The dilemma of vocational guidance in a time of crisis     

Lothar R. Martin  Nathan Deen 《International journal for the advancement of counseling》1984,7(2):79-86

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Memory and Executive Functioning in 12‐Year‐Old Children With a History of Institutional Rearing          下载免费PDF全文

Johanna Bick  Charles H. Zeanah  Nathan A. Fox  Charles A. Nelson 《Child development》2018,89(2):495-508

We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12‐year‐olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect.  相似文献   

The Practical Application of e-Portfolios in K-12 Classrooms: An Exploration of Three Web 2.0 Tools by Three Teachers     

Michael Karlin  Gamze Ozogul  Stacy Miles  Saul Heide 《TechTrends》2016,60(4):374-380

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Editorial     

Nathan Deen 《International journal for the advancement of counseling》1992,15(4):199-200

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Early-grade reading support in rural South Africa: A language-centred technology approach     

Castillo  Nathan M.  Wagner  Daniel A. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):389-408

International Review of Education - This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing...  相似文献   

Concurrent and Longitudinal Contributions of a Brief Assessment of Reading‐Specific Executive Function to Reading Comprehension in First and Second Grade Students     

Kelly B. Cartwright  Timothy R. Marshall  Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123

Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning.  相似文献   

A primer on building web sites for the blind     

Nathan Lowell  Stephanie Roberts 《TechTrends》2001,45(1):32-33

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Review of Growth Curve Modeling: Theory and Applications,by Michael J. Panik     

Reviewed by Nathan B. Smith  Shelley A. Blozis 《Structural equation modeling》2016,23(4):632-633

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SYMPOSIUM: THE SUPREME COURT''S MICHIGAN DECISIONS     

Abigail Thernstrom  Nathan Glazer  Thomas E. Wood  George R. La Noue  Michael I. Krauss 《Academic Questions》2003,16(3):8-35

On 23 June 2003, the Supreme Court of the United States issued two rulings on the constitutionality of race preferences in university admissions. The cases in question both involved the University of Michigan and were designated Gratz v. Bollinger and Grutter v. Bollinger. Academic Questions' editors subsequently invited five scholars to address the meaning and significance of those decisions.  相似文献   

The Relations between Frontal Brain Electrical Activity and Cognitive Development during Infancy     

Martha Ann Bell  Nathan A. Fox 《Child development》1992,63(5):1142-1163

The relations between changes in the scalp-recorded electroencephalogram (EEG) and the development of the ability to perform successfully 2 cognitive tasks attributed to frontal lobe functioning were examined in 13 infants from 7 to 12 months of age. Infants successful in performing the A-not-B task with increasingly longer delays across the second half of the first year of life showed changes in power in scalp-recorded brain electrical activity in the frontal region and an increase in anterior/posterior EEG coherence. Infants with rapid mastery of object retrieval did not differ in frontal EEG development from infants who exhibited the normal developmental progression in object retrieval performance. In a task examining inhibition of reaching to a novel toy, there were no differences in frontal EEG as a function of performance. Results from a cross-sectional sample revealed similar findings. These data confirm work with nonhuman primates on the importance of maturation of frontal cortex in the successful performance on certain tasks (A-not-B), but do not confirm nonhuman primate data on the importance of frontal cortex for other tasks (object retrieval). The data also suggest that the electroencephalogram may be useful as a noninvasive measure of central nervous system development during the first year of life.  相似文献