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81.
Martin J. Doherty Marina C. Wimmer Cornelia Gollek Charlotte Stone Elizabeth J. Robinson 《Child development》2021,92(1):205-221
Jigsaw puzzles are ubiquitous developmental toys in Western societies, used here to examine the development of metarepresentation. For jigsaw puzzles this entails understanding that individual pieces, when assembled, produce a picture. In Experiment 1, 3- to 5-year-olds (N = 117) completed jigsaw puzzles that were normal, had no picture, or comprised noninterlocking rectangular pieces. Pictorial puzzle completion was associated with mental and graphical metarepresentational task performance. Guide pictures of completed pictorial puzzles were not useful. In Experiment 2, 3- to 4-year-olds (N = 52) completed a simplified task, to choose the correct final piece. Guide-use associated with age and specifically graphical metarepresentation performance. We conclude that the pragmatically natural measure of jigsaw puzzle completion ability demonstrates general and pictorial metarepresentational development at 4 years. 相似文献
82.
PROSPECTS - While numerous studies have highlighted the benefits of physical activity on cognitive health, learning, and executive function, maintaining physical activity throughout one’s... 相似文献
83.
Dean Karnopp 《Journal of The Franklin Institute》1977,303(1):85-98
Although no truly linear physical systems exist, linearized system models are very often used in practice to study the dynamics of real systems and components. Here, the relations between the power and energy in a non-linear physical system and the analogous quantities associated with variables representing small deviations from steady-state values are studied. Sometimes a linearized system is energetically similar to the non-linear system from which it was derived, and in other cases, new types of energy elements appear which were not present in the original system. In order to show the structure of the systems, the results are presented in both equation form and in the form of bond graphs which are unique in exhibiting the power and energy structure of system models. 相似文献
84.
85.
Walter J. Peach Charlotte Cordry 《International Journal of Disability, Development & Education》1969,16(2):108-111
The problem of this study was to consider how a speech therapist can adequately evaluate the effectiveness of therapy. The unique feature of this pilot study was the use of a pre‐ and post‐test administration at the beginning and end of each therapy session. An error sound of the subject was selected on the basis of maturity and stimulability. Ten correct or incorrect responses to this error sound were tabulated for each session, establishing a base‐line on the initial performance and enabling progress checks. The number of correct responses during each therapy session increased as the number of sessions progressed. Increased efficiency could have been attributed to the effectiveness of previous sessions. 相似文献
86.
“人的全面发展”内涵新析 总被引:58,自引:0,他引:58
把握“人的全面发展”内涵的实质,应确立两个理论前提:第一,“人的全面发展”在很大程度上是一种理想、一种追求、一种社会和人生的信念;第二,“人的全面发展”是一个相对的概念,而不具有绝对的意义。同时,“人的全面发展”还应包含四个层面的内涵,即完整发展、和谐发展、多方面发展、自由发展。 相似文献
87.
Dr. Charlotte Reed 《The Urban Review》1996,28(1):81-93
This article offers an invitational model for overcoming prejudices. The proposed model is based on Haberman's (1994) five-step
approach to facing prejudices, which includes (1) analyzing prejudices; (2) seeking the sources of the beliefs; (3) examining
the benefits of prejudice; (4) considering the effects of prejudices; and (5) planning to eliminate prejudices. Purkey's (1992)
five-level conflict-management process adapted to prejudice serves as the five-part action plan in Haberman's fifth step.
The combination of these two models yields an invitational approach with five parts: (1) perceiving concern, (2) conferring
with oneself; (3) consulting with colleagues; (4) confronting the crisis; and (5) combating prejudices. Practical questions
and examples are provided to clarify each step.
We shall overcome,
We shall overcome,
We shall overcome someday.
If in our hearts we do believe,
We shall overcome someday. 相似文献
88.
Differences in College Access and Choice Among Racial/Ethnic Groups: Identifying Continuing Barriers
Hurtado Sylvia Inkelas Karen Kurotsuchi Briggs Charlotte Rhee Byung-Shik 《Research in higher education》1997,38(1):43-75
This study focuses on the college application behaviors of students from various racial/ethnic groups in order to understand differences in access and college choice. Student characteristics, predispositions, academic abilities, and income levels were taken into account in our analyses. We analyzed data from the National Education Longitudinal Study (NELS) and the Beginning Postsecondary Student Longitudinal Study (BPS) and found significant group differences in preparation behaviors, college application behavior (number of colleges to which students applied), and attendance at their first choice of institution. The results of this study call attention to the need for campuses to evaluate the potential effects of policy decisions that may impact student choice for different populations of students. 相似文献
89.
The problems of response bias in longitudinal studies of college students are examined. An extensive follow-up questionnaire was sent to 1,253 college seniors who had participated in a similar survey as freshman four years earlier. Careful measure of student responsiveness in relation to various techniques designed to increase the proportion of responders (e.g., postcard, telephone contact) were kept.The less responsive groups were significantly different from their more responsive counterparts on nearly a dozen variables representing a wide variety of content areas, including academic achievement, self-concept, alcohol consumption, social deviance, and major choice preferences. Controlling for sex and socioeconomic status served to reduce, but not eliminate, these biases. Overall, the results indicate that researchers cannot account for follow-up nonresponse bias by making statistical adjustments according to data available at initial testing. The results are discussed in light of identifying the reasons for nonresponse, and attempting to develop categories of nonresponders who may be motivated to cooperate by different types of follow-up techniques. 相似文献
90.
课程改革与教学模式转变 总被引:24,自引:0,他引:24
新一轮基础教育课程改革以空前的力度和崭新的面貌令世人关注,要实现课程改革的预期目标,关键在于教学模式的转变。现行教学模式必须从教师本位向学生本位转变,从独白式教学向对话式教学转变,从封闭式向开放式转变,从传递接受式教学向以引导探究为主要特征的多样化教学转变。 相似文献