Longitudinal effects of verbal ability,memory capacity,and phonological awareness on reading performance     

Jan Carol Näslund  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》1991,6(4):375-392

This study addresses the longitudinal relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Data from 92 German children were used to explore the exact relation among these variables. Indicators of verbal ability, memory capacity, and phonological awareness were assessed in kindergarten and again after the first grade. The interrelationships among these factors, and the subsequent influence they have on decoding speed and reading comprehension during the second grade were examined via structural equation modeling procedures. Overall, the results of the longitudinal analyses show that the relationship of memory capacity and phonological awareness remains stable over time, and that memory capacity predicts performance on phonological awareness tasks in both kindergarten and second grade. Phonological awareness proved to be a significant predictor of decoding speed, which in turn considerably influenced reading comprehension.  相似文献   

State-Dependent Memory in Infants     

Sabine Seehagen  Silvia Schneider  Katharina Sommer  Laura La Rocca  Carolin Konrad 《Child development》2021,92(2):578-585

Why do infants remember some things and not others? Human infants frequently cycle through different states such as calm attentiveness, wakeful activity, and crying. Given that cognitive processes do not occur in isolation, such fluctuations in internal state might influence memory processing. In the present experiment, declarative memory in 9-month-old infants (N = 96) was heavily state dependent. Infants exhibited excellent retention of a deferred imitation task after a 15-min delay if their state at encoding was identical to their state at retrieval (e.g., calm). Infants failed to exhibit retention if their state at encoding was different from their state at retrieval (e.g., calm vs. animated). Infant memory processing depends on internal cues.  相似文献   

What Counts? Sources of Knowledge in Children’s Acquisition of the Successor Function     

Rose M. Schneider  Jessica Sullivan  Kaiqi Guo  David Barner 《Child development》2021,92(4):e476-e492

Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this “successor function”: (a) mastery of productive rules governing count list generation; and (b) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts.  相似文献   

Evaluierung von Studienpl?nen     

Gerhard Reichmann 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(2):37-45

Gegenstand des vorliegenden Beitrages ist die Vorstellung eines Projektes zur Evaluierung eines Studienplanes in Form der Ermittlung von Verbesserungsm?glichkeiten hinsichtlich der Studienbedingungen. Evaluiert wird der aktuelle Studienplan für die Studienrichtung Betriebswirtschaft an der Karl-Franzens-Universit?t Graz. Zun?chst werden anhand einer kombinierten offenen und strukturierten Befragung Verbesserungswünsche von Studierenden, die nach diesem Studienplan studieren, gewonnen. Im Anschluss werden jene Verbesserungswünsche identifiziert, die realisierbar erscheinen. Zielsetzung der gegenst?ndlichen Evaluierung ist eine Verbesserung der Studienqualit?t.  相似文献   

Improving College Enrollment of At-Risk Students at the School Level     

Ryan N. Goodwin  Wei Li  Michael Broda  Heather L. Johnson  Barbara Schneider 《Journal of Education for Students Placed at Risk》2016,21(3):143-156

Many federal, state, and local education policy priorities are aimed at preparing high school students, especially those at risk, to be college- and career-ready when they graduate from high school. A number of programs across different institutional entities have been initiated to achieve these goals, encompassing individual partnerships with schools. Many of these programs include a variety of interventions, ranging from college and course counseling to college visits. Although there have been some evaluations of the larger federal programs, and some state and district programs, few have examined national observational data on the impact of these programmatic efforts on college enrollments. This study uses the HSLS:09 database to investigate the impact of specific treatments in at-risk schools on college enrollments. Results show that several of these programmatic initiatives have a positive effect on college enrollment; however, the effects are small compared to some of those reported by other national studies.  相似文献   

INTELLIGENT DISCOVERY SYSTEMS (IDS)     

Daniel K. Schneider 《Higher Education in Europe》1989,14(2):40-45

In the literature on Intelligent Computer‐Aided Instruction (ICAI), and more widely, in that on artificial intelligence in education, we can distinguish, as a general rule, between intelligent tutoring systems and learning environments (also called micro‐worlds). In this article, we have attempted to merge these two approaches so as to produce a synthesis which we propose calling intelligent discovery systems.  相似文献   

Family and nonfamily support in relation to burnout and work engagement among Italian teachers     

Caterina Fiorilli  Barry Schneider  Ilaria Buonomo  Luciano Romano 《Psychology in the schools》2019,56(5):781-791

Italy had traditionally been considered a family‐oriented culture where support from relatives is primary. The major purpose of this study was to clarify the benefits of social support inside and outside the family for schoolteachers in Italy, focusing on the teacher burnout and work engagement. Findings indicated that the family was by far the most significant source of support. School colleagues who felt close to each other resembled each other in terms of burnout and work engagement. Difficult interactions with colleagues were associated with burnout more extensively at later stages of the teaching career; supervisor support was linked with burnout at an early stage.  相似文献   

Moderate Alcohol Consumption and Psychological Stress during Pregnancy Induce Attention and Neuromotor Impairments in Primate Infants     

Mary L. Schneider  Elizabeth C. Roughton  Gabriele R. Lubach 《Child development》1997,68(5):747-759

This study examined the effect of moderate alcohol and/or psychological stress during prenancy on off-spring growth and behavior in 33 rhesus monkey infants ( Macaca mulatta ). Infants were derived from 1 of 3 groups of female: (1) alcohol-consuming,0.6g/Kg, Daily throughou gestation (equivalet, to 1-2 drinks), beginning 5 day prior to breeding;(2) alcohol-consuming (as above) and exposed to mild psychological stress(removal from home cage and exposed to 3 random noise bursts); (3) sucrose-consuming, equivolemic, and equicaloric to the alcohol solution.Beginning on day 4 postpartum, intantrs underwent brief weekly separations from their mother for assessment of growth, behavior, and facial dimensions. Results indicated that moderate alcohol consumption throughout pregnancy was sufficient to affect attention and neuromotor functioning, even though the infants were normol in birthweight, gestational length, and facial dimensions, Moreover, alcohol-induced neuromotor impairments were exacerbated by maternal exposure to psychological stress, and males from the alcohol/stress condition had reduced birthweights. Finally, although all females consuming alcohol produced viable offspring, alcohol accompanie by stress during gestation resulted in 23% fetal losses (abortion and stillbirths).  相似文献   

Making a world of difference: Collaboration.Excellence for intercultural teams     

Luise Schneider  Claudia Romberg 《Performance Improvement》2011,50(2):44-48

Cultural awareness training that emphasizes communication delivers only a partial solution to the challenges that intercultural work teams face. Improving collaboration requires a strong foundation of performance management before a work team can determine how they will cooperate to perform to excellence. Against the backdrop of the authors' experiences, the program Collaboration.Excellence offers a three‐phase approach that performance improvement professionals can take to build effective intercultural work teams.  相似文献   

Theoretical competence models,tests and designs     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2022,34(2):139-141

Educational Assessment, Evaluation and Accountability -  相似文献