念材料与原理材料,以探讨文本和图画材料的具体程度对学习迁移效果的影响。结果表明,在概念材料上,文本与图画的具体性程度之间存在显著的交互作用,即在具体图水平上,具体文的迁移成绩显著高于抽象文;在抽象图水平上,具体文的迁移成绩低于抽象文,但没有达到显著性水平。在原理材料上,文本与图画的具体性程度之间也存在显著的交互作用,但交互作用的方式与概念材料相反,即在具体图水平上,具体文的迁移成绩显著低于抽象文;在抽象图水平上,具体文的迁移成绩高于抽象文,但没有达到显著水平。     

农村初中生学习适应性发展的研究

本研究运用测量的方法考察了 3 86名农村初中生学习适应性的发展。结果表明 ,初一学生的学习适应性显著地好于初二、初三、初四的学生 ;男女学生的学习适应性差异显著 ;在“学习态度”、“学习技术”、“学习环境”、“身心健康”四个分测验中 ,年级差异非常显著 ;优等生和差生在学习适应性上也存在着非常显著的差异。     

Fetal androgens in the early treated adrenogenital syndrome of 46 XX hermaphroditism: Influence on assertive and aggressive types of behavior

Fifteen hermaphroditic females with the adrenogenital syndrome received corrective, androgen-suppressing therapy with cortisone from birth onward. They were studied psychologically in late adolescence and adulthood, with particular attention to a possible long-term effect of fetal androgenization on aggressive manifestations. No such effect was evident. The girls were tomboyish in the manner previously reported for the adrenogenital syndrome.     

Tapping into the interplay of lexical and number knowledge using fast mapping: A longitudinal eye-tracking study with two-year-olds

Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children’s ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a-Number task, and standardized measures of vocabulary. The results reveal that children’s ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences.     

The Persistence of Priming: Exploring Long-lasting Syntactic Priming Effects in Children and Adults

The implicit learning account of syntactic priming proposes that the same mechanism underlies syntactic priming and language development, providing a link between a child and adult language processing. The present experiment tested predictions of this account by comparing the persistence of syntactic priming effects in children and adults. Four-year-olds and adults first described transitive events after hearing transitive primes, constituting an exposure phase that established priming effects for passives. The persistence of this priming effect was measured in a test phase as participants described further transitive events but no longer heard primes. Their production of passives was compared to a baseline group who described the same pictures without any exposure to primes. Neither immediate nor long-term priming effects differed between children and adults but both children and adults showed significant immediate and persistent effects of the priming when the test phase occurred immediately after the exposure phase and when a short delay separated the exposure and test phase. The implications of these results for an implicit learning account of syntactic priming are discussed.     

States of curiosity and interest enhance memory differently in adolescents and in children

Curiosity – broadly defined as the desire to acquire new information – enhances learning and memory in adults. In addition, interest in the information (i.e., when the information is processed) can also facilitate later memory. To date, it is not known how states of pre‐information curiosity and post‐information interest enhance memory in childhood and adolescence. We used a trivia paradigm in which children and adolescents (N = 60, 10–14 years) encoded trivia questions and answers associated with high or low curiosity. States of high pre‐answer curiosity enhanced later memory for trivia answers in both children and adolescents. However, higher positive post‐answer interest enhanced memory for trivia answers beyond the effects of curiosity more strongly in adolescents than in children. These results suggest that curiosity and interest have positive effects on learning and memory in childhood and adolescence, but might need to be harnessed in differential ways across child development to optimize learning.     

Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months

From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross‐modal word‐learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning (‘same modality’ condition: auditory test after auditory learning, visual test after visual learning) or in the other modality (‘cross‐modality’ condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross‐modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross‐modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross‐modal representation of visually learned words.