注意:概念、测验和教师等级评定

DasJ.P.

doi:10.16382/j.cnki.1000-5560.2002.03.008

注意:概念、测验和教师等级评定

doi: 10.16382/j.cnki.1000-5560.2002.03.008

DasJ.P.

加拿大阿尔伯特大学

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- 文章访问数: 157
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- 被引次数: 0
出版历程
- 刊出日期: 2002-09-01

摘要

摘要: 本文的理论部分探讨注意的性质、注意的测验和测量, 以及注意缺陷的鉴定。注意具有选择性, 它包含着对冲动反应的抑制和对分心的克服。第二部分讨论三项经验研究, 这些研究探索了注意等级评定量表的使用, 该量表由教师对儿童在课堂情境下的注意情况进行等级评定。研究发现, 教师的等级评定可以预测课外情境中儿童在注意测验上的表现。这些等级评定具有显著的预测性, 正如该测验的结果所表明的, 教师一直关注着儿童注意的一个重要方面, 即对分心的抵制。在结论性评述中, 讨论了可能导向注意缺陷改善的动态测试。第三部分是附录部分, 例举了若干注意力测验。
- 注意 /
- 注意缺陷 /
- 教师等级评定 /
- 动态评估

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图 1 Sokolov模型:朝向反应是如何进行的?

下载: 全尺寸图片幻灯片

附录A 注意行为列表及其评分和因素负荷

参考文献(29)

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