Attention and memory for faces and actions in infancy: the salience of actions over faces in dynamic events     

Bahrick LE  Gogate LJ  Ruiz I 《Child development》2002,73(6):1629-1643

Discrimination and memory for video films of women performing different activities was investigated in 5.5 month-old infants. In Experiment 1, infants (N = 24) were familiarized to the faces of one of three women performing one of three repetitive activities (blowing bubbles, brushing hair, and brushing teeth). Overall, results indicated discrimination and memory for the actions but not the faces after both a 1-min and a 7-week delay. Memory was demonstrated by a visual preference for the novel actions after the 1-min delay and for the familiar actions after the 7-week delay, replicating prior findings that preferences shift as a function of retention time. Experiment 2 (N = 12) demonstrated discrimination and memory for the faces when infants were presented in static poses at the 1-min delay, but not the 7-week delay. In Experiment 3 (N = 18), discrimination of the actions was replicated, but no discrimination among the objects embedded in the actions (hairbrush, bubble wand, toothbrush) was found. These findings demonstrate the attentional salience of actions over faces in dynamic events to 5.5 month-olds. They highlight the disparity between results generated from moving versus static displays in infancy research and emphasize the importance of using dynamic events as a basis for generalizing about perception and memory for events in the real world.  相似文献   

‘Experiencing the Theory': Constructivism in a pre-service teacher preparation program     

Lorraine Evans 《Teachers and Teaching》2013,19(2):183-205

In two Bachelor of Education courses, students experienced social constructivist principles for teaching Elementary Language Arts. In the first course, they were introduced to the theory upon which curricula, methods, and strategies are based. Implications for instruction were explored through discussion of readings and participation in child-centered activities, later examined from the points of view of the learner and of the theory. In the second course, the seminar group pursued advanced questions about social constructivist theories, methods, and strategies. Students kept informal written responses to readings; shared reactions, ideas, and questions; suggested readings and approaches; and summarized their understanding in final papers. Students evaluated both experiences as being exceptionally useful to their own understanding of instruction. Four pedagogical points are worth consideration. First, despite differences in their undergraduate disciplines, all students demonstrated that they could contribute to their peers' construction of knowledge or meaning making of the concepts and theories examined. Second, the sequence of the two courses seemed to be important for establishing a base of understanding and inquiry for the seminar group. Third, students used metacognitive analysis of their experiences in order to examine their own learning, to investigate learning in general, and to inquire into the use of this understanding in their teaching. Fourth, students' excitement, as expressed in their evaluations, suggests that they began to construct a notion of what a teacher can be, of the obligation that a teacher has to continuous professional development, and of the need to inquire about their own practice.  相似文献   

A ‘Partnership in Teaching Excellence’: ways in which one school–university partnership has fostered teacher development     

Jeanne Maree Allen  Kerry Howells  Ruth Radford 《Asia-Pacific Journal of Teacher Education》2013,41(1):99-110

This paper reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership, currently in its third year of implementation, entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. The foundational aims of the partnership include addressing the gap between theory and practice, facilitating pre-service teacher recruitment and providing a guarantee of future employment for identified Faculty of Education students through the provision of pre-service teacher scholarships. Data for the study were collected via two program reviews, conducted at the end of the first and third years of the program. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership.  相似文献   

Not dead yet! A longitudinal study of query type and ready reference accuracy in live chat and IM reference     

Marie L. Radford  Lynn Silipigni Connaway 《Library & information science research》2013

  相似文献   

The Audit     

Lorraine Busby 《期刊图书馆员》2013,64(3-4):311-320

The value of the audit process to libraries is examined and questioned. Although generally accepted accounting principles (GAAP) are followed by accountants in all fields, these policies and procedures are not always relevant for serials, particularly electronic journals. Adhering to these best practices does little to achieve professed goals and desired outcomes.  相似文献   

The OA Gourmand     

Lorraine Busby 《期刊图书馆员》2013,64(1):32-38

It is trendy to be a supporter of Open Access publication with even journal publishers finding a role in communicating research results through this mechanism. When discussing Open Access it is rare for all parties to be clear about why Open Access is endorsed. The differences between Green Open Access and Gold Open Access can lead to unclear communication when the distinctions between the two are avoided.  相似文献   

MANAGING STRESS AMONG ADULT WOMEN STUDENTS IN COMMUNITY COLLEGES     

Lorraine G. Johnson  Robert A. Schwartz  Beverly L. Bower 《Community College Journal of Research & Practice》2013,37(4):289-300

Stress management for adult women students in community colleges is essential because of the enormous demands they face from family, career, and financial responsibilities. Community colleges and adult educators must help adult women students identify their major sources of stress as well as provide strategies to alleviate those stressors. An extensive review of the literature and a campus-based study found high levels of stress resulting from parenting, nancial, and health concerns. Age was also found to be an important stress factor. Recommendations for helping adult women students are discussed.  相似文献   

Education and the illusions of emancipation     

Luis Radford 《Educational Studies in Mathematics》2012,80(1-2):101-118

In this article, I deal with the question of emancipation in education. In the first part of the article, I argue that contemporary concepts of emancipation are explicitly or implicitly related to the idea of the sovereign subject articulated by Kant and other philosophers of the Enlightenment. I contend that our modern enlightened concepts of emancipation rest on a dichotomy between an autonomous and self-sufficient subject and its sociocultural world. Referring to current research in mathematics education, I show how this dichotomy leads to intrinsic contradictions that haunt ongoing educational practices. These contradictions, I contend, are manifested in the hopeless efforts to bridge the gap between the deeds and thoughts of an autonomous individual and the regimes of reason and truth in which the individual finds itself subsumed. In particular, I argue that emancipation as understood in the enlightened modern sense remains a chimeric and unfulfillable dream. In the second part of the article, I suggest that emancipation can still be an orienting vector of educational practice and research, but it needs to be conceptualized differently: emancipation needs not be predicated in terms of individuals’ freedom and individualist autonomy, but in critical–ethical terms.  相似文献   

Investigation of Tacit Knowledge in Principal Leadership     

Lorraine St.Germain  David M. Quinn 《The Educational forum》2013,77(1):75-90

This study investigated how tacit knowledge was used by expert and novice principals during problem-solving situations. Through the use of a phenomenological, qualitative approach, novice principals were compared with expert principals as both went about their daily tasks of school leadership. Results of the study contribute to the research on effective leadership and offer implications for leadership training models. Results suggest that experience may not be the most critical factor in expertise.  相似文献   

Ten Years Later: A Follow-Up Study of Professors Still Working After Age 70     

Lorraine T. Dorfman 《Educational gerontology》2013,39(11):1032-1045

Little is known about the impact of the end of mandatory retirement on professors over the long term. This follow-up study investigated the ten-year experience of professors who chose not to retire from a major research university after the elimination of the age 70 mandatory retirement in 1994. The initial interview study was conducted in 1998 (Dorfman, 2000 Dorfman , L. T. ( 2000 ). Still working after age 70: Older professors in academe . Educational Gerontology , 26 , 695 – 713 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2002 Dorfman , L. T. ( 2002 ). Stayers and leavers: Professors in an era of no mandatory retirement . Educational Gerontology , 28 , 15 – 33 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). All surviving professors (n = 13; age 80–84) agreed to be reinterviewed in 2007. The study investigated major reasons for continuing to work or retire, professional and nonprofessional activities, perceptions of departmental and institutional atmosphere and student and faculty attitudes toward older faculty, and preparation and plans for retirement. Content analysis of the tape-recorded open-ended questions revealed that employed professors continued to work mainly because they enjoyed it. Retired professors retired mainly because of age or felt it was time to retire. Retired professors as well as their employed counterparts continued professional activities, primarily research. Both groups reported mixed reactions to the overall atmosphere in their departments and university as well as to student and faculty attitudes toward older faculty, with one-third of retirees reporting departmental or institutional pressures to retire. The major type of planning for retirement was financial.  相似文献