Electrophysiological Evidence of Space-Number Associations in 9-Month-Old Infants     

Roberta Bettoni  Margaret Addabbo  Hermann Bulf  Viola Macchi Cassia 《Child development》2021,92(5):2142-2152

Infant research is providing accumulating evidence that number-space mappings appear early in development. Here, a Posner cueing paradigm was used to investigate the neural mechanisms underpinning the attentional bias induced by nonsymbolic numerical cues in 9-month-old infants (N = 32). Event-related potentials and saccadic reaction time were measured to the onset of a peripheral target flashing right after the offset of a centered small or large numerical cue, with the location of the target being either congruent or incongruent with the number’s relative position on a left-to-right oriented representational continuum. Results indicated that the cueing effect induced by numbers on infants’ orienting of eye gaze brings about sensory facilitation in processing visual information at the cued location.  相似文献   

Measuring patent assessment quality—Analyzing the degree and kind of (in)consistency in patent offices’ decision making   总被引：1，自引：0，他引：1  

Paul F. Burke  Markus Reitzig 《Research Policy》2007,36(9):1404-1430

We argue that consistent decision making in judging a patent's validity and basing this on its underlying technological quality are important elements of patent office service (“assessment”) quality. To understand which level of assessment quality patent offices (can) provide, particularly in new technological areas, we study the concordance of the European Patent Office's (EPO) granting and opposition decisions for individual patents. Using the biotechnology industry in the 1980s (an emerging patenting area then) as an example, we find no empirical evidence that the EPO provided maximal or optimal assessment quality as far as can be told from bibliographic indicators. We discuss research limitations and consequences of this first empirical analysis, and suggest ideas for refinements in future work.  相似文献   

Inductive versus deductive approaches in teaching a lesson in chemistry     

G. D. Hermann  N. G. Hincksman 《科学教学研究杂志》1978,15(1):37-42

  相似文献   

The transition from school to the world of work in the German Democratic Republic     

Wolfgang Rudolph 《Prospects》1989,19(1):93-102

  相似文献   

Announcement     

Hermann Bondi 《Science & Education》1992,1(1):110-110

  相似文献   

Profiles: Maria Montessori     

Hermann Röhrs 《Prospects》1982,12(4):523-531

  相似文献   

Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning     

Maria Tulis  Gabriele Steuer  Markus Dresel 《教育心理学》2018,38(2):139-158

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from adaptive reactions to errors in an affective-motivational sense (including the maintenance of motivation and activating emotions), and in terms of learning behaviour and metacognitive activities specifically adjusted in response to a specific error. The second aim was to validate the proposed distinction across different domains. The third aim was to investigate the added value of beliefs about errors besides domain-specific self-concept and mastery goal orientation for understanding the preconditions for adaptive reactions to errors at school. We assessed all variables in three different school subjects (N = 614 students, Grades 5–7). Confirmatory factor analyses indicated distinctness and a moderate domain specificity of error-related reactions. Positive error-related beliefs predicted students’ affective-motivational and action adaptivity of error reactions, above and beyond self-concepts and goal orientations. Taken together, the current findings provide a more complete understanding of the intra-personal mechanisms of adaptive responses to errors in different school subjects.  相似文献   

Stichwort: Soziale Benachteiligung und Bewältigung     

Lothar?B?hnischEmail author  Wolfgang?Schr?er 《Zeitschrift für Erziehungswissenschaft》2004,7(4):467-478

Ohne Zusammenfassung  相似文献   

Education in the Federal Republic of Germany: the next decade     

Wolfgang Mitter 《比较教育学》1980,16(3):257-265

  相似文献   

4. Annette Niederfranke/Gerhard Naegele/Eckart Frahm (Hrsg.): Die vielen Gesichter des Alterns     

Wolfgang Lauterbach 《Zeitschrift für Erziehungswissenschaft》2001,4(4):665-665

  相似文献