The Twelve Cranial Nerves of Christmas: Mnemonics,Rhyme, and Anatomy – Seeing the Lighter Side     

Claire F. Smith  Scott Border 《Anatomical sciences education》2019,12(6):673-677

Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (S kin, C onnective tissue, A poneurosis, L oose areolar tissue, P ericranium). There has been concern by some educators that using mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using mnemonics and rhyme is as valid today as it has been for centuries.  相似文献   

The relationship between the Wechsler Intelligence Scale for Children-Third Edition and the Kaufman Test of Educational Achievement     

Claire Lavin 《Psychology in the schools》1996,33(2):119-123

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) and the Kaufman Test of Educational Achievement (K-TEA; Kaufman & Kaufman, 1985) are commonly used in the identification of children for special educational services. However, there is little evidence about the relationship between these two tests among children with handicapping conditions. This study examined the relationship between the WISC-III IQs and K-TEA standard scores in a sample of 72 children with emotional handicaps. The results revealed a significant positive relationship between scores on these instruments. © 1996 John Wiley & Sons, Inc.  相似文献   

Clinical applications of the Stanford-Binet intelligence scale: Fourth edition to reading instruction of children with learning disabilities     

Claire Lavin 《Psychology in the schools》1995,32(4):255-263

When children are referred to psychologists for evaluation, the most useful resulting information for the classroom teacher is not a label but suggestions regarding instruction. In its present format, the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE; Thorndike, Hagen, & Sattler, 1986) lends itself to the selection of instructional strategies in reading for children with learning problems. The data on cognitive skills obtained from the SB:FE provide important insights into cognitive strengths and weaknesses that may be related to academic functioning. Although there is no one-to-one correspondence between scores on a particular subtest and performance in a particular academic area, clinical interpretation of SB:FE test data can help psychologists answer the question, “How do I teach him to read?”  相似文献   

Beyond the Blockbuster: Good Exhibitions in Small Packages     

Ellen W. Lee 《Curator: The Museum Journal》1994,37(3):172-184

Many American and European art museums are now featuring small, highly-focused shows in their exhibition programs. In 1990, the Indianapolis Museum of Art organized an exhibition that reunited, for the first time in a century, the four landscape paintings created by neo-impressionist Georges Seurat during the last summer of his life. Using Seurat at Gravelines: The Last Landscapes as an example, this article addresses the advantages — for museums and their visitors — of the small temporary exhibition.  相似文献   

School phobia and separation anxiety: Diagnostic and treatment comparisons     

LeAdelle Phelps  Deborah Cox  Ellen Bajorek 《Psychology in the schools》1992,29(4):384-394

There exists substantial confusion regarding the comparative diagnostic criteria and treatment implications for school phobia and separation anxiety. A literature survey demonstrates the tendency of school personnel to put all youngsters exhibiting these disorders into one group called “school refusers.” Treatment issues are handled in a similar fashion despite accumulating evidence of treatment-relevant differences between the disorders. Variables that facilitate a finer diagnostic discrimination are presented. After reviewing pertinent treatment distinctions between the two disorders, specific behaviorally oriented methods are recommended.  相似文献   

‘A lesson in football wisdom’? Coverage of the unofficial women’s World Cup of 1971 in the Mexican press     

Claire Brewster 《Sport in History》2019,39(2):147-165

ABSTRACT

When Mexico hosted the 1971 Women’s World Cup, it raised considerable challenges for local journalists. The domestic game had never received significant press attention, but mounting public interest in such a prestigious tournament demanded a response from national and sporting newspapers. In this chapter, we analyse the extent to which the masculine hegemonic environment of the newsroom dictated the perspective, language, and imagery deployed by journalists in their reports. While underlying sexism and cynicism characterised more traditional, conservative sections of the printed media, our analysis reveals a surprising degree of willingness to adapt and learn new ways. In tracing the dynamics of this process we assess the extent to which a more enlightened appreciation of Mexican women’s football only lasted for as long as they continued to win matches.  相似文献   

Following the yellow brick road: A metaphor for leadership development     

Ellen D. Wagner 《Performance Improvement》1988,27(8):29-32

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Visualising the Interdisciplinary Research Field: The Life Cycle of Economic History in Australia     

Claire Wright  Simon Ville 《Minerva》2017,55(3):321-340

Interdisciplinary research is frequently viewed as an important component of the research landscape through its innovative ability to integrate knowledge from different areas. However, support for interdisciplinary research is often strategic rhetoric, with policy-makers and universities frequently adopting practices that favour disciplinary performance. We argue that disciplinary and interdisciplinary research are complementary, and we develop a simple framework that demonstrates this for a semi-permanent interdisciplinary research field. We argue that the presence of communicating infrastructures fosters communication and integration between disciplines and the interdisciplinary research field to generate innovative knowledge. We apply this to the experience of economic history in Australia in the second half of the twentieth century to demonstrate the life cycle of a semi-permanent interdisciplinary research field.  相似文献   

The effect of imaginative play actions on language development in five-year-old children     

Ellen S. Marbach  Thomas Daniels Yawkey 《Psychology in the schools》1980,17(2):257-263

The study, using 60 five-year-olds, investigated forms of play: (a) self-action, (b) puppet-action, and (c) control treatments and differences between the sexes on aural language recall scores using semantic, absolute, and syntactic criteria. The results of the preliminary analyses between treatment groups and sex differences on the Peabody Picture Vocabulary Test and the Harris-Goodenough Draw-A-Man Test indicated no significant main or interaction effects. The subjects in treatment groups and boys and girls were relatively homogeneous on receptive language IQ and motor coordination, respectively. With 3 × 2 factorial analysis of variance experiments run on aural language recall for each of the three criteria, several significant results were noted: (a) Using the semantic criteria for scoring aural language recall, self-action play yielded significantly higher mean scores than either puppet-action or control groups. (b) Using the semantic criteria to score aural language recall, girls yielded significantly higher scores than boys. (c) Using either the absolute or syntactic scoring criteria, the results of the analysis indicated no significant main or interaction effects on aural language recall.  相似文献   

Marketing for Museums: For-Profit Techniques in the Non-Profit World     

Claire L. Fronville 《Curator: The Museum Journal》1985,28(3):169-182

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