Editorial     

Prof. Dr. W. Dörfler 《Educational Studies in Mathematics》1993,24(1):v-v

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A method for transcribing signed and spoken language     

J M Johnson  S J Rash 《American annals of the deaf》1990,135(5):343-351

Transcribing sign communication used simultaneously with spoken English presents investigators with a unique problem: the singular quality of the bimodal communicative interactions cannot be accurately depicted using accepted conventions for recording either spoken or signed language samples. This article proposes guidelines for transcribing such data. The need for guidelines arose during an earlier study of the language development of a hearing child of deaf parents. To meet the immediate needs of that study, rules and conventions from previous studies were combined with newly generated ones, resulting in the guidelines proposed in this article. The guidelines can be applied to data in which intermodal linguistic influence is suspected.  相似文献   

Investigation of Poor Academic Achievement in Children with Duchenne Muscular Dystrophy     

V. J. Hinton  D. C. De Vivo  R. Fee  E. Goldstein  Y. Stern 《Learning disabilities research & practice》2004,19(3):146-154

Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide‐ranging consequences on learning skills.  相似文献   

Assessing School Readiness: Validity and Bias in Preschool and Kindergarten Teachers' Ratings     

Andrew J. Mashburn  Gary T. Henry 《Educational Measurement》2004,23(4):16-30

As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed.  相似文献   

冠军由基因决定吗?     

JamesS.Skinner Ph  .D. 《体育科学》2003,23(3):135-139

本文要点: ◆遗传型是机体全部遗传基因的总和,代表了个体的遗传潜力.在决定个体的解剖、生化、生理、行为等特性或遗传表型(如褐色的眼睛、75kg的体重、50 ml/kg/min的最大摄氧量等)上起主导作用.  相似文献   

Preservation Management of Digital Materials: a handbook: by Maggie Jones and Neil Beagrie. London: British Library for Resource: The Council for Museums, Archives and Libraries, 2001. 139 pp. £15.00 spiral bound ISBN 0712308865     

Peggy Johnson 《Library Collections, Acquisitions, and Technical Services》2003,26(4):469-470

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Neuropsychological classification and treatment of dyslexia.     

D J Bakker 《Journal of learning disabilities》1992,25(2):102-109

Evidence shows that initial and advanced learning to read are predominantly mediated by the right and left cerebral hemispheres, respectively. Premature reliance on left-hemispheric reading strategies may result in L-type dyslexia, characterized by hurried and inaccurate reading. P-type dyslexia, characterized by a slow and fragmented style of reading, may result from the inability to shift from the predominant generation of right-hemispheric reading strategies to the predominant generation of left-hemispheric reading strategies. Results of investigations concerning the validity of the L/P-typology are discussed, as are the reading effects of hemisphere-specific and hemisphere-alluding stimulation in children with L- and P-type dyslexia.  相似文献   

The value of structured abstracts in information retrieval from MEDLINE     

Andrew Booth  Alan O&#x;Rourke 《Health information and libraries journal》1997,14(3):157-166

Objective: To determine whether information retrieval might be enhanced by making each component of a structured abstract a separately searchable field. Design: Parallel searches on records arranged so that each abstract could either be searched in its entirety or as a collection of structured fields. Subjects: Records about cardiovascular disease downloaded from MEDLINE and tested against clinical questions derived from a concurrent survey of CD-ROM use in three health science libraries. Intervention: The investigators identified terms used to structure abstracts on MEDLINE and imported the abstracts into an Idealist database prior to searching using keywords from clinical questions. Measurements and main results: recall and precision rates are given for each question in the ‘structured’ and the ‘unstructured’ set of records. Conclusions: Use of structured, rather than unstructured, abstracts improves precision at the ex-pense of recall and places heavier demands upon the searcher’s skill in choosing the correct fields within the abstract to search. Further investigation requires more accurate simulation of MEDLINE software that utilizes features such as MeSH terms, explode, facilities and delimiters.  相似文献   

Special Focus on ‘Children and Adolescents’     

Frederick D. Harper 《International journal for the advancement of counseling》1999,21(2):85-85

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Microscale experiments in chemistry — The need of the new millenium     

Shriniwas L. Kelkar  Dilip D. Dhavale 《Resonance》2001,6(7):6-12

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