排序方式： 共有73条查询结果，搜索用时 159 毫秒
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Bruce D. Homer Teresa M. Ober Maya C. Rose Andrew MacNamara Richard E. Mayer Jan L. Plass 《Mind, Brain, and Education》2019,13(1):41-52
Adolescence is a period of rapid cognitive change, including an initial increase in speed of cognitive processing and a more gradual increase in efficiency of cognitive processing. This study examined how neurophysiological changes associated with adolescent development can inform the design of game‐based executive function (EF) training. Two versions of a digital game designed to train the EF subskill of inhibition were given to adolescents (aged 13–17; N = 96): one focusing on speed, the other on accuracy. Consistent with neurocognitive developments, it was hypothesized that younger adolescents would benefit more from the speed version, and older adolescents more from the accuracy version. A significant age by condition interaction was found: Controlling for pretest, younger adolescents had better outcomes in the speed condition, while older adolescents had better outcomes in the accuracy condition. These findings argue for consideration of adolescents' neurocognitive development when designing games for learning and skill improvement. 相似文献
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Daniel E Schiefer D Möllering A Benish-Weisman M Boehnke K Knafo A 《Child development》2012,83(1):322-336
Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures. 相似文献
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This paper explores the consequences of transferring technical information on disability and inclusive education from the North to the South within the context of international development. Based on data from the author’s experiences as a US-trained Indian international consultant in Cambodia, it analyses how problems with translation and socio-cultural assumptions embedded in the terminology of disability can divert the intention of teacher training in inclusive education. The paper also examines the politics of inclusive education with regard to the disconnect between a donor-based agenda and local priorities, and discusses the complexities of the author’s own role within the context of increasing South/South cooperation. 相似文献
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Gabriel Weimann Nirit Weiss-Blatt Germaw Mengistu Maya Mazor Tregerman Ravid Oren 《Mass Communication and Society》2014,17(6):803-829
It is hard to imagine a more challenging arena for communication research than that presented by new media and their impact on our society. We have witnessed the fastest evolution in communication technology in human history and, along with it, the evolution of communication conceptions and theories used to assess its impact. More than a decade has passed since Chaffee and Metzger first published their intriguing article “The End of Mass Communication?” and suggested that the new media will change the notions of mass communication and, as a result, the theories used in communication research. Today, we know more about new media and its effect on communication, society, and communication theories. The present article, therefore, sets out to reassess Chaffee and Metzger's claim by describing the development of several core theories of communication research, namely the agenda-setting theory and the notions of media audiences and the Digital Divide, in light of the new media. Our review shows that the role played by communication technologies in social, cultural, political, and economic processes is as central and influential in the new media era as it was in traditional media environment and that, although theories may change to accommodate the changes of the new media environment, researchers are still dealing with the “old” issues of power and resistance, and structure and ownership. 相似文献
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Maya Negev Yaakov Garb Roni Biller Gonen Sagy Alon Tal 《The Journal of environmental education》2013,44(2):101-115
In a national evaluation of environmental literacy in Israel, (Negev, Sagy, Garb, Salzberg, & Tal, 2008), the authors included both multiple choice questions and open questions. In this article the authors describe the qualitative analysis of the answers to an open question regarding a local environmental problem. Most participants specified solid waste, open spaces, or air pollution as the main issues. The perceived solutions were generally at the governmental level, including planning, infrastructure, legislation, and enforcement. The authors describe relations in these responses between the problems, their causes and solutions, and between the quality of these answers and the general environmental literacy of the participants. The authors end with a discussion of the special contributions and potential of open-ended questions for environmental education research. 相似文献
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ABSTRACTVariations in the accuracy and stability of a word’s spelling can be used to gauge the quality of its underlying orthographic representation. The Lexical Quality Hypothesis (LQH) contends that words with higher quality cognitive representations should be accessed more efficiently than those with lower quality representations. If this is the case, deviations in spelling accuracy and stability should be reflected in differences in reading times. Here, 90 teenage participants read 30 words; reading times were recorded. After a 2-week delay, the students spelled these same words 3 times each to gain a measure of orthographic quality. In line with the LQH, faster reading speeds were observed for words with higher spelling accuracy and stability, even for words that were not always spelled perfectly. To our knowledge, our findings provide the first empirical support for the notion that orthographic quality exists along a continuum, both within and across individuals. 相似文献
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Maya Kalyanpur 《International Journal of Inclusive Education》2013,17(3):243-262
Despite government efforts to provide services for children with disabilities in line with recommendations from international aid agencies, the 2003 Census of Individuals with Disabilities found that over 90% remain unserved. This paper identifies some of the limitations of these efforts in the context of the census findings, with particular reference to the issues of under‐representation of specific groups and identification. The 2003 Education For All (EFA) programme and recent policy initiatives, the Right to Education Bill 2005, the Action Plan for Inclusion in Education of Children and Youth with Disabilities (IECYD) 2005 and the National Policy for Persons with Disabilities 2006, are examined for their responsiveness to these concerns. 相似文献
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Gali Dar Alon Yehiel Maya Cale’ Benzoor 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):426-436
The landing error scoring system (LESS) assesses the quality of a landing after a jump. The quality of the jump is usually evaluated using a three-dimensional (3-D) motion analysis system or a two-dimensional (2-D) video analysis visually rated by a clinician. However, both methods have disadvantages. The aim of this study was to examine the concurrent validity of a novel portable motion analysis system (‘PhysiMax System’) in assessing the LESS score by comparing it to video analysis. The study population included 48 healthy participants (28.45 ± 5.61 years), each performing the LESS test while two video cameras and the ‘PhysiMax’ simultaneously recorded the jump. The ‘Physimax’ system automatically evaluated the LESS. Subsequently, the examiners scored the test by viewing the video recordings, blinded to the ‘PhysiMax’ results. The mean LESS score, using the video recordings and the ‘PhysiMax’ was 4.77 (±2.29) and 5.15 (±2.58), respectively, (ICC = 0.80, 95% confidence intervals 0.65–0.87), mean absolute differences 1.13 (95% confidence intervals; 0.79–1.46). The results indicate a high consensus between the methods of measurement. The ‘Physimax’ system’s main advantages are portability, objective evaluation and immediate availability of results. The system can be used by athletic trainers and physiotherapists in the clinic and in the field for jumping assessment. 相似文献
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