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1.
Monica Cuskelly Rhonda Faragher 《International Journal of Disability, Development & Education》2019,66(2):151-161
ABSTRACTThis study investigated the hypothesis that developmental dyscalculia is part of the behavioural phenotype of Down syndrome. One hundred and fifty-one individuals with Down syndrome across three age groups contributed data. These age groups were: 6–8 years (n = 41); 13–15 years (n = 70); and 20–22 years (n = 40). Data were collected using the Stanford-Binet (Fourth Edition) and age equivalent scores on the Pattern Analysis and Quantitative subscales were used in the analyses. A repeated measure ANOVA showed a significant difference between performances on the two subtests with an interaction with age group. While performance on Pattern Analysis was better than on Quantitative for all groups the difference was most marked for the oldest group. Approximately 66% of the participants had a higher age equivalent score on the Pattern Analysis subscale than on the Quantitative subscale. It appears to be plausible that developmental dyscalculia contributes to the behavioural phenotype of Down syndrome and further investigation of this proposition is warranted. 相似文献
2.
《Journal of moral education》2012,41(3):198-205
Abstract Kohlberg's cognitive‐developmental theory provides teachers with a framework for understanding the change and development of moral judgment and decision‐making of their pupils. One major abuse, however, may be when teachers take the stage labels associated with the hypothesized stage levels of moral judgment as indicative of static student qualities or characteristics, by placing more emphasis on perceived and labelled qualities than on the actual moral reasoning of the student. This, it is suggested, together with some empirical examples, may obscure the developmental trend of the student's moral judgment or even affect the teacher's expectations and consequently student's performance, and fails to take into account such factors as environment and interpersonal interaction. A study is reported in which curriculum consultants exposed to moral development theory were tested to determine whether they would use Kohlbergian labels of stage content or actual moral reasoning when required to make assessments. Suggestions are put forward as to how moral development theory can be more closely linked to pedagogy. 相似文献
3.
The preliminary results of this study suggested that children with developmental dyscalculia benefit from a numeracy intervention program that focuses on basic numerical knowledge and conceptual knowledge. All children in the experimental group showed considerable and partly significant performance increases on all calculation components. Six children with developmental dyscalculia were trained individually and in small-group settings for a relatively short duration (one school semester). We argue that the positive intervention effects to a large extent are attributable to the explicit teaching of numerical domains that often have been found to be neglected in school mathematics. 相似文献
4.
This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although children with both reading and arithmetic disorders are consistently outperformed by all other groups, there is no significant interaction between the factors dyscalculia and dyslexia. 相似文献
5.
《Journal of moral education》2012,41(3):220-229
Abstract Relying on developmental studies of reasoning about the good life, a model of moral education that integrates the good and the right is put forth. It is claimed that while Kohlberg's justice reasoning provides a justifiable aim for such curricula, how individuals attribute value will also significantly affect their moral actions. The notion of a ‘critical period’ for moral education during adolescence is also presented. 相似文献
6.
《Journal of moral education》2012,41(4):233-246
Abstract According to the cognitive‐developmental theory, intellectual development is best understood in terms of age‐related changes. This has been found to be a valid theory in the case of mentally subnormal subjects as well, although their development proceeds at a speed and up to a level different from their normal age‐mates. The same theory has been applied to moral development and describes it, likewise, as a stage‐like progress of moral reasoning with age. The present study tries to answer the following question: Does the moral reasoning of the subjects classified as subnormal change with age so that it can be said to develop? According to the results obtained (dealing with subjects nine‐, 11‐, 13‐, 15‐ and 17‐years‐old), the cognitive‐developmental hypothesis of moral development is only partially confirmed. Namely, there is a development from the less to the more mature forms of moral reasoning, but the course of that development is not entirely such as the theory assumes. Moreover, moral reasoning of the subjects in this study is more advanced than their intelligence level as expressed by the IQ score. 相似文献
7.
发展性计算障碍是一种阻碍儿童算术能力获得的特殊学习障碍。它有多种不同的类型，目前主要有3种分类标准。发展性计算障碍类型的多样性主要在于其成因的复杂性。文章从遗传、脑机制、个体认知因素及环境与教育因素4个方面，系统地总结了发展性计算障碍的成因，最后指出现有研究存在的问题以及今后研究的重点。 相似文献
8.
发展性计算障碍研究及数学教育对策 总被引：1，自引：0，他引：1
发展性计算障碍是一种阻碍儿童算术能力获得的特殊学习障碍,它对儿童正常发展及其日常生活带来消极影响。在对发展性计算障碍的概念、种类、特征以及流行性加以介绍的基础上,分析了发展性计算障碍形成的遗传机制、大脑机制、认知因素以及环境、教育与个体情绪因素,并提出了相应的数学教育对策。 相似文献
9.
发展性计算障碍的诊断与矫治 总被引：5，自引：3，他引：5
发展性计算障碍的发生率大约为 5 % - 6% ,有些国家甚至更高。患有发展性计算障碍的儿童在学习、生活和以后的工作中都会遇到很多的困难 ,关于发展性计算障碍的研究应该引起人们的重视。本文从诊断、矫治两个方面对已有研究进行了综述。发展性计算障碍的诊断是进行此类研究需要首先解决的问题 ,矫正障碍则是这方面研究的最终目的 ,本文对发展性计算障碍的矫正进行了初步探讨。 相似文献
10.
ObjectiveThough children exposed to familial violence are reported to have difficulties with a range of emotional and behavioral problems (e.g., lower school achievement) that implicate executive function (EF) deficits, relatively little research has specifically examined EF as a function of trauma exposure in children.MethodsBased on parent report of children's exposure to potentially traumatic events, children (N = 110; AgeMean = 10.39) from an ethnically diverse community sample were compared across three trauma-exposure groups: familial trauma, non-familial trauma, and no trauma. Children completed a battery of tests to assess working memory, behavioral inhibition, processing speed, auditory attention, and interference control.ResultsFamilial trauma (relative to non-familial and no trauma exposure) was associated with poorer performance on an EF composite (composed of working memory, inhibition, auditory attention, and processing speed tasks); the effect size was medium. Both trauma-exposure status and dissociation symptoms explained unique variance in EF performance after controlling for anxiety symptoms, socio-economic status, and potential traumatic brain injury. While IQ and EF performance were related, SES predicted unique variance in IQ (and not EF) scores, while familial-trauma exposure did not.ConclusionsThe contribution of trauma exposure to basic executive functioning held after taking into account symptoms (anxiety and dissociation), socio-economic status, and possible traumatic brain injury exposure. EF problems may provide one route via which maltreated children become at risk for peer, academic, and behavior problems relative to their peers.Practice implicationsEF problems may provide one route via which maltreated children become at risk for peer, academic, psychological, and behavior problems relative to their peers. Recently, intervention strategies have emerged in the anxiety and mood disorder treatment literatures that appear to effectively target EFs. As future research continues to specify the relationship between child trauma exposure and EF performance, these innovative treatments may have important practice implications for addressing EF deficits. 相似文献
11.
Suzanna E. Henshon 《Roeper Review》2013,35(4):191-194
This article describes a training program in analogical reasoning skills based on Sternberg's componential processes research. Students are first taught how to apply the processes of encoding, inferring, mapping and applying in the solution of linguistic and nonlinguistic analogies of the A:B::C:D type. Then, they apply these components in the processing of extended linguistic analogies developed in sentence, paragraph, and story form. Finally, several weeks are spent teaching students the utility of these same components and analogical reasoning to their performance in the content areas. 相似文献
12.
Mansoor Niaz 《International Journal of Science Education》2013,35(5):525-541
Achievement in science depends among other factors on hypothetico‐deductive reasoning ability, that is, developmental level of the students. Recent research indicates that the developmental level of students should be studied along with individual difference variables, such as Pascual‐Leone's M‐capacity (information processing) and Witkin's Cognitive Style (disembedding ability). The purpose of this study is to investigate reasoning strategies of students in solving chemistry problems as a function of developmental level, functional M‐capacity and disembedding ability. A sample of 109 freshman students were administered tests of formal operational reasoning, functional M‐capacity, disembedding ability and chemistry problems (limiting reagent, mole, gas laws). Results obtained show that students who scored higher on cognitive predictor variables not only have a better chance of solving chemistry problems, but also demonstrated greater understanding and used reasoning strategies indicative of explicit problem‐solving procedures based on the hypothetico‐deductive method, manipulation of essential information and sensitivity to misleading information. It was also observed that students who score higher on cognitive predictor variables tend to anticipate important aspects of the problem situation by constructing general figurative and operative models, leading to a greater understanding. Students scoring low on cognitive predictor variables tended to circumvent cognitively more demanding strategies and adopt others that helped them to overcome the constraints of formal reasoning, information processing and disembedding ability. 相似文献
13.
发展性计算障碍研究述评 总被引：1，自引：0，他引：1
发展性计算障碍研究越来越受到研究者的关注,已有研究发展性计算障碍的诊断、病因及其与工作记忆之间的关系等方面取得了丰硕的成果.但是,已有研究在被试的同质性、被试的代表性、控制组的设置问题以及数字加工和计算能力的测量等问题上还存在着一定的问题,需要进一步改进. 相似文献
14.
有关发展性计算障碍儿童大脑神经机制的研究是近些年才逐渐发展起来的.研究发现,发展性计算障碍与脑结构功能失调有关,主要表现在顶叶和额叶上.但从整体上看,发展性计算障碍儿童加工过程中的神经机制和正常儿童是类似的,只是皮层的激活程度要弱一些;为了弥补加工困难,有些皮层会表现出补偿性机制,如角回、前扣带皮层等;一些皮层的作用还... 相似文献
15.
We report a case study of Christine, an intelligent 30-year-old woman with a developmental learning disability. Psychometric
evaluation and extensive interviews revealed several findings: most notably, evidence of anomia, auditory processing problems,
difficulty acquiring reading and spelling skills, and an extremely poor sense of number. In addition, Christine showed all
four of the Gerstmann symptoms (left-right confusion, finger agnosia, dysgraphia, and dyscalculia). We suggest that most,
if not all, of these impairments may be explained in terms of a sequential processing deficit (e.g., Bakker 1967; Tallal 1980).
In Christine’s case, difficulty perceiving serial order appears to have resulted in a major conceptual impairment involving
number.
HD—To me four is a number that comes after three and before five. It means twice two …
C—To me four is a picture.
This paper is dedicated to the memory of Professor Victor Lotter. 相似文献
16.
《Journal of moral education》2012,41(4):455-467
In the political arena, lesbian and gay issues have been contested typically on grounds of human rights, but with variable success. Using a moral developmental framework, the purpose of this study was to explore preferences for different types of moral arguments when thinking about moral dilemmas around lesbian and gay issues. The analysis presented here comprised data collected from 545 students at UK universities who completed a questionnaire, part of which comprised a moral dilemma task. Findings of the study showed that respondents do not apply moral reasoning consistently, and do not (clearly) favour human rights reasoning when thinking about lesbian and gay issues. Respondents tended to favour reasoning supporting existing social structures and frameworks, therefore this study highlights the importance of structural change in effecting widespread attitude change in relation to lesbian and gay rights issues. The implications of the findings for moral education are also discussed. 相似文献
17.
AbstractWe conducted two field studies to examine whether songwriting retreats held in a natural setting would increase nature connectedness, as well as improve emotional well-being and performance on a creative reasoning task. In the first study, high school students took part in songwriting instruction either in their school or at a national wildlife conservation area. Results showed that the natural setting uniquely increased nature connection, while both settings improved mood and creative reasoning performance. In the second study, we observed similar effects for adults who attended songwriting retreats at the same conservation area and compared this to results from a science-based workshop in another remote natural area to assess whether nature connection effects were entirely attributable to nature contact. The findings of these studies imply that both musical creativity and outdoor education experiences improve well-being, while outdoor education also increases nature connectedness, and songwriting also increases creative reasoning. 相似文献
18.
Polycarp Ikuenobe 《Teaching in Higher Education》2013,18(1):19-32
I provide a theoretical framework to show that courses in informal logic can be taught developmentally to focus on a critical thinking practical component. However, efforts must be made to state clear outcomes, such that the content and processes of the course are tailored to achieve the outcomes, and clear criteria are provided for students' learning and assessment of their performance. This framework is an attempt to respond indirectly to the distinction between informal logic and critical thinking, and the concern that informal logic courses only teach abstract principles of reasoning and do not focus on requisite critical thinking abilities, which are contextualised to subject matter. I suggest a plausible connection between critical thinking and informal logic: that learning logical principles of reasoning is necessary, but not sufficient to think critically; there is an extra element which involves learning to apply the principles to various contexts. 相似文献
19.
Abstract A 3‐year study yielded data on the characteristics and progress of preschool children with developmental delays of uncertain aetiology. Children were tested at six‐month intervals in their homes using standard developmental measures (Bayley, McCarthy, Gesell, Sequenced Inventory of Communication Development); additional information about children and families was gathered by personal interview. Findings support the use of standardized assessment techniques for determining developmental level of preschool delayed children. For the group as a whole there was stability of performance over time, but the rates of change varied according to child. Delays in developmental domains were frequently associated with social behavioural and adjustment problems. Some relationship was found between aetiology and rate of development. Analyses across time suggest that three assessments are needed before confident prediction can be made about developmental rate for individual children. 相似文献
20.
BackgroundThe validated Predicting Abusive Head Trauma (PredAHT) tool estimates the probability of abusive head trauma (AHT) in children <3 years old with intracranial injury.ObjectiveTo explore the impact of PredAHT on clinicians’ AHT probability estimates and child protection (CP) actions, and assess inter-rater agreement between their estimates and between their CP actions, before and after PredAHT.Participants and SettingTwenty-nine clinicians from different specialties, at teaching and community hospitals.MethodsClinicians estimated the probability of AHT and indicated their CP actions in six clinical vignettes. One vignette described a child with AHT, another described a child with non-AHT, and four represented “gray” cases, where the diagnosis was uncertain. Clinicians calculated the PredAHT score, and reported whether this altered their estimate/actions. The ‘think-aloud’ method was used to capture the reasoning behind their responses. Analysis included linear modelling, linear mixed-effects modelling, chi-square tests, Fisher’s exact tests, intraclass correlation, Gwet’s AC1 coefficient and thematic analysis.ResultsOverall, PredAHT significantly influenced clinicians’ probability estimates in all vignettes (p < 0.001), although the impact on individual clinicians varied. However, the influence of PredAHT on clinicians’ CP actions was limited; after using PredAHT, 9/29 clinicians changed their CP actions in only 11/174 instances. Clinicians’ AHT probability estimates and CP actions varied somewhat both before and after PredAHT. Qualitative data suggested that PredAHT may increase clinicians’ confidence in their decisions when considered alongside other associated clinical, historical and social factors.ConclusionsPredAHT significantly influenced clinicians’ AHT probability estimates, but had minimal impact on their CP actions. 相似文献