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41.
Marie Simon Lauren A. Fromont Marie-Thérèse Le Normand 《Scientific Studies of Reading》2013,17(6):494-508
ABSTRACTThis study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A picture written naming task controlling for word frequency, word length, and phoneme-to-grapheme predictability was designed to analyze spelling productions. A generalized linear mixed model on the percentage of correct spelling revealed an effect of participant’s reading abilities, but no effect of hearing status. Word frequency and word length, but not phoneme-to-grapheme predictability, contributed to explaining the spelling variance. Deaf children with a CI made significantly less phonologically plausible errors and more phonologically unacceptable errors when compared to their hearing peers. Age at implantation and speech perception scores were related to deaf children’s errors. A good word spelling level can be achieved by deaf children with a CI, who nonetheless use less efficiently the phoneme-to-grapheme strategy than do hearing children. 相似文献
42.
Adriana Bernardi Francesca Becherini Marco Verità Patrick Ausset Maura Bellio Ulrike Brinkmann Helene Cachier Anne Chabas Felix Deutsch Marie-Pierre Etcheverry Franco Geotti Bianchini Ricardo H.M. Godoi Velichka Kontozova-Deutsch Roger Lefèvre Tiziana Lombardo Peter Mottner Chiara Nicola Isabelle Pallot-Frossard René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536
The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation. 相似文献
43.
In this paper, the authors report on the importance of using Intensive Interaction for the development of non-verbal communication for people with autism. The complexity of learning non-verbal communication means that it cannot be taught in any sense in a traditional, didactic manner. While a person may have the cognitive abilities to follow instructions and be taught the need to behave a certain way in social situations, which will not allow them to properly assimilate and understand social expectations and how to operate in social contexts. This paper suggests that the use of Intensive Interaction creates frequent opportunities for a person to take part in face-to-face interactions and consequently allow for the gradual development of non-verbal communication. 相似文献
44.
Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program 总被引:1,自引:0,他引:1
In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled
disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating
what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive
literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from
low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly
important to youth who have few other opportunities to interact with and relate to science in positive ways. 相似文献
45.
Anne-Sophie Hayek Claudia Toma Sofia Guidotti Dominique Oberlé Fabrizio Butera 《European Journal of Psychology of Education - EJPE》2017,32(1):97-112
At school, pupils often cooperate on common projects and must coordinate their different individual actions. However, grades are pervasively used even in cooperative situations, which make the pupils’ differences in achievement and their relative rank salient and may reduce their inclination to work constructively with others. Thus, we hypothesized that grades would elicit disruptive interactions and reduce performance in a cooperative cognitive-motor task necessitating inter-individual coordination of members. In a study with 5th graders, grades (vs. a neutral concept) were primed at the onset of a cooperative group interaction. Results showed that, although pupils were set to work cooperatively, priming grades (vs. neutral concepts) harmed inter-individual coordination by eliciting more negative dominant behaviours among pupils during interactions, which decreased group performance. 相似文献
46.
Dominique Lecourt 《Prospects》1988,18(2):229-238
University Professor, Chief Education Officer and Director of the Centre National d'Enseignement à Distance (CNED) from December 1985 to December 1987. Author of several works on epistemology, history of science, social problems. 相似文献
47.
Dominique Groux 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):107-123
Throughout the world there is a great diversity of curricula for introducing early foreign language training more or less intensively. These curricula correspond to different pedagogical approaches. But these pedagogical choices are not neutral. They are the result of political choice. They are also sociologically discriminatory. The author studies and contrasts various forms of language training of certain countries and within the same countries (for example, the correlation between bilingual training and private schools, or the choice of bilingual education as a political goal). She proposes a scale for classifying the kinds of early foreign language training, depending on sociological criteria and political choice. 相似文献
48.
Research in Science Education - The aim of this paper is to show how an innovative technique can be used to introduce a method for uncovering intrinsic mechanisms that motivate changes in... 相似文献
49.
Annie Weill-Fassina Carinne Filleur Marie-Hélène Poulier 《European Journal of Psychology of Education - EJPE》1989,4(1):83-102
Fault finding is a puzzling task, at work and in technical and professional training. Our purpose is to contribute to an analysis of the required competencies and mainly to a characterisation of the evolution steps in knowledge and action organisation from novice to expert. Eight grown-up preparing a professional certificate in engine mecanics were observed and filmed while they were working out the diagnosis of an ignition trouble on a real equipment. The theory of functionning registers (deducted from Piaget’s theory) is considered as a relevant frame for our activity analysis. So, four competencies patterns has been outlined on the basis of errors extension, circuit functionning representations which were infered from schema interpretations, and trouble-shooting strategies denoted by control procedures. Some consequences about training are examined. 相似文献
50.
Anne Sinclair Anne Garin Chantal Tièche-Christinat 《European Journal of Psychology of Education - EJPE》1992,7(3):191-207
The purpose of this study was to investigate how children aged five to nine gradually build up an understanding of the characteristics of place-value inherent in the written number system. The task consisted in presenting collections of chips, asking children to produce the corresponding two-digit numerals, and then questioning them in a structured clinical interview about the possible numerical meaning (in terms of correspondence to a number of chips) of each of the digits in the numeral. Results show that the idea that parts of the notation must correspond to mutually exclusive parts of the collection is but slowly built up, and that subsequently it is fleshed out by the use of knowledge concerning oral numeration_— written numeration correspondences. Intuitions concerning «groups of ten» arise later. A fair proportion of eight-year-olds and all nine-years-olds saw the two-digits as corresponding to, on the one hand, a number of units, and on the other, a number of groups of units. 相似文献