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相关概念视频

Language and Cognition01:27

Language and Cognition

881
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Self-Discrepancy Theory02:45

Self-Discrepancy Theory

19.0K
One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
19.0K
Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
660
Information Processing Approach01:30

Information Processing Approach

654
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
654
Self-Discrepancy and Its Effects01:29

Self-Discrepancy and Its Effects

366
Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...
366
Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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相关实验视频

Updated: Feb 28, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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阅读能力与SES创造力差距相结合.

Guilherme Lichand1, Lêticia Lopes2, Sachin Allums3

  • 1Stanford Graduate School of Education, Stanford, CA, USA. glichand@stanford.edu.

NPJ science of learning
|February 25, 2026
PubMed
概括

当阅读能力被考虑时,创造力评估中的社会经济地位 (SES) 差距会缩小. 高SES的学生在创造性任务上仅在阅读需要时才能胜过低SES的学生,而不是在阅读不需要时.

科学领域:

  • 认知心理学 认知心理学
  • 教育心理学教育心理学
  • 教育社会学教育的社会学

背景情况:

  • 创造力与创新和经济成功有关,使社会经济地位 (SES) 和创造力之间的关系成为一个重要的研究领域.
  • 标准化的创造力评估通常依赖于阅读和写作能力,可能会混SES和创造能力之间的真正关系.
  • 现有研究表明,基于SES的创造力得分可能存在差异,但根本原因仍在争论中.

研究的目的:

  • 研究阅读能力对社会经济地位 (SES) 和学生的创造力之间观察到的关系的影响.
  • 为了确定与SES相关的创造力差异是否会在阅读能力的影响得到控制时持续存在.
  • 通过实验评估在创造性任务中不同的阅读需求如何影响高和低SES学生之间的绩效差异.

主要方法:

  • 对巴西学校的6-12年级学生进行了一系列研究,将阅读能力数据与创造力评估数据结合起来.
  • 分析了现有的创造力指标,以确定SES差距和阅读能力的影响 (研究1).
  • 实施了两项随机对照试验,其中分歧思维任务与实验操纵的阅读要求一起进行 (研究2和3).

主要成果:

  • 已建立的创造力指标显示了显著的SES差距,这些差距在考虑到学生的阅读能力后大幅减少并变得无关紧要.
  • 在随机试验中,高SES的学生与低SES的学生相比,只有当他们被要求阅读任务提示时,他们才表现出更好的表现.

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  • 当阅读要求被取消 (提示大声阅读) 时,高SES和低SES学生之间的绩效差距消失了,表明在这些条件下,基于SES的创造力没有固有的差异.

    • 结论:

    • 高和低SES个体之间的明显的创造力差距可能在很大程度上归因于阅读能力的差异,而不是天生的创造力.
    • 标准化的创造力评估,严重依赖于阅读可能无意中不利于低SES学生,掩盖他们的真正的创造力潜力.
    • 未来的研究和评估设计应该考虑和减轻识字技能的影响,以更准确地衡量跨不同社会经济背景的创造力.