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71.
Annie Roy-Charland Melanie Perron Krystle-Lee Turgeon Nichola Hoffman Justin A. Chamberland 《Reading and writing》2016,29(4):731-743
In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children’s attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children’s interest in reading activities. 相似文献
72.
Elliot Mylott Ellynne Kutschera Justin C. Dunlap Warren Christensen Ralf Widenhorn 《Journal of Science Education and Technology》2016,25(2):222-231
We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia materials online and prior to engaging in classroom activities. Pre-lecture questions on both the medical content covered in the video media and the physics concepts in the written material were designed to engage students and probe their understanding of physics. The course featured group discussion and peer-lead instruction. Following in-class instruction, students engaged with homework assignments which explore the connections of physics and the medical field in a quantitative manner. Course surveys showed a positive response by the vast majority of students. Students largely indicated that the course helped them to make a connection between physics and the biomedical field. The biomedical focus and different course format were seen as an improvement to previous traditional physics instruction. 相似文献
73.
The physics behind the game of billiards is rather well understood as is our grasp of classical mechanics. We present here a mathematical explanation of why slice shots are more difficult than direct shots. Despite a large number of treatises dedicated to the study of physics of billiards, it appears that the simple explanation has escaped our attention until now. We show that high impact-parameter shots impart a larger angular spread to the object ball, compared to head-on shots. The effect can be understood in terms of a non-linear relationship between the impact parameter and the scattering angle, and the fact that a real-world pool player does not have a perfect cue ball control; in other words, the impact parameter distribution is not a delta function, but has a finite spread. To keep the mathematics simple and not to obscure the underlying physical principles our treatment ignores the ball’s spin, friction, and other well-known effects in the game of pool. 相似文献
74.
The relation of spatial skills to academic success in areas such as math and science has sparked discussion in early education around how spatial thinking skills might be included in early schooling. Planning and evaluating new curricula or interventions requires understanding these skills and having the means to assess them. Prior developmental research focused primarily on one aspect of dynamic spatial transformations (DST), namely mental rotation. This study broadens our knowledge by addressing another important DST, namely mental folding. We devised a new test suitable for young children. Performance of 180 children between 4 and 7 years suggests that mental folding appears at around 5.5 years of age, although there were also marked individual differences. These data on the emergence of DST suggest that educational programs targeting this skill could start in preschool or kindergarten and provide a means to assess the effectiveness of such efforts. 相似文献
75.
R. Glenn Cummins Justin R. Keene Brandon H. Nutting 《Mass Communication and Society》2013,16(1):74-97
Although scholars have generated much research examining enjoyment of mediated sports, much of it has failed to explore how visual production elements shape viewer response. This study examines the impact of one increasingly common technique, subjective camera, on viewer arousal and enjoyment of game play. Participants viewed multiple plays from a college football game that varied in excitatory potential as well as viewing angle. Game play viewed via subjective camera elicited a greater sense of presence in the mediated environment and elicited more frequent arousal responses compared to traditional sideline perspectives of game play. However, the impact of viewing angle on enjoyment as well as self-reported arousal was dependent upon the exciting or dull nature of game play. Invoking the dynamics of excitation transfer theory, we discuss the potential explanations for this relationship as well as its implications for sports broadcasters. 相似文献
76.
ABSTRACT The panelists present observations on the impact of digital scholarship for library goals related to information access and preservation based on their experiences in a variety of Web-influenced environments. The advent of digital forms of publishing and information retrieval signal significant changes in our understanding of library business models, user services, and the role of special collections. 相似文献
77.
Louise Archer Jennifer DeWitt Justin Dillon 《Research in Science & Technological Education》2013,31(1):35-55
Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation.Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls’ school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them.Sample: Data were collected from Year 9 students (girls aged 13–14 years) at the school.Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted.Results: Although the intervention did not significantly change students’ aspirations or views of science, it did appear to have a positive effect on broadening students’ understanding of the range of jobs that science can lead to or be useful for.Conclusions: Student aspirations may be extremely resistant to change and intervention, but students’ understanding of ‘where science can lead’ may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels. 相似文献
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Alpha-1-antitrypsin deficiency is a hereditary disease leading to hepatitis and cirrhosis. It is the most common genetic cause
of liver disease in children which must inherit the tendency from both parents to develop. It acquires the highest priority
in the differential diagnosis in a child with chronic liver disease. In this case report we substantiate the role of serum
protein electrophoresis, in diagnosing alpha-1-antitrypsin deficiency. 相似文献