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71.
Psychology of the Spoken Word. By Delbert Moyer Staley. Boston: Richard G. Badger, 1914. Pp. 370; cloth, $2.00; leather, $3.00. Famous Living Americans. Edited by Mary Griffin Webb and Edna Lenore Webb, Greencastle, Ind.: Charles Webb &; Co., 1915. Cloth, pp. 594. 相似文献
72.
Cara Lynne Preuss Cinthya M. Saavedra 《International journal of qualitative studies in education》2013,26(7):901-921
This paper reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program. The women in the program were generally framed as the deficient other – illiterate, immigrant women. The authors used a critical framework and Chicana/Latina feminist methodologies, namely pláticas y encuentros (talks and encounters), to investigate, reanalyze, and reinterpret the data. Through the process, the authors not only revealed the inner flame of the participants in the study, but through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities. The results speak to the importance of critical examinations of power and discourses in education that often reside unexamined, or perhaps examined but largely unpublished, in our research. 相似文献
73.
This paper serves as a summation of literature on children's attitudes toward older adults and aging. Research indicates that the vast amount of information available provides varying levels of understanding toward children's actual views of older adults. Differences between measurements, settings, and procedures stand as barriers in cross-comparison of studies and findings. There is a need for early aging education and as well as consistent research methods. 相似文献
74.
Cara Wallis 《传播与批判/文化研究》2013,10(4):341-358
This article presents an ethnography of a group of young women from rural China who attended a three-month computer-training course and then were placed in a data input company in China. Building upon scholarship on “Chinese governmentality,” I argue that although the training emphasized individual “quality” (suzhi) and the attainment of “useful” skills, once the women were employed their choices as autonomous individuals were severely limited through workplace disciplines that problematize notions of self government. I show how multiple modes of power were deployed to produce rural women as low-tech laboring subjects necessary for China's domestic development and participation in global capitalism. 相似文献
75.
The 2011 Acquisitions Institute at Timberline Lodge delivered a packed schedule of timely and interesting presentations on compelling topics for acquisitions and collection development librarians, publishers, and library vendors. The cozy lodge provided a perfect environment for relaxed conversation on topics such as patron-driven acquisitions, e-books, and library collaborations, while late snow flurries and a cloud cap hid Mount Hood from attendees’ eyes. 相似文献
76.
Interactivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this
information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in
the one-on-one communication involved in an electronic mentoring program. This report analyzes the interactivity between pairs
of corporate research scientists (mentors) and university biology students (protégés) during two consecutive implementations
of an electronic mentoring program. The frequency and structure of the interactions within each pair were examined to provide
context: 542 messages were posted among the 20 mentors and 20 protégés. These messages were formed into 5–10 threads per pair,
with 3–4 messages per thread, indicating a high level of interactivity (there were more responses posted than independent
messages). Mentor–protégé pairs rated as effective by both mentors and protégés posted more messages overall, had well-structured
threads, had protégé and mentor postings that were similar in topic coverage and message length, and had little overt “management”
behavior by mentors. However, there appears to be no clear recipe for successful interaction. Not only are there a variety
of factors at play in developing an online relationship in this context, but mentor–protégé pairs can falter at various stages
in the process and in various ways. 相似文献
77.
Brian Byrne Cara Delaland Ruth Fielding-Barnsley Peter Quain Stefan Samuelsson Torleiv Høien Robin Corley John C. DeFries Sally Wadsworth Erik Willcutt Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73
We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson,
PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade,
and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities
of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment
on individual differences at and across different stages of development. Family and twin-specific environmental information
is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far
have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the
preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and
learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects.
A print knowledge composite showed both genetic and shared environment influence. 相似文献
78.
Research Findings: Evolution by natural selection is often relegated to the high school curriculum on the assumption that younger students cannot grasp its complexity. We sought to test that assumption by teaching children ages 4–12 (n = 96) a selection-based explanation for biological adaptation and comparing their success to that of adults (n = 30). Participants provided explanations before and after a 10-min, analogy-based tutorial illustrating the principles of variation, differential survival, differential reproduction, inheritance, and population change. Although younger children (ages 4–6) showed minimal evidence of learning these principles, older children (ages 7–12) showed robust evidence of doing so, learning them at rates equivalent to adults. Participants of all ages, however, provided nonevolutionary explanations for biological adaptations (i.e., explanations referencing need, growth, and creation) nearly as often at posttest as they did at pretest. Practice or Policy: These results suggest that older elementary school-age children can be taught evolutionary concepts but that learning such concepts does not lead to the automatic replacement of nonevolutionary views of biological adaptation, which must be addressed separately. 相似文献
79.
Is syllable segmentation developmentally constrained by consonant sonority within syllable boundaries in silent reading? Evidence in French children 
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下载免费PDF全文 Norbert Maïonchi‐Pino Bruno de Cara Jean Écalle Annie Magnan 《Journal of Research in Reading》2015,38(3):226-248
There is agreement that French typically reading children use syllable‐sized units to segment words. Although the statistical properties of the initial syllables or the clusters within syllable boundaries seem to be crucial for syllable segmentation, little is known about the role of consonant sonority in silent reading. In two experiments that used audio‐visual and visual pseudoword recognition tasks with 300 French typically developing children, we showed a progressive increase in the use of syllable segmentation from the first through fifth years of reading instruction. The children were influenced both by an optimal ‘sonorant coda–obstruent onset’ sonority profile and by the individual position‐dependent consonant sonority within syllable boundaries. Orthographic and phonological statistical properties did not clearly modulate the response patterns. We provide innovative data to help further understand the developmental course of the use of syllable segmentation as determined by sonority. We discuss our results in the light of linguistic principles. 相似文献
80.
Sedentary women (n = 92) classified as low (L), medium (M), and high (H) in baseline step counts and assigned to 10,000-step goal (TSG) and personal step goal (PSG) groups (within levels) were compared on goal attainment and step counts. A significant interaction for goal attainment, F(2, 86) = 4.51, p = .014, indicated that the L group was significantly less likely to meet the TSG than the M and H groups. Step counts increased after goal assignment, but not more for one group than the other. Results of this research support the previous finding that women with low baseline step counts are unlikely to meet a TSG, but a TSG does not result in lower step counts than a PSG. 相似文献