Phonological awareness,speech development,and letter knowledge in preschool children     

Virginia A. Mann  Judith G. Foy 《Annals of dyslexia》2003,53(1):149-173

Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography, and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development, phoneme awareness more clearly associates with the products of literacy experience.  相似文献   

Timespace waves: A hypothetical ongoing process fundamental to communication     

William Asbury King 《Instructional Science》1980,9(3):269-287

Communication is defined by Krippendorf as a process of transmission of structure among the parts of a system which are identifiable in time and space. The main concepts comprising this definition, process, structure, system, time and space are defined, with special attention to time and space.A timespace wave construct, derived from Allport's event-structure theory of behavioral organization, is presented as a hypothetical ongoing process fundamental to communication. In Laszlo's systems view of the world, this construct is the invariance of organization across the components of a system.One implication of the timespace wave construct for educational research is that it subsumes the internal organization of the parts of a system as well as the organization of the processing of a message performed by these parts. The hypothesis may help to correct the current relative neglect of concern for methods and media in instruction and mental skills and moods in cognition. Concepts from non-Euclidena geometry, nuclear physics, eastern mysticism, psychophysics and stimulus-response psychology are cited in support of the hypothesis.The possibility is suggested of using constructs from the theory of electricity as analogies for developing practical timespace wave analytical procedures.The opinions or assertions contained herein are the private ones of the author, and are not to be construed as official or as necessarily reflecting the views of the Department of the Navy. Since submitting this article, the author has retired from the NPRDC; enquiries should be sent to him at 4363 Trias Street, San Diego, CA 92103.  相似文献   

Young Children's Understanding of Changes in Their Mental States   总被引：4，自引：1，他引：4  

Alison Gopnik  Virginia Slaughter 《Child development》1991,62(1):98-110

3-year-old children have difficulty reporting their past false beliefs. We investigated their ability to remember and report other types of past mental state, in particular, pretenses, images, perceptions, desires, and intentions. In a series of tasks, children were placed in one mental state, that state was changed, and they were asked to report the initial state. 4-year-olds were generally able to report all their past mental states, including beliefs. 3-year-olds were able to report past pretenses, images, and perceptions extremely well. They had great difficulty reporting past beliefs. Reporting past desires and intentions was more difficult than reporting pretenses, images, and perceptions, but slightly less difficult than reporting beliefs. The evidence suggests that 3-year-olds have difficulty understanding the nature of representation.  相似文献   

Rob Kling and the Irvine School     

John Leslie King 《The Information Society》2004,20(2):97-99

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Gender Differences in the Use and Effectiveness of Personal Response Devices   总被引：5，自引：3，他引：2  

Daniel B. King  Shivani Joshi 《Journal of Science Education and Technology》2008,17(6):544-552

The use of personal response devices (or “clickers”) in the classroom has increased in recent years. While few quantitative studies on the effectiveness of clickers have been published, it is generally reported that clickers have been well-received by the students who use them. Two separate populations (Winter 2006 and Spring 2006) of engineering students were given clickers to use during a general chemistry class. Clicker use was compared to student grades for each course. During both terms, a higher percentage of female students than male students “actively participated” in the lectures, where active participation was defined as answering more than 75% of the clicker questions over the course of the term. Active male students earned final grades about 10 points higher than non-active male students. Active female students, however, scored only about 5 points higher than non-active female students. Student learning was assessed by comparing performance on exam questions and clicker questions with similar content. Students who answered clicker questions correctly were 11–13% more likely to answer the corresponding exam questions correctly than were students who did not answer the clicker question. In this paper, we demonstrate the effectiveness of clicker use in the classroom and examine gender differences associated with this use.  相似文献   

Library Study Behaviors in the Age of Ubiquitous Mobile Devices: An Observational Study in Four Academic Libraries     

Amy Catalano  Lawrence Paretta  Claudia McGivney  Tara King 《The Reference Librarian》2014,55(4):328-342

In this study, researchers observed student study behaviors in the libraries of four post-secondary institutions. In all, 2,773 observations were made. This research replicates and expands an earlier study and addresses its limitations. The results of a logistic regression test indicate whether students had a mobile device readily available and where students chose to study in the library best predicted whether they demonstrated a study, as opposed to a non-study, behavior. Specifically, if students were found in quiet study or computer areas, they were more likely to be performing study behaviors. This research has implications for library stakeholders making decisions about the use of library space. Most importantly, this research demonstrates that library spaces are widely used for diverse purposes.  相似文献   

Microfluidic culture platform for studying neuronal response to mild to very mild axonal stretch injury     

Yiing C. Yap  Tracey C. Dickson  Anna E. King  Michael C. Breadmore  Rosanne M. Guijt 《Biomicrofluidics》2014,8(4)

A new model for studying localised axonal stretch injury is presented, using a microfluidic device to selectively culture axons on a thin, flexible poly (dimethylsiloxane) membrane which can be deflected upward to stretch the axons. A very mild (0.5% strain) or mild stretch injury (5% strain) was applied to primary cortical neurons after 7 days growth in vitro. The extent of distal degeneration was quantified using the degenerative index (DI, the ratio of fragmented axon area to total axon area) of axons fixed at 24 h and 72 h post injury (PI), and immunolabelled for the axon specific, microtubule associated protein-tau. At 24 h PI following very mild injuries (0.5%), the majority of the axons remained intact and healthy with no significant difference in DI when compared to the control, but at 72 h PI, the DI increased significantly (DI = 0.11 ± 0.03). Remarkably, dendritic beading in the somal compartment was observed at 24 h PI, indicative of dying back degeneration. When the injury level was increased (5% stretch, mild injury), microtubule fragmentation along the injured axons was observed, with a significant increase in DI at 24 h PI (DI = 0.17 ± 0.02) and 72 h PI (DI = 0.18 ± 0.01), relative to uninjured axons. The responses observed for both mild and very mild injuries are similar to those observed in the in vivo models of traumatic brain injury, suggesting that this model can be used to study neuronal trauma and will provide new insights into the cellular and molecular alterations characterizing the neuronal response to discrete axonal injury.  相似文献   

The social contagion of work avoidance goals in school and its influence on student (dis)engagement     

Mendoza  Norman B.  King  Ronnel B. 《European Journal of Psychology of Education - EJPE》2022,37(2):325-340

Work avoidance goals, which refer to wanting to do as little as possible in school, are detrimental to school success. Given its maladaptive nature, studies have investigated the antecedents of work avoidance, such as the role of personal characteristics and social-contextual factors. The influence of one’s classmates, however, remains under-explored. Drawing from social contagion research, we examined whether work avoidance goals spread among classmates. Questionnaires were administered to 1524 adolescent students nested within 50 classes. Two waves of data were collected one semester apart. Multilevel modeling was used to analyze the data. Results showed that a student’s work avoidance in Time 2 was predicted by his/her classmates’ work avoidance in Time 1. These results held even after controlling for one’s own Time 1 work avoidance. Moreover, work avoidance goals led to higher levels of disengagement and lower levels of engagement. The findings demonstrate that work avoidance goals are socially contagious and that they have negative consequences for students’ engagement. This study extends our theoretical understanding of work avoidance by highlighting the vital role played by one’s classmates in shaping students’ avoidance of schoolwork and the deleterious consequences that come with it.

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The association between and development of school enjoyment and general knowledge     

Jamie J. Jirout  Erik Ruzek  Virginia E. Vitiello  Jessica Whittaker  Robert C. Pianta 《Child development》2023,94(2):e119-e127

Learning environments can support the development of foundational knowledge and promote children's attitudes toward learning and school. This study explores the relation between school enjoyment and general knowledge from preschool (2016–2017) to kindergarten (2017–2018) in 1359 children (M_age = 55, 61 months, female = 50%; 58.5% Hispanic, 17% Black, 10% Asian, 10% White, 5% multiracial/other; linguistically diverse). Cross-lagged panel models showed significant bidirectional associations between preschool enjoyment and change in general knowledge from preschool to kindergarten with a standardized coefficient of β = .21 (p < .001) and associations between preschool general knowledge and change in enjoyment, β = .09 (p = .015). Exploratory analyses with teacher characteristics and demographic subgroup comparisons are discussed. These associations suggest the potential intervention strategy of promoting early school enjoyment to support broader academic development.  相似文献   

Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement     

Mendoza  Norman B.  Yan  Zi  King  Ronnel B. 《European Journal of Psychology of Education - EJPE》2023,38(2):607-630

European Journal of Psychology of Education - The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment...  相似文献