Why Does Infant Stepping Disappear and Can It Be Stimulated by Optic Flow?          下载免费PDF全文

Marianne Barbu‐Roth  David I. Anderson  Ryan J. Streeter  Marie Combrouze  Juana Park  Brooke Schultz  Joseph J. Campos  François Goffinet  Joëlle Provasi 《Child development》2015,86(2):441-455

Two independent experiments (n = 22 and n = 22) showed that 2‐month‐old infants displayed significantly more stepping movements when supported upright in the air than when supported with their feet contacting a surface. Air‐ and surface‐stepping kinematics were quite similar (Experiment 2). In addition, when data were collapsed across both experiments, more air steps and more donkey kicks were seen when infants were exposed to optic flows that specified backward compared to forward translation. The findings challenge the currently accepted heavy legs explanation for the disappearance of stepping at 2 months of age and raise new questions about the visual control of stepping.  相似文献   

Critical Historical Thinking: When Official Narratives Collide With Other Narratives     

Cinthia Salinas  Brooke Blevins  Caroline C. Sullivan 《Multicultural Perspectives》2013,15(1):18-27

In this article the authors examine The Student as Historian project in highlighting how critical historical thinking can provide other and more complex renditions of history. The authors note that teachers’ understandings of educational ends, purposes, values, and critical content knowledge are entwined and inextricable from ideological stances and historical positionality.  相似文献   

EMPLOYING SERVICE-LEARNING TO TEACH RESEARCH METHODS TO GERONTOLOGY STUDENTS     

Yehudit Gorelik  Joann Damron-Rodriguez  Brooke Funderburk  David H. Solomon 《Educational gerontology》2013,39(7):623-638

Undergraduate student interest in aging was examined in relation to age, gender, and contact with older adults. Interest in aging is conceived of along a continuum, ranging from initial interest-taking an aging course-to substantial interest as evidenced by academic and career interest. Undergraduate students who have taken an aging course (n = 189) and a stratified random comparison group (n = 261) self-assessed their interest in aging. Background information, including the frequency and duration of contact with older family and non-family individuals, was reported. Being female (p < 001) and having frequent contact with older family members (p < .01) significantly explains initial interest in aging. Initial interest in aging (i.e., taking an aging course) significantly contributes to substantial interest in aging (p < .0001) i.e., taking more aging courses, majoring in gerontology, working or planning to work with older adults. Contact with older adults positively affects undergraduate interest in aging. Interest in aging proceeds along a continuum, from preceding factors to initial interest in aging and then to substantial interest in aging. Aging courses and opportunities for interaction with older adults should be offered at the undergraduate level.  相似文献   

“Eugene J. Mccarthy: The making of a nomination speech”     

Sarah E. Sanderson 《Communication quarterly》2013,61(4):51-54

INTIMATE COMMUNICATION. By Gerald M. Phillips and Nancy J. Metzger. Boston: Allyn and Bacon, 1976; pp. x + 454. $8.95.

TOWARDS AN ANALYSIS OF DISCOURSE: THE ENGLISH USED BY TEACHERS AND PUPILS. By J. McH.Sinclair and R. M. Coulthard. London: Oxford University Press, 1975; pp. iv + 163. Paper $8.00.

THE LIVING PRINCIPLE: ENGLISH AS A DISCIPLINE OF THOUGHT. By F. R. Leavis. New York: Oxford University Press, 1975; pp. 264. $12.95

THE LAY OF THE LAND: METAPHOR AS EXPERIENCE AND HISTORY IN AMERICAN LIFE AND LETTERS. By Annette Kolodny. Chapel Hill: University of North Carolina Press, 1975; pp. 185. $8.95.

CANDIDATES AND THEIR IMAGES: CONCEPTS, METHODS, AND FINDINGS. By Dan Nimmo and Robert L. Savage. Pacific Palisades, California: Goodyear, 1976; pp. 250. Paper $5.95.

THE PENTAGON PAPERS TRIAL. By Kenneth W. Salter. Berkeley, California: Editorial Justa Publications, 1975; pp. xii + 123. Paper $4.50.  相似文献   

Relevance in pedagogy and the problem of educational quality in Latin America     

Nigel Brooke 《International Journal of Educational Development》1982,2(1):73-79

The educational reforms implemented in various Latin America countries at the end of the 60's and early 70's shared a common desire to ruralize rural primary schooling in the search for relevance. Some reforms promoted differentiated content for rural areas while others, notably the Mexican, emphasized the adaptation of standard material to the local context through the use of a progressive methodology of teaching.Questions are raised as to whether the Mexican approach is any the less dualist for adopting standard material and whether it represents a viable strategy for the improvement of the quality of education in rural schools. The progressive model of teaching proposed is seen to be based on a number of assumptions of unproven validity, especially with regards to its ability to promote social and political awareness. In practical terms it is seen to depend for its success on types of teachers and pupils that are largely unknown in rural areas, and on a type of school organization that should precede any such reform of methods.More a philosophy than a practical plan of action, the progressive methodology is unlikely to act as an adequate substitute for more expensive but more determined policies designed to tackle the basic problems of truancy, drop-out and poor pupil performance.  相似文献   

Reading, Reasoning, and Literacy: Strategies for Early Childhood Education From the Analysis of Classroom Observations     

Brooke K. McKie  Jo-Anne Manswell Butty  Rodney D. Green 《Early Childhood Education Journal》2012,40(1):55-61

Researchers have posited that children generally learn to read in environments that are trusting, comfortable, and offer small group or one-to-one adult support, all of which are characteristics of a high quality early childhood education program. This evaluation research study examines the Pre-Kindergarten Incentive Program, an early childhood demonstration program in Washington, DC designed to study several urban community-based sites. The authors facilitate a discourse on how all early childhood education programs can become high quality programs through standardized observations, evaluations, and constructive feedback. The article describes the demonstration program, highlights general findings from standardized classroom observations, discusses areas needing improvement, and presents strategies for addressing areas of challenge. It will reveal to early childhood educators how evaluation findings can improve teaching and learning techniques and environments in early childhood programs. The goal is to promote overall improvement in reading, reasoning, and literacy for children enrolled in early childhood programs and thereby better prepare them for kindergarten.  相似文献   

The Effect of Goal-Line Presentation and Goal Selection on First-Grader Subtraction Fluency     

Thomas J. Gross  Gary J. Duhon  Brooke Hansen  Julie E. Rowland  Greg Schutte  Joey Williams 《Journal of Experimental Education》2013,81(4):555-571

Math proficiency is related to math calculation fluency. Explicit timing provides repeated practice for math fluency. It is enhanced through goal setting, graphic feedback, and rewards. Self-selected goals have potential to increase performance for math fluency. This study compared the effect of goal lines, and researcher goals versus self-selected goals. The authors compared three groups: (a) researcher-selected goals only, (b) researcher-selected goals with goal lines, and (c) self-selected goals with goal lines. First-grade students completed subtraction probes and colored in a bar graph with their performance. When participants met or exceeded their goals, participants received rewards twice per week. Results indicated that the researcher-selected goals with goal lines procedures with explicit timing had the greatest effect on subtraction fluency for first-grade students. The researcher-selected goals with goal lines and self-selected goals with goal lines groups outperformed the researcher-selected goals-only group.  相似文献   

The Role of Subjective Threat in Upward Influence Situations     

Vincent R. Waldron  James Sanderson 《Communication quarterly》2013,61(2):239-254

The practice of organizational democracy requires members to exert influence. However, members often “pass” on the opportunity to exercise upward influence because they perceive the act to be threatening to them or to their supervisors. Drawing from Porter's early political theory of upward influence (Porter, Allen, &; Angle, 1981 Porter , L. W. , Allen , R. W. , &; Angle , H. L. ( 1981 ). The politics of upward influence in organizations . In L. L. Cummings &; B. Staw (Eds.), Research in organizational behavior (pp. 269 – 293 ). Greenwich , CT : JAI . [Google Scholar]), this study examined the role of relationship maintenance behavior and relationship quality in shaping threat perceptions in 2 different influence contexts. A survey of 319 working adults revealed that established patterns of relationship maintenance behavior predisposed employees to view situations involving upward influence to be more or less threatening. The current quality of the leader–member relationship was an even more substantive predictor. However, context moderated the relational effects. Relationship variables accounted for more variance in perceived threat when the influence was intended to advance legitimate (organizational), rather than illegitimate (personal), objectives. It is suggested that a “threat management” model of communication could guide future research on upward influence and similarly risky forms of workplace communication.  相似文献   

Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten     

Brooke Soden-Hensler  Jeanette Taylor  Christopher Schatschneider 《Scientific Studies of Reading》2013,17(5):457-474

Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and nonshared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes, but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of prereading literacy skills that could inform work on the development of reading skill.  相似文献   

The Twentieth Century Frontier in Odessa,Texas: Bar Stools and Pulpits     

Jim Sanderson 《Journal of American culture (Malden, Mass. : 2003)》1987,10(4):31-35

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