BOOK REVIEWS     

David Carless  Julian Elliott  Flora L. F. Kan 《比较教育学》2006,42(4):563-569

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Stylistic Variation at the "Single-Word" Stage: Relations between Maternal Speech Characteristics and Children's Vocabulary Composition and Usage     

Julian M. Pine  Elena V. M. Lieven  Caroline F. Rowland 《Child development》1997,68(5):807-819

In this study we test a number of different claims about the nature of stylistic variation at the "single-word" stage by examining the relation between variation in early vocabulary composition, variation in early language use, and variation in the structural and functional propreties of mothers' child-directed speech. Maternal-report and observational data were collected for 26 children at 10, 50, and 100 words, These were then correlated with a variety of different measures of maternal speech at 10 words, The results show substantial variation in the percentage of common nouns and unanalyzed phrases in children's vocabularies, and singficant relations between this variation and the way in which language is used by the child. They also reveal singficant relations between the way in whch mothers use language at 10 words and the way in chich their children use language at 50 words and between certain formal properties of mothers speech at 10 words and the percentage of common nouns and unanalyzed phrases in children's early vocabularies, However, most of these relations desappear when an attempt is made to control for ossible effects of the child on the mother at Time 1. The exception is a singficant negative correlation between mothers tendency to produce speech that illustrates word boundaries and the percentage of unanalyzed phrases at 50 and 100 words. This suggests that mothers whose sprech provides the child with information about where new words begin and end tend to have children with few unanalyzed. phrases in their early vocabularies.  相似文献   

Handling missing data: analysis of a challenging data set using multiple imputation     

Maria Pampaka  Graeme Hutcheson  Julian Williams 《International Journal of Research & Method in Education》2016,39(1):19-37

Missing data is endemic in much educational research. However, practices such as step-wise regression common in the educational research literature have been shown to be dangerous when significant data are missing, and multiple imputation (MI) is generally recommended by statisticians. In this paper, we provide a review of these advances and their implications for educational research. We illustrate the issues with an educational, longitudinal survey in which missing data was significant, but for which we were able to collect much of these missing data through subsequent data collection. We thus compare methods, that is, step-wise regression (basically ignoring the missing data) and MI models, with the model from the actual enhanced sample. The value of MI is discussed and the risks involved in ignoring missing data are considered. Implications for research practice are discussed.  相似文献   

On the nature of buffoonery     

Julian L. Simon 《Academic Questions》1997,10(3):8-9

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The Blair-Leighton equation applied to the production of the latent photographic image by hydrogen peroxide     

Merton W. Jones  Julian M. Blair 《Journal of The Franklin Institute》1934,218(1):29-34

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Looking in the mirror performance improvement for performance improvers     

Julian Martin  Carol Goldsmith  Kristin Hodges  Peggy Parskey 《Performance Improvement》2004,43(2):38-45

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Social Pragmatics: Preschoolers Rely on Commonsense Psychology to Resolve Referential Underspecification     

Julian Jara-Ettinger  Sammy Floyd  Holly Huey  Joshua B. Tenenbaum  Laura E. Schulz 《Child development》2020,91(4):1135-1149

Four experiments show that 4- and 5-year-olds (total N = 112) can identify the referent of underdetermined utterances through their Naïve Utility Calculus—an intuitive theory of people’s behavior structured around an assumption that agents maximize utilities. In Experiments 1–2, a puppet asked for help without specifying to whom she was talking (“Can you help me?”). In Experiments 3–4, a puppet asked the child to pass an object without specifying what she wanted (“Can you pass me that one?”). Children’s responses suggest that they considered cost trade-offs between the members in the interaction. These findings add to a body of work showing that reference resolution is informed by commonsense psychology from early in childhood.  相似文献   

Non-centralized control for flow-based distribution networks: A game-theoretical insight     

Julian Barreiro-Gomez  Carlos Ocampo-Martinez  Nicanor Quijano  José M. Maestre 《Journal of The Franklin Institute》2017,354(14):5771-5796

This paper solves a data-driven control problem for a flow-based distribution network with two objectives: a resource allocation and a fair distribution of costs. These objectives represent both cooperation and competition directions. It is proposed a solution that combines either a centralized or distributed cooperative game approach using the Shapley value to determine a proper partitioning of the system and a fair communication cost distribution. On the other hand, a decentralized non-cooperative game approach computing the Nash equilibrium is used to achieve the control objective of the resource allocation under a non-complete information topology. Furthermore, an invariant-set property is presented and the closed-loop system stability is analyzed for the non-cooperative game approach. Another contribution regarding the cooperative game approach is an alternative way to compute the Shapley value for the proposed specific characteristic function. Unlike the classical cooperative-games approach, which has a limited application due to the combinatorial explosion issues, the alternative method allows calculating the Shapley value in polynomial time and hence can be applied to large-scale problems.  相似文献   

Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback     

Nadin Beckmann  Jens F. Beckmann  Julian G. Elliott 《Learning and individual differences》2009,19(2):277-282

This study takes an individual differences' perspective on performance feedback effects in psychometric testing. A total of 105 students in a mainstream secondary school in North East England undertook a cognitive ability test on two occasions. In one condition, students received item-specific accuracy feedback while in the other (standard condition) no feedback was provided. While accuracy feedback had, on average, no effect on test performance, differential effects were observed. Performance goal orientation and self-confidence moderated feedback effects on performance. The provision of accuracy feedback seemed to have performance optimising effects upon test takers with high performance goal orientation in combination with low self-confidence. The implications of these findings in relation to the validity of findings from psychological testing are discussed.  相似文献   

The uses of (digital) literacy     

Julian McDougall  Mark Readman  Philip Wilkinson 《Learning, Media and Technology》2018,43(3):263-279

This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the ‘uses of literacy’ [from Hoggart, R. 1957. The Uses of Literacy. London: Pelican] in digital contexts and in a deeply situated, specific local setting. Working with our findings, we later put Amartya Sen’s concept of capability [Sen, A. K. 2005. “Human Rights and Capabilities.” Journal of Human Development 6 (2): 151–166; Sen, A. K. 2008. “Capability and Well-Being.” In The Philosophy of Economics, edited by D. M. Hausman, 3rd ed., 270–293. Cambridge: Cambridge University Press] to work on our data in order to provide a discussion on how the digital literacy community might distinguish digital competences as functionings from the ‘uses’ of such competences for a broader range of capabilities.  相似文献