FITNESS FOR PURPOSE     

David Warren‐Piper 《Higher Education in Europe》1985,10(2):6-11

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Impact of question-answering tasks on search processes and reading comprehension     

Raquel Cerdán  Eduardo Vidal-Abarca  Tomás Martínez  Ramiro Gilabert  Laura Gil 《Learning and Instruction》2009,19(1):13-27

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.  相似文献   

Teaching Foundation Mathematics – a guide for teachers of older students with learning difficulties – By Nadia Naggar‐Smith     

Tandi Clausen‐May 《British Journal of Special Education》2008,35(3):187-187

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Responding to literature through storytelling,artifacts and multigenre writing practices: explorations of cultures and self          下载免费PDF全文

Kinga Varga‐Dobai 《Literacy》2015,49(2):77-83

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The Relations Between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study From Kindergarten to Fifth Grade          下载免费PDF全文

Einat Nevo  Irit Bar‐Kochva 《Mind, Brain, and Education》2015,9(3):154-163

This study investigated the relations of early working‐memory abilities (phonological and visual‐spatial short‐term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew‐speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual‐spatial memory predicted comprehension in Grades 2 (STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long‐lasting role of early visual‐spatial memory in predicting variance in reading. Whether this role of the visual‐spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation.  相似文献   

The citation evolution law of papers published in the same year but different month          下载免费PDF全文

GAI Shuang‐Shuang  LIU Xue‐Li  ZHANG Shi‐Le  LIU Rui‐Yuan 《Learned Publishing》2015,28(2):132-139

To explore the citation evolution of papers published in the same year but different month, we selected papers from a discipline (physical geography), a subject (diabetes: endocrine and metabolism) and a journal (Journal of Biological Chemistry) published in 2005 as research objects. These papers were divided into six groups according to the difference in publication month, and we analyzed citations to these papers for the 9 years after publication. The results showed that within 5 years after papers from physical geography were published, the overall differences in citations of papers in different groups were statistically significant (P < 0.05); after that, the differences were not statistically significant. Within 5 years after papers from diabetes (endocrine and metabolism) were published, the overall differences in citations of papers in different groups were statistically significant (P < 0.05); thereafter, the differences were not statistically significant. Within 7 years after papers from the Journal of Biological Chemistry were published, the overall differences in citations of papers in different groups were statistically significant (P < 0.05); thereafter, the differences were not statistically significant. Citations of papers followed the same pattern irrespective of discipline, subject or journal: citations of papers published in the same year but different month were obviously different in the first few publishing years, but as time went on, only the difference in publication month in a calendar year did not affect the papers' longer‐term citation.  相似文献   

Provision of consumer health information in Alberta's Rural Public Libraries   总被引：1，自引：0，他引：1  

Georges Danhoundo  Doug Whistance‐Smith  Daniel Lemoine  Jill Konkin 《Health information and libraries journal》2019,36(1):41-59

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Investigating the Development of the “Mobile Museum” from the Perspective of Service     

Chia‐Hui HUang  Fang‐Suey Lin 《Curator: The Museum Journal》2016,59(4):387-410

During economic development, modern museums face competition from various leisure activities and entertainment sites, and to achieve sustainable development, museums should reflect on providing high‐quality service to satisfy visitors’ expectations. Based on service design‐related theories, this research team conducted a case study to explore the planning, implementation, and meaning of Mobile Museums. It investigated design development from the perspective of public service design and summarized the policy, design, and service satisfaction results for Mobile Museums. Finally, the similarities in service processes are discussed between Mobile Museums and the general service industry. According to this study, attracting more visitors is the biggest issue facing museums today, as are the ways in which museums must actively provide service and become recognized to compete with others. This study identifies the onstage and backstage support of museums as well as their cultural features and non‐profit services.  相似文献   

Block Talk: Spatial Language During Block Play     

Katrina Ferrara  Kathy Hirsh‐Pasek  Nora S. Newcombe  Roberta Michnick Golinkoff  Wendy Shallcross Lam 《Mind, Brain, and Education》2011,5(3):143-151

Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple‐to‐execute educational interventions.  相似文献   

Modifications of Recognition Memory Processes in Preterm Children: An Event‐Related Potential Study          下载免费PDF全文

Kerstin H. Kipp  Axel Mecklinger  Nicole Brunnemann  Mohammed G. Shamdeen  Juliane Meng‐Hentschel  Ludwig Gortner 《Child development》2015,86(2):379-393

Prematurity may cause hippocampal compromise. Therefore, hippocampus‐dependent memory processes (recollection‐based retrieval) may be more impaired than hippocampus‐independent processes (familiarity‐based retrieval). The memory of 18 children born preterm with reduced hippocampal volumes, without neonatal complications (weeks of gestation < 34, weight < 1,600 g), and 15 controls (8–10 years) was tested using an item recognition task. While groups were equal in memory performance, dissociation was found: The event‐related potential (ERP) correlate of familiarity was intact in the preterm group, whereas the correlate of recollection was attenuated. A follow‐up experiment ruled out that this was due to general cognitive deficits. Furthermore, gestational age correlated with the ERP index of recollection. Thus, recognition memory in preterm children may be characterized by a compensation of attenuated recollection by familiarity.  相似文献