Regional knowledge spillovers: Fact or artifact?   总被引：1，自引：0，他引：1  

Gottfried Tappeiner  Janette Walde 《Research Policy》2008,37(5):861-874

The explanation of different levels of innovation and their spatial distribution represents the central focus of the analysis. The empirical literature documents the incidence of spatial autocorrelation in patenting activities and interprets them as evidence for knowledge spillovers. Alternatively, the authors propose the spatial pattern of input variables in innovation processes as driving forces of patenting autocorrelation. They analyze 51 Nuts 1 regions in Europe and find that the high degree of spatial autocorrelation exhibited by patent applications can be explained comprehensively by the spatial location of the input factors in the knowledge production function. These are traditional indicators on R&D investments and human capital from Eurostat and proxy variables on social capital from the European Values Study. This finding has important implications for the scope of an autonomous regional innovation policy.  相似文献   

Media Violence and Adolescents’ ADHD-Related Behaviors: The Role of Parental Mediation     

Sanne Nikkelen  Helen Vossen  Jessica Piotrowski  Patti Valkenburg 《广播与电子媒介杂志》2016,60(4):657-675

We examined the role of parental media mediation in the relationship between media violence and adolescents’ ADHD-related behaviors. Survey data from 1,017 adolescents (10–14 years) show that parents can play an important role in this relationship, depending on the media mediation strategies that they use (i.e., restrictive or active mediation) and how they apply these strategies (i.e., in a controlling, inconsistent, or autonomy-supportive way). Our findings support the notion that contextual factors are critical in understanding media effects, and provide directions for how parents can manage their adolescents’ violent media use, and possibly by extension, their ADHD-related behaviors.  相似文献   

Good Grasshopping and the Avoidance of Game-Spoiling     

Deborah P. Vossen 《体育哲学杂志》2013,40(2):175-192

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Trajectories from academic intrinsic motivation to need for cognition and educational attainment     

Adele Eskeles Gottfried  Karen Nylund-Gibson  Allen W. Gottfried  Diane Morovati  Amber M. Gonzalez 《The Journal of educational research》2017,110(6):642-652

This long-term longitudinal study addressed the theoretical underpinning of academic intrinsic motivation (AIM) from childhood through adolescence, to need for cognition (NFC) and educational attainment (EA) during adulthood. AIM was measured from 9 to 17 years old, NFC and EA at 29 years old, and IQ at 8 years old. Latent change and growth mixture modeling were utilized. These models complemented each other, revealing that initial motivational status significantly related to both outcomes. Growth mixture modeling elaborated the findings by identifying distinctive subgroups in initial status and developmental change. In contrast to children with initially higher AIM, those starting lower declined resulting in lower NFC and EA. IQ was controlled in these analyses. Findings enhance understanding of trajectories across two decades of development, indicating that students’ early motivation relates to adulthood NFC and EA. Implications for educational practices are discussed.  相似文献   

Genome Consortium for Active Teaching: meeting the goals of BIO2010   总被引：2，自引：2，他引：0  

Campbell AM  Ledbetter ML  Hoopes LL  Eckdahl TT  Heyer LJ  Rosenwald A  Fowlks E  Tonidandel S  Bucholtz B  Gottfried G 《CBE life sciences education》2007,6(2):109-118

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.  相似文献   

Intervention with premature human infants.     

E H Cornell  A W Gottfried 《Child development》1976,47(1):32-39

Stimulation has been given to young infants to prevent the development disabilities often associated with prematurity. A review of these experimental programs reveals a lack of knowledge as to the ecology of the premature infant. This is indicated in the assumption that premature infants are sensorily deprived and by the arbitrary differences in the nature of stimulation techniques. Despite various problems in methodological and outcome assessment, stimulated infants tend to perform at higher levels than control-group infants on measures of sensorimotor and development. It is suggested that future research should be directed toward specifying the environment and processing capacities of the premature infant, and that intervention studies should make use of the 4-group design proposed by Solomon and Lessac (1968).  相似文献   

The Grade-Level and Cumulative Outcomes of Absenteeism     

Arya Ansari  Michael A. Gottfried 《Child development》2021,92(4):e548-e564

Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students’ school performance in the United States. Students who were more frequently absent in any year of elementary school demonstrated lower academic, executive function, and socioemotional outcomes. Although there was little variation in the magnitude of associations across grade levels, there was evidence of cumulative associations. Specifically, students who were consistently absent throughout elementary school tended to have lower outcomes across developmental domains in the long-term. The negative links between absenteeism and outcomes were larger for Black than White students, but few other subgroup differences emerged.  相似文献   

Book reviews     

Hartwig Wittje  Hans Scheuerl  Harald Wagner  Gottfried Hausmann  Herman Lange  Volker Lenhart  Bettina Kobialka  Philip G. Altbach  Colin Titmus  Harry N. Drier  T. Neville Postlethwaite  W. D. Halls  Martin Carnoy  Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222

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Teacher's aides in kindergarten: Effects on achievement for students with disabilities     

Michael A. Gottfried 《The Journal of educational research》2018,111(5):620-630

Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no known study had examined this for students with disabilities. The author addressed this void by examining how teacher's aides link to achievement outcomes for students with disabilities in kindergarten. Using nationally representative data, the findings suggest that students with disabilities in full-day kindergarten have higher reading and mathematics outcomes at the end of kindergarten when the classroom has a teacher's aide. In contrast, there was no observed benefit for students with disabilities in part-day kindergarten. The size and strength of this relationship differs by individual characteristics and teacher and classroom characteristics. Implications are discussed.  相似文献   

Infants' cross-modal transfer from solid objects to their graphic representations     

S A Rose  A W Gottfried  W H Bridger 《Child development》1983,54(3):686-694

12-month-old infants were familiarized either tactually or visually with objects and then tested for visual recognition memory using either (1) the familiar and a novel object, (2) colored pictures of the objects, or (3) outline drawings of them. In Study 1, infants showed recognition memory on all 3 visual intramodal problems but showed cross-modal transfer only when objects were used as test stimuli. With increased familiarization times in Study 2, transfer from tactually presented samples to both pictorial displays was achieved, indicating that after feeling an object the infants were able to recognize it visually solely on the basis of its contour. With reduced familiarization times in Study 3, there was no evidence for transfer from visually presented samples to the 2 pictorial displays, replicating the pattern of results observed cross-modally in Study 1 and suggesting that, at least in certain respects, cross-modal and intramodal perception follow similar principles.  相似文献