Play as the Leading Activity of the Preschool Period: Insights from Vygotsky, Leont'ev, and Bakhtin   总被引：1，自引：0，他引：1  

Robert M. Duncan  Donato Tarulli 《Early education and development》2003,14(3):271-292

Cultural-historical psychology identifies play as the leading activity in preschool development. Vygotsky's (1967, 1978) seminal work outlined two categories of leading influences: play makes a foundational contribution to the development of semiotic mediation, and it involves active appropriation of social roles and rules and other integral aspects of social organization. Leont'ev's (1981) concept of appropriation and Bakhtin's (1981) concepts of heteroglossia and ideological becoming are used to elaborate and extend Vygotsky's original work, particularly with regard to creativity in preschool play. The paper concludes with a consideration of the pedagogical implications of the cultural-historical view on play, including the use of play to cultivate understanding of the arbitrary nature of signs and the appropriation of the social roles and organizational patterns of society.  相似文献   

The 'Simple View' of Reading: Some evidence and possible implications     

Robert Savage 《Educational Psychology in Practice》2001,17(1):17-33

This article explores components of reading accuracy and comprehension in 14 teenagers. The study contrasted the explanatory power of decoding and listening comprehension subskills (the 'simple view of reading'; Gough & Tunmer, 1990), and 'verbal cognitive ability' (a more traditional psychometric model). Research also investigated teenagers' literacy self-percepts. Listening comprehension was the best predictor of reading comprehension, although reading accuracy was an additional predictor. Decoding skills best predicted reading accuracy. Reading self-percepts correlated with decoding but not comprehension skills. Possible uses of 'the simple view of reading' for conceptualisations of literacy problems, interventions and effective professional roles are considered.  相似文献   

Reasons for Changing Answers: An Evaluation Using Personal Interviews   总被引：1，自引：0，他引：1  

Shirley P. Schwarz  Robert F. McMorris  Lawrence P. DeMers 《Journal of Educational Measurement》1991,28(2):163-171

Researchers investigating answer changing have consistently found the preponderance of changes on objective items to be from wrong to right, but little is understood about the mechanisms involved in this phenomenon. In this study, personal interviews were combined with instruction in answer-changing research to investigate further the processes involved in answer changing. Students changed answers and gained from changing, with those in the upper two thirds of the classes gaining the most. Each test-taking strategy produced a mean gain, but particular strategies were not significantly correlated with percentage of gain or percentage of change. Most students reported changing answers for thoughtful reasons such as rereading, rethinking, or remembering more information; very few changes were due to clerical errors. For each reason, most changes were wrong-to-right. We conclude that reconsideration of test items is probably underestimated in answer-changing studies. The role of memory should be considered in why people change and in how successful they judge their changing to have been.  相似文献   

Zinc: what is its role in biology?     

Robert J.P. Williams 《Endeavour》1984,8(2):65-70

Zinc is as common as iron in biology. It is usually thought to be a trace element required only for catalysis. Here it is shown that the role of zinc is much more fundamental not only in catalysis but in inhibitory control. There may well be several such control elements—calcium, iron, manganese, magnesium, and zinc.  相似文献   

Browsing mixed structured and unstructured data     

Robert M. Losee 《Information processing & management》2006

Both structured and unstructured data, as well as structured data representing several different types of tuples, may be integrated into a single list for browsing or retrieval. Data may be arranged in the Gray code order of the features and metadata, producing optimal ordering for browsing. We provide several metrics for evaluating the performance of systems supporting browsing, given some constraints. Metadata and indexing terms are used for sorting keys and attributes for structured data, as well as for semi-structured or unstructured documents, images, media, etc. Economic and information theoretic models are suggested that enable the ordering to adapt to user preferences. Different relational structures and unstructured data may be integrated into a single, optimal ordering for browsing or for displaying tables in digital libraries, database management systems, or information retrieval systems. Adaptive displays of data are discussed.  相似文献   

不安全的Web 2.0     

夏勇峰 《信息系统工程》2007,(6)

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Maintenance of responding when reinforcement becomes delayed     

Costa DS  Boakes RA 《Learning & behavior》2007,35(2):95-105

In four experiments with rats, we examined the persistence of behavior when reinforcement was switched from immediate to delayed. In Experiment 1, lever pressing elicited by instrumental training with immediate reinforcement continued when a 20-sec delay of reinforcement was introduced (easy-to-hard condition), whereas when the delay condition was introduced from the start (hard-to-hard condition), responding remained low throughout. A similar result was obtained in Experiment 2, in which lever pressing was elicited by a classical conditioning (autoshaping) procedure. In Experiment 3, rats initially trained with delayed reinforcement continued to respond at a low rate when switched to immediate reinforcement (hard-to-easy condition). By measuring magazine entry (goal tracking) as well as lever pressing (sign tracking) in Experiment 4, we confirmed that such transfer effects at least partly involve the persistence of whatever type of behavior was initially dominant.  相似文献   

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献   

Marital conflict and conduct problems in Children of Twins   总被引：3，自引：0，他引：3  

Harden KP  Turkheimer E  Emery RE  D'Onofrio BM  Slutske WS  Heath AC  Martin NG 《Child development》2007,78(1):1-18

The Children-of-Twins design was used to test whether associations between marital conflict frequency and conduct problems can be replicated within the children of discordant twin pairs. A sample of 2,051 children (age 14-39 years) of 1,045 twins was used to estimate the genetic and environmental influences on marital conflict and determine whether genetic or environmental selection processes underlie the observed association between marital conflict and conduct problems. Results indicate that genetic and nonshared environmental factors influence the risk of marital conflict. Furthermore, genetic influences mediated the association between marital conflict frequency and conduct problems. These results highlight the need for quasiexperimental designs in investigations of intergenerational associations.  相似文献   

Language and theory of mind: a study of deaf children     

Schick B  de Villiers P  de Villiers J  Hoffmeister R 《Child development》2007,78(2):376-396

Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks.  相似文献