English 5–11 (2nd Edition) by David Waugh and Wendy Jolliffe (2013) Abingdon: Routledge ISBN:978‐0‐415‐69973‐0 £24.99 328pp     

Sally Wilkinson 《Literacy》2016,50(2):111-111

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Neuropsychology of Early-treated Phenylketonuria: Specific Executive Function Deficits   总被引：14，自引：0，他引：14  

Marilyn C. Welsh  Bruce F. Pennington  Sally Ozonoff  Bobbye Rouse  Edward R. B. McCabe 《Child development》1990,61(6):1697-1713

This study explored the hypothesis that children with early-treated phenylketonuria (PKU) are selectively impaired on executive function measures, even when still on diet. The rationale for this hypothesis is that even mild elevations in phenylalanine (Phe) can lead to lower central levels of biogenic amines, including dopamine (DA). We hypothesize that this mild DA depletion causes subtle prefrontal dysfunction, which in turn affects executive functions such as set maintenance, planning, and organized search. 11 preschool early-treated PKU children (M age = 4.64) and a sample of age- and IQ-matched unaffected peers (n = 11) were evaluated on a battery of executive function (EF) measures. In addition, a "non-executive function" task, recognition memory, was administered to all subjects. Group comparisons demonstrated that PKU children were significantly impaired on an executive function composite score; there were no group differences, however, in recognition memory. These results supported the hypothesized specific deficit in executive function. Furthermore, within the PKU group the executive function composite score was significantly negatively correlated with concurrent phenylalanine levels, even after controlling for the correlation between IQ and executive function skills. This second finding provides support for the proposed biochemical mechanism underlying the specific cognitive deficits.  相似文献   

Noncontingent and contingent no-choice intervals and concurrent performance     

Pamela G. Real  Sally L. Hobson 《Learning & behavior》1983,11(1):44-50

Pigeons responded to changeover-key concurrent variable-interval variable-interval reinforcement schedules while there were intervals during which the changeover key was inoperative (no-choice intervals). In Experiment 1, a multiple schedule on the changeover key signaled choice and no-choice intervals. All subjects showed near-perfect discrimination during initial discrimination training and rapid reacquisition of discrimination following contingency reversals. In Experiment 2, the onset of no-choice intervals was unsignaled and contingent on interchangeover time. The temporal distribution of changeover-key responses conformed to the temporal distribution of choice intervals. The results of both experiments suggest that changeover responding is modifiable as a function of its immediate consequences. The results of Experiment 2, in particular, suggest that time or some correlate of time since the last changeover response can determine subsequent changeover behavior.  相似文献   

The evaluation of school science departments     

Sally Brown  Donald McIntyre  Ron Impey 《Studies in Educational Evaluation》1979,5(3):175-186

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(Re)Configuring masculinities in an ethno-centric Australian community school: complexity and contradictions     

Sally Godinho  Dimitri Garas 《Gender and education》2012,24(1):83-99

This article draws on a case study of 15 boys aged between 13 and 14 years who attend an urban ethno-centric community school located in Melbourne, Australia. The study investigated how the boys' constructions of masculinity were mediated by a strong connectedness to their Greek cultural traditions and ideals. Data generated from focus group discussions provided insights into the complex ways in which the boys individually and collectively constructed their understandings of what it means to be a man. For most boys, maleness constituted cultural traditions and behaviours that must be learnt: a code of conduct which a boy acquires from his elders that is talked into existence and transmitted through a hegemonic discourse. Yet the findings also revealed the agency boys can exercise and the fluidity of their configurations: contradictions and inconsistencies being an inherent part of the recursive process of their gendered identity formation.  相似文献   

Higher education change and professional-academic identity in newly ‘academic’ disciplines: the case of nurse education     

Sally Findlow 《Higher Education》2012,63(1):117-133

This article is a study of the competing academic and professional identity frameworks of lecturers whose discipline has only recently become part of the business of higher education. The article engages with important questions about higher education change and purpose, standards and parity among disciplines. Taking a critical ethnographic approach, it combines policy discussion of shifting higher educational and nurse education regimes with an insider investigation into the attempts of a group of new nurse lecturers in a pre-1992 English university to make sense of their work and identity in an already contested site. These experiences and perceptions are analysed from the perspectives of autonomy, status and rival knowledge regimes. By underlining the diversity of lecturer experiences in these terms, the article contributes to discussion of new stratification. It suggests that despite the apparent merging in many respects of professional and academic frameworks, higher education practitioners in such newly ‘academic’ disciplines can still find traditional professional identities more reliable conferrers of meaning than academic ones.  相似文献   

Training Paraprofessionals for Reference Service 2nd ed. by Pamela J. Morgan     

Reviewed by Sally Bickley 《Public Services Quarterly》2013,9(3):205-206

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Shaping Up: Boot Camp and Other Programs Addressing Professional Development Needs of Science Librarians     

Sally A. Gore 《Medical reference services quarterly》2013,32(2):130-140

Scientists work collaboratively with online tools, relying almost exclusively on online resources and sharing publications freely online while generating and utilizing large datasets. As a result, librarians charged with providing services to the scientific community face both opportunities and challenges in keeping up in this electronic, digital environment. To meet these challenges, library leaders from the five campuses of the University of Massachusetts System established an on-going e-Science initiative. This initiative focuses on increasing awareness and understanding of the principles of e-Science while improving general knowledge within different scientific disciplines. Programs of varying lengths and focus provide local and affordable professional development opportunities that improve the working librarian's ability to better serve scientific researchers and students.  相似文献   

Understanding Differences in Academic Effectiveness: Practitioners’ Views∗     

Pam Sammons  Sally Thomas  Peter Mortimore  Adrian Walker  Rosemary Cairns  John Bausor 《School Effectiveness & School Improvement》2013,24(3):286-309

As part of a large‐scale study of the ability of 94 secondary schools to promote academic achievement, case studies of six outlier schools were conducted and headteachers (principals) and their deputies were questioned about the processes of effectiveness. The analysis of their responses ‐ grouped by the performance of their school (measured by value added analyses of three years of public examination results) as effective, ineffective or mixed ‐ reveals considerable support for previously cited characteristics of effective schooling. Despite the limitations imposed by a reliance on the use of retrospective accounts, the study takes forward the field of school effectiveness in its search for generalisable findings and coherent theory.

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A longitudinal study on the uses of mobile tablet devices and changes in digital media literacy of young adults     

Sora Park  Sally Burford 《Educational Media International》2013,50(4):266-280

This study examined whether gaining access to a new digital device enhanced the digital media literacy of young adults and what factors determine such change. Thirty-five young adults were given a mobile tablet device and observed for one year. Participants engaged in an online community, responding regularly to online surveys and discussion forums. Digital media literacy, using multidimensional scales, was measured at the beginning and end of the study. Usage was measured every month to track changes over time. When measured with multiple dimensional scales, the participants’ digital media literacy levels increased over time. Those who used the tablet device for information access and social activities increased their digital media literacy in some dimensions. However, an increase in digital media literacy was not directly related to the time spent on the tablet.  相似文献