Naming speed in dyslexia and dyscalculia     

Edith Willburger  Barbara Fussenegger  Kristina Moll  Guilherme Wood  Karin Landerl 《Learning and individual differences》2008,18(2):224-236

In four carefully selected samples of 8- to 10-year old children with dyslexia (but age adequate arithmetic skills), dyscalculia (but age adequate reading skills), dyslexia/dyscalculia and controls a domain-general deficit in rapid automatized naming (RAN) was found for both dyslexia groups. Dyscalculic children exhibited a domain-specific deficit in rapid naming of quantities. This finding is in line with recent assumptions that dyscalculia is associated with a neurobiological deficit in the processing of numerosities. In the dyslexia/dyscalculia group, RAN deficits were additive, that is, the dyslexia/dyscalculia group exhibited the sum of the deficits found in the dyslexia only and dyscalculia only groups. This finding suggests that the cognitive bases of dyslexia and dyscalculia are independent from each other. Within the naming speed paradigm no differential impact of special demands on the executive functions inhibition and shifting was found for any of the four groups.  相似文献   

Is Statistical Learning Ability Related to Reading Ability,and If So,Why?     

Xenia Schmalz  Kristina Moll  Claudio Mulatti  Gerd Schulte-Körne 《Scientific Studies of Reading》2019,23(1):64-76

ABSTRACT

Previous studies found a relationship between performance on statistical learning (SL) tasks and reading ability and developmental dyslexia. Thus, it has been suggested that the ability to implicitly learn patterns may be important for reading acquisition. Causal mechanisms behind this relationship are unclear: Although orthographic sensitivity to letter bigrams may emerge through SL and facilitate reading, there is no empirical support for this link. We test 84 adults on two SL tasks, reading tests, and a bigram sensitivity task. We test for correlations using Bayes factors. This serves to test the prediction that SL and reading ability are correlated and to explore sensitivity to bigram legality as a potential mediator. We find no correlations between SL tasks and reading ability, SL and bigram sensitivity, or between the SL tasks. We conclude that correlating SL with reading ability may not yield replicable results, partly due to low correlations between SL tasks.  相似文献   

Beyond the Bullet Points: Teaching the Bible in Norwegian Upper Secondary Religious Education     

Kirsten Marie Hartvigsen  Kristina Tørresen 《Religious education (Chicago, Ill.)》2020,115(4):413-425

Abstract

This qualitative study examines semi-structured interviews with four Norwegian teachers to explore how they teach biblical texts in upper secondary religious education (RE). The theoretical framework combines one model from biblical hermeneutics with one from RE. The former differentiates between the worlds behind, in, and in front of the biblical text, the latter between the universal, common religious, and religion-specific dimensions of religious narratives. Chief findings: All teachers utilize examples from the reception history of the biblical texts; they thus extend Ricoeur’s notion of the world in front of the text. The common religious aspects of biblical texts are mostly overlooked.  相似文献   

Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)     

Stephanie Lichtenfeld  Reinhard Pekrun  Robert H. Stupnisky  Kristina Reiss  Kou Murayama 《Learning and individual differences》2012,22(2):190-201

This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed.  相似文献   

Support Needs of Expectant Mothers and Fathers: A Qualitative Study     

Margareta Widarsson  Birgitta Kerstis  Kristina Sundquist  Gabriella Engstr?m  Anna Sarkadi 《The Journal of perinatal education》2012,21(1):36-44

The aim of this study was to describe expectant mothers’ and fathers’ perceived needs of support during pregnancy. Twenty-two women and 10 men were interviewed in four focus groups and 13 individual interviews. Systematic text condensation was performed to analyze the data. Parents described not only a broad spectrum of social support needs but also needs of psychological and physical support. They also requested to share their experiences with others. The foci of care and parents’ needs of support are more harmonized with medical support than with psychological and emotional support. Mothers’ needs were predominately addressed in the health services, but fathers often felt “invisible.” Antenatal services may need to offer more customized individual support and emphasize peer support in groups; the challenge is to involve both parents through communication and encouragement so they can support each other.  相似文献   

Gender Equality in Science: A Philosophical Perspective     

Kristina Rolin 《Higher Education in Europe》2000,25(2):201-205

Arguments used to justify gender equality in higher education often appeal to values which belong to the social context of science (human rights, efficient use of human resources, economic growth), and hence, may appear to practicing scientists as policy interventions from the outside. The author suggests that arguments which appeal to the values internal to scientific communities (objectivity, rationality, and truth) can be used to bring the goal of gender equality in higher education closer to practicing scientists and academics. Two such arguments in support of gender equality in higher education are presented.  相似文献   

Biology and Health Education     

Sheila Turner  Kristina Öberg  Gunilla Unnerstad 《欧洲师范教育杂志》1999,22(1):89-100

The Health Promoting Schools in Europe initiatives have highlighted the importance of health education in schools. Although health education is inter-disciplinary, biology teachers have an important role in teaching about health and in the formation of policy. Health education needs therefore to be part of initial teacher education programmes for those who are preparing to teach biology in secondary schools. Student teachers in England and Sweden have been involved in a pilot study that is investigating two aspects of teaching health education. The first element of the study has used questionnaires and small group discussions to explore biology student teachers’ perceptions of teaching about health as part of biology. In the second phase student teachers have been investigating secondary pupils’ understanding about aspects of health. In this paper we report on the initial findings and consider the implications of these results for the teaching of biology in secondary schools.  相似文献   

Examining the association between procrastination and decreases in academic achievement during the transition from high school to university: a piecewise growth model     

Kljajic  Kristina  Gaudreau  Patrick 《European Journal of Psychology of Education - EJPE》2023,38(3):1011-1030

European Journal of Psychology of Education - The grades of students have been shown to severely decrease during the transition from high school to university. Although past findings have shown...  相似文献   

Would you Bribe your Lecturer? A Quasi-experimental Study on Burnout and Bribery in Higher Education     

Weißmüller  Kristina S.  De Waele  Lode 《Research in higher education》2022,63(5):768-796

Research in Higher Education - Bribery is a complex and critical issue in higher education (HE), causing severe economic and societal harm. Traditionally, most scholarship on HE corruption has...  相似文献