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PubMed2002

Italian children's understanding of the epistemic and deontic modal verbs dovere (must) and potere (may).

This study assesses children's understanding of the Italian modal verbs dovere (must) and potere (may) in their dual function of qualification of the speaker's beliefs (epistemic modality) and behaviour regulation (deontic modality). 192 children and 60 adults participated in the experiment. Children aged 3;0 to 9;2 were presented with two tasks: one assessed their understanding of modal expressions in the epistemic domain--looking for an object by following the information contained in a sentence; the other assessed their understanding of modal expressions in the deontic domain--acting according to obligations, permissions and prohibitions in the context of a game. Half of the subjects carried out the tasks in a single-sentence format and half carried out the tasks in a double-sentence format. In the single-sentence format the subjects had to follow the directions supplied by a modalized sentence; in the double-sentence format they had to follow the directions supplied by the sentence containing the stronger modal verb. Our results show that the understanding of deontic modal forms precedes the understanding of epistemic modal forms and that a full understanding of the strength of different modal forms is achieved only at eight years.

Adult↗
PubMed1982

Paranoid-nonparanoid schizophrenic distinctions in implementing external conceptual constraints.

Using procedures originated by Bruner et al. (Bruner, J. S., Goodnow, J. J., and Austin, G. A Study of Thinking. John Wiley & Sons, New York, 1956), paranoid and nonparanoid schizophrenics and nonpatients were compared on performance in identifying rules for organizing multidimensional items. Successive item selections were accompanied by feedback as to whether or not each corresponded to the rule currently in effect (either conjunctive, inclusive-disjunctive, or biconditional). The most pronounced aspects of deficit associated with paranoid status were related to performance latency. Examination of results in the light of component operations underlying the present task indicated that paranoids' lower performance stemmed from difficulties in initially translating stimulus properties into a task-facilitative format. Findings were related to earlier paranoid distinctives in (choice) reaction time latencies, as well as to earlier findings on rule definition learning involving procedures closely related to the present ones. As well, inferences were drawn as to conditions of rule acquisition where differential latency aspects of performance are likely to be most pronounced among paranoids.

Adolescent↗
PubMed2000

[The formation of knowledge of electromagnetic ecology among high-school students].

The article tackle the problem of ecologic education, training and development in electromagnetic safety. Electromagnetic ecology is associated with effects of electromagnetic fields, so these topics are expedient in comprehensive courses of physics, ecology, natural science, biology, geography. The authors necessitate specification of regulatory document, program, methods and means of giving such knowledge.

Adolescent↗
PubMed1989

The development of attribute dominance in the knowledge base.

Two cuing, free-recall studies were conducted to test Bach and Underwood's (1970) hypothesis that acoustic encoding is dominant among second graders and semantic encoding is dominant among sixth graders. When retrieval cues were presented with to-be-remembered items at both input and output (Experiment 1), and when cues were presented only at output (Experiment 2), semantic cues were more efficient in elevating recall than were acoustic cues for both second and sixth graders. When these and other results generally found using recognition, sorting, incidental learning, and free-recall experimental designs are compared, it seems plausible that item presentation and memory-testing formats interact with age, and that these factors account for the different patterns of attribute dominance found in the literature. The knowledge base cannot be understood by focusing on either subject or task analyses, but only by focusing on interactions between subject and task variables as they change over time. The educational implications for young grade-school children are discussed.

Attention↗
PubMed2001

Auto-sensuous shapes: prototypes for creative forms.

The author looks at some of the more normative, adaptive, and creative aspects of what have been called 'autistic' or 'auto-sensuous' shapes by Tustin and others. She explores the construct from several frameworks, including the literature on early sensory experience and that on the empathic attunement between infant and caretaker in which interpersonal rhythms and meanings are built. The views of Bion and Matte-Blanco are utilized to help explore the processes by which meaning is created from experience, while the works of Segal and Milner are used to focus more explicitly on the role of symbol formation in the creative process. Finally, it is suggested that these auto-sensuous shapes can become prototypes for creative endeavours, including the creative process we call psychoanalysis. The author uses examples from her own experience in deriving pattern from basic sensory experience, toward the creation of poetry, drawings, and the establishment of attunement and 'meaning-making' within the analytic setting.

Child↗
PubMed1989

Different cognitive profiles on standard behavioral tests in Parkinson's disease and Alzheimer's disease.

Patients with Parkinson's disease (PD) displayed a different pattern of cognitive deficit from patients with dementia resulting from Alzheimer's disease (AD). Specifically, PD patients, whether or not impaired on a mental status examination, had deficient Picture Arrangement but normal Vocabulary test scores whereas AD patients were impaired on both measures. Furthermore, PD patients with impaired mental status examination scores showed a deficit in set formation on Picture Arrangement not seen in the AD patients. Finally, when recent memory performance, as measured by the Wechsler Memory Scale, was predicted from an estimated IQ, 71% of PD patients who had normal mental status examination scores were seen to have at least a mild memory impairment.

Aged↗
PubMed1990

Visiting the wizard: children's memory for a recurring event.

The development of children's scripts for a recurring event was examined. 24 girls--2.5, 4, and 5.5 years of age--repeatedly experienced an initially novel episode (a trip to the "wizard's room") in a laboratory setting. Based on parents' ratings, the episode was defined as consisting of 26 actions organized into 7 activities. The sequential, spatial, and causal relations among the activities remained constant across episodes. Each child's knowledge of the recurring event was assessed by 4 probe conditions: free recall, prop reenactment, in-context reenactment, and in-context deviations. Results support conclusions that during early stages of script formation: (a) more actions and activities are included with age in children's scripts, (b) causally related activities are sequenced at all ages but temporal ordering is age-related, (c) hierarchical organization of actions within activities emerges gradually over the preschool years, and (d) probe conditions strongly influence performance for the younger but not for the older children.

Child, Preschool↗
PubMed1987

Experience and brain development.

This article considers how experience can influence the developing and mature brain and proposes a new categorization scheme based upon the type of information stored and the brain mechanisms that appear to be involved in storing it. In this scheme, experience-expectant information storage refers to incorporation of environmental information that is ubiquitous in the environment and common to all species members, such as the basic elements of pattern perception. Experience-expectant processes appear to have evolved as a neural preparation for incorporating specific information: in many sensory systems, synaptic connections between nerve cells are overproduced, and a subsequent selection process occurs in which aspects of sensory experience determine the pattern of connections that remains. Experience-dependent information storage refers to incorporation of environmental information that is idiosyncratic, or unique to the individual, such as learning about one's specific physical environment or vocabulary. The neural basis of experience-dependent processes appears to involve active formation of new synaptic connections in response to the events providing the information to be stored. Although these processes probably do not occur entirely independently of one another in development, the categories offer a new view more in accord with neural mechanisms than were terms like "critical" or "sensitive period."

Brain↗
PubMed2003

Age-related improvements in a conceptual implicit memory test.

The present study investigated developmental improvements in category exemplar generation priming in children from kindergarten to older elementary school age. The strength of categorical links for atypical exemplars increases in this age range, whereas category knowledge for typical exemplars remains relatively stable. Therefore, in comparison with older children, younger children should show less categorical-relational encoding and, thus, less priming for atypical items but not for typical items. This expectation was confirmed in Experiment 1. In Experiment 2, picture versus word format at study dissociated implicit and explicit performance, indicating that the age-related increase in priming for atypical exemplars in Experiment 1 was not an artifact of explicit contamination. The findings suggest that developmental improvements in conceptual priming can be observed when the conceptual knowledge relevant for a given task improves over the age range tested.

Age Factors↗
PubMed2002

Multimedia comprehension skill predicts differential outcomes of web-based and lecture courses.

College students (134 women and 55 men) participated in introductory psychology courses that were offered largely online (on the World Wide Web) or in a lecture format. Student comprehension skills were inferred from their scores on a multimedia comprehension battery. The learning of content knowledge was affected interactively by comprehension skill level and course format. Differences between format increased with comprehension skill such that the Web-based course advantage became greater as comprehension skill increased. This same pattern was not seen when self-reports of comprehension ability were used as the predictor. Furthermore, comprehension skill did not predict course satisfaction. Generally, students of all skill levels preferred the lecture courses.

Adolescent↗
PubMed1979

Electron spin resonance study of the role of NO . catalase in the activation of guanylate cyclase by NaN3 and NH2OH. Modulation of enzyme responses by heme proteins and their nitrosyl derivatives.

The role of NO . catalase in the activation of partially purified soluble guanylate cyclase of rat liver by NaN3 and NH2OH was examined by electron spin resonance (ESR) spectroscopy. Equilibration of bovine liver catalase with NO resulted in formation of a paramagnetic species exhibiting a three-line ESR spectrum similar to that of NO . catalase. This paramagnetic complex produced concentration-dependent stimulation of preparations of partially purified guanylate cyclase that were devoid of detectable endogenous heme content. The stimulation of partially purified guanylate cyclase by NO . catalase was similar to that obtained with NO . hemoglobin and with NO . cytochrome P-420 prepared by reaction of hepatic microsomes of phenobarbital-treated rats with NO. By contrast, these same enzyme preparations did not respond to NO or catalase alone. Addition of hematin or hemoglobin plus a reducing agent to purified guanylate cyclase restored enzyme responsiveness to NO and N-methyl-N'-nitro-N-nitrosoguanidine (MNNG), but not to NaN3 or NH2OH. Responses to the latter agents were restored by catalase and potentiated by a H2O2-generating system. Formation of the NO . catalase complex was evident by ESR spectroscopy in test solutions containing NaN3 or nh2oh, catalase, and a glucose-glucose oxidase, H2O2-generating system. The presence of NO . catalase correlated well with the ability of test solutions to activate purified guanylate cyclase. These results provide evidence for catalase-dependent NO generation from NaN3 and NH2OH under conditions leading to guanylate cyclase activation. Preformed NO . hemoglobin or NO . cytochrome P-420 also activated heme-deficient partially purified guanylate cyclase. The ability of several preformed NO . heme protein complexes, but not NO, to stimulate heme-deficient guanylate cyclase supports the concept that formation of the paramagnetic nitrosyl . heme complex, mediated by either enzymatic or nonenzymatic reactions, is a common and essential step in the process by which NO or NO-forming compounds activate guanylate cyclase. In the absence of the NO ligand, both hemoglobin and catalase suppress the stimulatory effects of the corresponding NO . heme proteins on guanylate cyclase. Release of each heme protein from the NO . heme protein complex occurs more rapidly under aerobic compared to anaerobic conditions. However, hemoglobin is approximately 2000 times more effective as an inhibitor of NO . hemoglobin stimulation of guanylate cyclase than is catalase as an inhibitor of NO . catalase action. This finding may explain the more pronounced decline in the rate of cGMP generation in air in the presence of NO . hemoglobin compared to NO . catalase. The results imply that guanylate cyclase responses to activators that can form NO are determined by both the stimulatory activity of the endogenous heme acceptors of NO and the relative inhibitory effects of the unliganded heme proteins present.

Anaerobiosis↗
PubMed1990

Higher-order structure and relational reasoning: contrasting analogical and thematic relations.

A popular explanation of younger children's success in analogy tasks is that lower-level associative reasoning strategies are used. Younger children are said to have a primarily associative understanding of analogy, with the ability to coordinate sets of relations largely emerging later in development (Goldman, Pellegrino, Parseghian, & Sallis, 1982; Sternberg & Nigro, 1980). One way of testing the associative claim is to pit young children's emergent analogical abilities against thematic (associative) relations, which are known to play an important role in the knowledge structures of young children. The present experiments presented 4-, 5- and 9-year-old children with a:b::c:d analogies in a picture choice format, offering a choice between Analogy and Thematic responses. Only the Analogy responses were correct in terms of the higher-order structure of the analogies. The results showed that the Analogy responses were consistently preferred to the Thematic responses by children of all ages. It is concluded that analogy is an important building block for learning from an early age.

Association Learning↗
PubMed2004

Typicality effects in contingency-shaped generalized equivalence classes.

Two experiments were conducted using match-to-sample methodologies in an effort to model lexical classes, which include both arbitrary and perceptual relations between class members. Training in both experiments used a one-to-many mapping procedure with nonsense syllables as samples and eight sets of abstract stimuli as comparisons. These abstract stimuli differed along a number of dimensions, four of which were critical to the experimenter-defined class membership. Stimuli in some comparison sets included only one of the class-defining features, but stimuli in other sets included two, three, or all four of the critical features. After mastery of the baseline training, three types of probe tests were conducted: symmetry, transitivity/equivalence, and novel probe tests in which the training nonsense syllables served as samples, and comparisons were novel abstract stimuli that included one or more of the class-defining features. Symmetry and transitivity/equivalence probe tests showed that the stimuli used in training became members of equivalence classes. The novel stimuli also became class members on the basis of inclusion of any of the critical features. Thus these probe tests revealed the formation of open-ended generalized equivalence classes. In addition, typicality effects were observed such that comparison sets with more critical features were learned with fewer errors, responded to more rapidly, and judged to be better exemplars of the class. Contingency-shaped stimulus classes established through a match-to-sample procedure thus show several important behavioral similarities to natural lexical categories.

Adult↗
PubMed1996

Images, words, and questions: variables that influence beliefs about vision in children and adults.

In three studies we used animated computer graphics to examine beliefs among children and adults that vision involved input to the eyes (the intromission theory) or emissions from the eye (the extramission theory). Results supported previous findings which showed a decrease in extramission and an increase in intromission responses across age. The findings also indicated that there were more extramission interpretations when subjects were tested with graphic images, and more intromission interpretations when the questioning was purely verbal. However, the magnitude of the effect was highly dependent upon question format. The differences between graphic and verbal question presentations (A) are consistent with our theory on the origins of extramission beliefs, (B) suggest that beliefs can vary as a function of form of symbolization, and (C) are contrary to long-standing beliefs of educators and psychologists that emphasize the importance of concrete, pictorial representation.

Adolescent↗
PubMed1984

Interpreting and reporting qualitative research.

The aims of this paper were to clarify the nature and purpose of qualitative research and to suggest specific guidelines for reporting the results of qualitative studies. Confusion about the purpose of qualitative research and the absence of a standardized format for reporting such research make it difficult to assess the validity of qualitative studies. Four general purposes of qualitative research were discussed: instrument development, illustration of results, description, and conceptualization. A framework for reporting qualitative research that provides a guide for assuring consistency across original study purpose, study design, and final report was presented and can be used for either evaluating or writing a report of qualitative research.

Communication↗
PubMed1999

Preschoolers' understanding of pretense and presumption of congruity between action and representation.

In a series of 4 studies, A. S. Lillard's (1993) paradigm for studying preschoolers' understanding of pretense was replicated and systematically examined. The design varied the extent of the contradiction built into Lillard's format. Decreases in contradictory information yielded increases in the incidence of correct judgments indicative of an implicitly representational understanding of pretense. The findings present a challenge to A. S. Lillard's (1993) conceptual analysis of pretense and suggest that methods adopted from the classic false-belief paradigm of H. Wimmer and J. Perner (1983) may be inappropriate for assessing preschoolers' understanding of pretense.

Adolescent↗
PubMed1992

Effects of type of instruction on solution of psychological self-help problems.

Information in self-help books is typically presented in one of three formats: didactic information, examples, or practice problems. The present study examined the effects of information format on the solution of personal problems. Four test problems were given to 200 subjects recruited from introductory psychology classes. Each of ten groups received a different type of information immediately prior to solving each test problem. Three of the groups received information in Didactic (D), Example (E), and Practice Problem (P) formats, respectively, while a control group received no information (NI). Six other groups (DD, DE, DP, EE, EP, and PP) received combinations of two sets of information prior to each test problem. The letters that designate each of these groups represent the formats in which the two sets of information were presented. A Ryan-Einot-Gabriel-Welsch multiple-range analysis indicated that groups EE, DP, EP, and DE obtained significantly higher scores than NI. Examples were effective as instructional material when presented with other information and when presented in pairs. Practice problems were effective when combined with other types of information but not when presented with other practice problems.

Adaptation, Psychological↗