Ditemukan 134 dokumen yang sesuai dengan query
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In 3 experiments, kindergarten and second-grade children's retention was examined in the context of 2 distinctiveness manipulations, namely, the von Restorff and bizarre imagery paradigms. Specifically, children learned lists of pictures (Experiments la and lb) or interactive images (Experiment 2) and were asked to recall them 3 weeks later. In Experiments la and lb, distinctiveness was manipulated perceptually (changing colors) and conceptually (changing categories or switching to a numeral), whereas in Experiment 2, distinctiveness concerned ...
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155 DPS 36:6 (2000)
Artikel Jurnal Universitas Indonesia Library
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Toddlers' use of effective attention deployment strategies to cope with separation from the mother and with maternal behavior predicted the use of effective delay-of-gratification strategies at age 5, even though the contexts, measures, and manifest behaviors were different. Toddlers who used distraction strategies during a brief separation from the mother were able, at age 5, to delay immediate gratification longer for more valued rewards. Toddlers who explored at a distance from a controlling mother when ...
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155 DPS 36:6 (2000)
Artikel Jurnal Universitas Indonesia Library
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The relationships between severity, chronicity, and timing of maternal depressive symptoms and child outcomes were examined in a cohort of 4,953 children. Mothers provided self-reports of depressive symptoms during pregnancy, immediately postpartum, and when the child was 6 months old and 5 years old. At the age 5 follow-up, mothers reported on children's behavior and children completed a receptive vocabulary test. Results suggest that both the severity and the chronicity of maternal depressive symptoms are ...
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155 DPS 36:6 (2000)
Artikel Jurnal Universitas Indonesia Library
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Previous research by D. Moshman and B. Franks (1986) supported the hypothesis that children do not explicitly understand the nature of the distinction between logical and nonlogical forms of argument. This research examined the performance of 8–11-year-olds (N = 220) on Moshman and Franks's experimental tasks when the children were cued to apply particular comprehension strategies. Findings from 2 experiments indicated that a significant number of children are capable of explicitly recognizing the necessity of logical ...
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155 DPS 36:6 (2000)
Artikel Jurnal Universitas Indonesia Library
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Visual search for compound patterns was examined in observers aged 6, 8, 10, and 22 years. The main question was whether age-related improvement in search rate (response time slope over number of items) was different for patterns defined by short- versus long-range spatial relations. Perceptual access to each type of relation was varied by using elements of same contrast (easy to access) or mixed contrast (hard to access). The results showed large improvements with age ...
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155 DPS 36:6 (2000)
Artikel Jurnal Universitas Indonesia Library
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The impact of object boundaries on children's developing quantitative reasoning was examined in a study of children's judgments about aggregate amount. Children at ages 3, 4. and 5 years were asked to help a Cookie Monster get as much to eat as possible by choosing between alternative collections that differed in the number and size of the cookies they contained and also in aggregate amount. Results indicated that children were heavily influenced by the size ...
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155 DPS 36:6 (2000)
Artikel Jurnal Universitas Indonesia Library
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Although many socialization agents influence children"s behavior (D. L. Vandell; see record 2000-00919-001), the evidence (e.g., from intervention studies) indicates that each exerts its influence only within its own domain. Context effects and genetic effects are among the confounding factors that make it impossible, given current data, to reject the null hypothesis of zero long-term effects of parenting on child outcomes. Problems with the prevailing view of development cannot be solved by invoking within-home environmental ...
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155 DPS 36:6 (2000)
Artikel Jurnal Universitas Indonesia Library
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Three propositions that are central to J. R. Harris's group socialization theory (1995, 1998) are considered in this review. These propositions are as follows: (a) Parental behaviors have no long-term effects on children's psychological characteristics, (b) peer groups are the primary environmental influence on psychological functioning, and (c) dyadic relationships are situation-specific and do not generalize. The evidence that J. R. Harris has outlined in support of each of these propositions is reviewed, as is ...
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155 DPS 36:6 (2000)
Artikel Jurnal Universitas Indonesia Library
Wolman, Benjamin B., editor
New Jersey: Prentice-Hall, 1982
155 HAN
Buku Teks Universitas Indonesia Library
Miller, Patricia H.
New York: W. H. Freeman and Company, 1983
155 MIL t
Buku Teks Universitas Indonesia Library
