Norm estimates for function Lyapunov equations and applications     

Michael Gil’ 《Journal of The Franklin Institute》2018,355(10):4241-4247

We consider the function Lyapunov equation $f^{*}\left(A\right)X+Xf\left(A\right)=C,$ where A and C are given matrices, f(z) is a function holomorphic on a neighborhood of the spectrum σ(A) of A. For a solution X of that equation, norm estimates are established. By these estimates we investigate perturbations of a matrix A whose spectrum satisfies the condition $\inf ?\sigma \left(f\right(A\left)\right)>0$. In the case $f\left(z\right)=z^{\nu }$ with a positive integer ν we obtain conditions that provide localization of the spectrum of a perturbed matrix in a given angle.  相似文献   

Foster parents: set up to fail     

E Gil 《Child abuse & neglect》1984,8(1):121-123

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The Use of Concept Maps as an Assessment Tool in Physics Classes: Can One Use Concept Maps for Quantitative Evaluations?     

Llinás  Julia Gil  Macías  Francisco Solano  Márquez  Luis Manuel Tobaja 《Research in Science Education》2020,50(5):1789-1804

Research in Science Education - The aim of the present research was to explore the use of concept maps as an assessment tool. The research question posed was: can concept maps be used to...  相似文献   

The Effectiveness of Teaching Geometry to Enhance Mathematical Understanding in Children with Down Syndrome     

María Elena Gil Clemente  José Ignacio Cogolludo-Agustín 《International Journal of Disability, Development & Education》2019,66(2):186-205

ABSTRACT

It is widely known that people with Down syndrome have difficulties transitioning from a basic understanding of counting and cardinality to more advanced arithmetic skills. This is commonly addressed by resorting to the mechanical use of algorithms, which hinders the acquisition of mathematical concepts. For this reason some authors have recently proposed a shift in the focus of learning from arithmetic to more fertile fields, in terms of understanding. In this paper we claim geometry fits this profile, especially suited for initiating children with Down syndrome into mathematics. To support this we resort to historical, epistemological, and cognitive reasons: the work of Séguin and his intuition on the central role of geometry in the development of abstract thinking in the so-called idiot children, the ideas of René Thom about the role of continuum intuition in the emergence of conscious thinking, and finally the two strengths people with Down syndrome display: visual learning abilities and interest in abstract symbols. To support these ideas we present the main findings of qualitative research on elementary mathematics teaching to a group of seven children (3–8) with Down syndrome in Spain. The didactic method used, naturally enhance their naïve geometrical conceptions.  相似文献   

Gender matters in transition to adulthood: A survey study of adolescents with disabilities and their families     

Kristin Powers  Jennifer Hogansen  Sarah Geenen  Laurie E. Powers  Eleanor Gil‐Kashiwabara 《Psychology in the schools》2008,45(4):349-364

This survey study explored gender differences in transition imperatives and opportunities for youth with disabilities (N = 521). Results indicated that males and females differ in terms of the adult outcomes they hope to achieve, transition training opportunities they have received, and their access to teachers and other nonfamilial adults to assist them. Youth and parents who responded to the survey indicated that gender stereotypes continue to exist and that these stereotypes result in lowered expectations for girls. Gender stereotypes were found to vary by ethnicity. Access to health insurance and a good doctor were rated as top priorities for all youth transitioning to adulthood. Implications for educators, psychologists, and counselors are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

The role of language, appearance, and culture in children's social category-based induction     

Diesendruck G  HaLevi H 《Child development》2006,77(3):539-553

Four studies examined whether Israeli 5-year-olds (N = 88) and adults (N = 48) drew inferences about psychological properties based on a character's social category, personality trait, or physical appearance trait. Study 1 revealed that while children drew inferences mostly by social category, adults did it by personality trait. Study 2 showed that the children's pattern was not due to how the categorical information was conveyed. Studies 3 and 4 demonstrated that for kindergarteners, labels, not appearances, are determinant of the inductive potential of social categories. Studies indicated that "Jew" and "Arab" were the most inductively powerful social categories for both children and adults. The results carry implications for the roles of language, appearances, and culture in the conceptualization of "human kinds."  相似文献   

The Development of a Scarcity Bias     

Matar Ferera  Avi Benozio  Gil Diesendruck 《Child development》2020,91(5):1698-1708

Adults’ attraction to rare objects has been variously attributed to fundamental biases related to resource availability, self-related needs, or beliefs about social and market forces. The current three studies investigated the scarcity bias in 11- and 14-month-old infants, and 3- to 6-year-old children (N = 129). With slight methodological modifications, participants had to choose between one of 10 same-kind-items (abundant resource), or the only one of a different kind (scarce resource). It was found that a robust preference for the scarce resource appeared only at age 5 years. Thus, although a scarcity bias is not present in infancy, it emerges prior to comprehension of market forces. Possible accounts of this developmental finding are discussed.  相似文献