The relationship between conceptual tempo and depression in children.

1982 ◽  
Vol 50 (4) ◽  
pp. 488-490 ◽  
Author(s):  
Michael Schwartz ◽  
Ronald J. Friedman ◽  
Peter Lindsay ◽  
Harvey Narrol
Keyword(s):  
The Relationship ◽  
Conceptual Tempo

scholarly journals The Relationship of Conceptual Tempo to Reading Readiness Test Performance

1976 ◽  
Vol 8 (1) ◽  
pp. 83-87 ◽  
Author(s):  
Jon E. Shapiro
Keyword(s):  
Reading Instruction ◽  
Test Performance ◽  
First Grade ◽  
Test Results ◽  
Mental Age ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo

This study was designed to investigate the relationship of reflection-impulsivity to performance on a standardized readiness measure. 90 first grade boys were administered the Matching Familiar Figures test to determine their conceptual tempo. 37 boys were classified as impulsive while 30 were determined to have a reflective conceptual tempo. After determining that no pre-existing differences on chronological age, mental age, or intelligence quotients were evident between the two groups, the 67 subjects were administered the Gates-MacGinitie Readiness Skills Test. Results of the statistical analyses revealed that the reflective subjects were significantly superior on overall test perfromance and on six of eight subtests. Implications for beginning reading instruction and for further research were drawn.

Regulation of Conceptual Tempo in First-Grade Children

1976 ◽  
Vol 42 (3) ◽  
pp. 947-960 ◽  
Author(s):  
Laurence D. Becker
Keyword(s):  
Sex Differences ◽  
Response Time ◽  
First Grade ◽  
Matching Task ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo

This study examined the relationship between tempo, as measured by the Matching Familiar Figures Test, the ability to regulate tempo, and teachers' ratings of children's performance in first grade. Data suggest that both tempo and the ability to regulate tempo are related to children's performance in first grade, and that dimensions are additive. On all tasks administered, errors accounted for more of the variance in children's performance than did response time. These results are consistent with recent reports critical of the matching task. Sex differences were also noted.

The Relationship between Performance on Piagetian Tasks and Impulsive Responding

1974 ◽  
Vol 5 (2) ◽  
pp. 98-104
Author(s):  
Andrew I. Schwebel ◽  
Carol R. Schwebel
Keyword(s):  
Problem Solving ◽  
Sufficient Time ◽  
Alternative Responses ◽  
The Relationship ◽  
Conceptual Tempo ◽  
Impulsive Responding

In a study reported in this journal, Callahan and Passi (1971) investigated the relationship in children between conceptual tempo and the ability to conserve length. These authors explained that, in contrast to reflective children, those with impulsive conceptual tempos tended to answer problems posed more quickly, often without devoting sufficient time to consider alternative responses. Agreeing with Lee, Kagan, and Rabson (1963), Callahan and Passi stated that in mathematics, a discipline with deductive structures, it is reflectiveness and not impulsiveness that has value in problem solving.

The Relationship between Conceptual Tempo, Phonological Awareness, and Word Recognition in Beginning Readers

1981 ◽  
Vol 13 (2) ◽  
pp. 173-185 ◽  
Author(s):  
William E. Tunmer ◽  
Claire M. Fletcher
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Acquisition ◽  
First Grade ◽  
Beginning Readers ◽  
Highly Correlated ◽  
The Relationship ◽  
Conceptual Tempo

An alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition is presented. The discussion yields three hypotheses, which are the focus of the present study: (1) conceptual tempo is related to phonological awareness; (2) the relationship between phonological awareness and reading ability (in beginning readers) is stronger than the relationship between conceptual tempo and reading ability; and (3) conceptual tempo and phonological awareness are differentially related to the recognition of real and synthetic words. Thirty-seven first grade children were individually administered tests of verbal intelligence, conceptual tempo, phonological awareness, and reading ability. The data indicate that phonological awareness is significantly correlated with conceptual tempo, that phonological awareness is related to synthetic word recognition, and that synthetic word recognition is highly correlated with real word recognition. The results are explained in terms of a model of reading acquisition that emphasizes the role of metalinguistic abilities in learning to read.

The Relationship Between The Ability to Conserve Length and Conceptual Tempo

1971 ◽  
Vol 2 (1) ◽  
pp. 36-43
Author(s):  
Leroy G. Callahan ◽  
Sneh Lata Passi
Keyword(s):  
Significant Relationship ◽  
First Grade ◽  
Chi Square ◽  
Chi Square Analysis ◽  
Post Hoc ◽  
The Relationship ◽  
Conceptual Tempo

This study explored the relationship between conservation of length and impulsive-reflectivity. 72 kindergarten and first-grade children were administered 2 conservation-of-length tasks and an impulsive-reflective scale. A chi-square analysis of the data indicated no statistically significant relationship between the two characteristics. However, the trend was in the direction of more reflective children conserving on the Piagetian tasks. Post hoc point-biserial correlations were carried out. Relations investigated were: errors on impulsive-reflective scale with ability to conserve length, and latency on impulsive-reflective scale with ability to conserve length. Results tended to confirm the chi-square analysis of the study.

Interstellar gas in the central region of the Galaxy

1967 ◽  
Vol 31 ◽  
pp. 239-251 ◽  
Author(s):  
F. J. Kerr
Keyword(s):  
Central Region ◽  
Galactic Plane ◽  
Neutral Hydrogen ◽  
Continuum Emission ◽  
Galactic Centre ◽  
Interstellar Gas ◽  
Hydrogen Recombination ◽  
The Galaxy ◽  
Centre Region ◽  
The Relationship

A review is given of information on the galactic-centre region obtained from recent observations of the 21-cm line from neutral hydrogen, the 18-cm group of OH lines, a hydrogen recombination line at 6 cm wavelength, and the continuum emission from ionized hydrogen.Both inward and outward motions are important in this region, in addition to rotation. Several types of observation indicate the presence of material in features inclined to the galactic plane. The relationship between the H and OH concentrations is not yet clear, but a rough picture of the central region can be proposed.

The relationship of the scleractinian corals to the rugose corals

Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver
Keyword(s):  
Critical Points ◽  
Scleractinian Corals ◽  
Convincing Evidence ◽  
Early Triassic ◽  
Rugose Corals ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Biologic Factors

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.

Choosing a Markov blanket

2020 ◽  
Vol 43 ◽  
Author(s):  
Thomas Parr
Keyword(s):  
Markov Blanket ◽  
Target Article ◽  
The Relationship

Abstract This commentary focuses upon the relationship between two themes in the target article: the ways in which a Markov blanket may be defined and the role of precision and salience in mediating the interactions between what is internal and external to a system. These each rest upon the different perspectives we might take while “choosing” a Markov blanket.

Tinkering with cognitive gadgets: Cultural evolutionary psychology meets active inference

2019 ◽  
Vol 42 ◽  
Author(s):  
Paul Benjamin Badcock ◽  
Axel Constant ◽  
Maxwell James Désormeau Ramstead
Keyword(s):  
Evolutionary Psychology ◽  
Research Program ◽  
Active Inference ◽  
Innovative Research ◽  
Cognitive Faculties ◽  
Cultural Evolutionary ◽  
The Relationship

Abstract Cognitive Gadgets offers a new, convincing perspective on the origins of our distinctive cognitive faculties, coupled with a clear, innovative research program. Although we broadly endorse Heyes’ ideas, we raise some concerns about her characterisation of evolutionary psychology and the relationship between biology and culture, before discussing the potential fruits of examining cognitive gadgets through the lens of active inference.

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