The development of nonverbal working memory and executive control processes in adolescents   总被引：1，自引：0，他引：1  

Luciana M  Conklin HM  Hooper CJ  Yarger RS 《Child development》2005,76(3):697-712

The prefrontal cortex modulates executive control processes and structurally matures throughout adolescence. Consistent with these events, prefrontal functions that demand high levels of executive control may mature later than those that require working memory but decreased control. To test this hypothesis, adolescents (9 to 20 years old) completed nonverbal working memory tasks with varying levels of executive demands. Findings suggest that recall-guided action for single units of spatial information develops until 11 to 12 years. The ability to maintain and manipulate multiple spatial units develops until 13 to 15 years. Strategic self-organization develops until ages 16 to 17 years. Recognition memory did not appear to develop over this age range. Implications for prefrontal cortex organization by level of processing are discussed.  相似文献   

The Stanford Binet fourth edition and its use with individuals with Down Syndrome: cautions for clinicians     

Donna Couzens  Monica Cuskelly  Anne Jobling 《International Journal of Disability, Development & Education》2004,51(1):39-56

Stanford Binet: Fourth Edition (SB:IV) assessments have been collected longitudinally for 195 individuals with Down syndrome. This article discusses individual assessments which were selected for their ability to highlight major concerns that practitioners need to consider when interpreting intelligence test scores with this population. In this study, Intelligence Quotient (IQ) changed substantially for many individuals, demonstrating changes in classification from a mild level of intellectual impairment on initial assessment to a severe level on later assessment. Subtests used in calculating composite scores were found to have a dramatic effect on IQ. There was up to 9 IQ points difference depending on whether only the “core” subtests or all subtests used by the assessor were included in the calculations. Thirty‐seven percent of the assessments were at “floor level” (i.e., IQ of 36), despite obvious divergent abilities illustrated by age equivalent scores. Mean Age Equivalent (MAE) scores were also problematic as they failed to adequately represent either the range, or divergence, of abilities of the individuals whose data are presented. Directions for future research are discussed.  相似文献   

Identities of research-active academics in new universities: towards a complete academic profession cross-cutting different worlds of practice     

Monica A. van Winkel  Roeland M. van der Rijst  Rob F. Poell  Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555

This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice.  相似文献   

ID model construction and validation: a multiple intelligences case     

Monica W. Tracey  Rita C. Richey 《Educational technology research and development : ETR & D》2007,55(4):369-390

This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one, the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of ID models using expert review procedures.  相似文献   

Achieving scale of farmer reach with improved common bean technologies: the role of village-based advisors     

Monica K. Kansiime  James Watiti  Abigael Mchana  Raymond Jumah  Richard Musebe  Harrison Rware 《The Journal of Agricultural Education and Extension》2018,24(3):215-232

Purpose: We assessed the effectiveness of Village-based Advisors (VBAs) as a novel approach for scaling up improved common bean technologies in southern highlands of Tanzania.

Design/methodology/approach: Data were gathered through focus group discussions (FGDs) and interviews with 11 VBAs and 102 farmers (37% female). The effectiveness of VBAs was assessed based on farmer reach, farmer knowledge, and application of new technologies.

Findings: VBAs played important roles in reaching a wide audience of farmers, with common bean technologies. There was evidence of uptake of promoted common bean practices by farmers, enhanced by judicious incentives such as higher yields, increased land productivity, and labor-saving. VBAs shared information mainly through farm visits and community meetings. Extension materials facilitated VBA engagement of farmers even in informal settings, enhancing information flow beyond village boundaries. The current success of the VBA approach stems from the fact that VBAs are motivated by the rewards they receive – both cash and non-cash.

Practical implications: VBAs are relevant in scaling up improved common bean technologies in rural Tanzania and similar settings, because of farmer understanding and trust. For sustainability, there is need to develop a more systematic incentive structure for VBAs through business development, and knowledge enhancement to keep pace with innovations to address emerging production challenges.

Theoretical implications: Access to extension service providers who are knowledgeable of farmers’ context enhances learning and uptake of innovations.

Originality/value: Results fill information gap on the effectiveness of VBAs as knowledge and input disseminators, achieving scale of farmer reach with agricultural innovations.  相似文献   

Reduced Autobiographical Memory Specificity Among Maltreated Preschoolers: The Indirect Effect of Neglect Through Maternal Reminiscing     

Monica Lawson  Kristin Valentino  Ruth Speidel  Christina G. McDonnell  E. Mark Cummings 《Child development》2020,91(1):271-288

Maternal reminiscing and preschoolers’ (M = 5.00 years, SD = 1.11) autobiographical memory specificity (AMS) were examined among abusive (n = 24), neglecting (n = 78), emotionally maltreating (n = 32), and demographically similar nonmaltreating families (n = 74). Neglect was negatively associated with child AMS and the quantity of maternal elaborations. In a moderated mediation model, neglect was negatively associated with the quantity of maternal elaborations, which was positively associated with AMS when mothers reminisced in a coherent and sensitive manner (i.e., affective quality). In the context of high maternal affective quality, maternal elaborative quantity accounted for reduced AMS among neglected preschoolers. The findings extend observations of reduced AMS to neglected preschoolers and inform theoretical models of autobiographical memory development.  相似文献   

Multicultural Teaching in the Early Childhood Classroom: Approaches,Strategies and Tools: Preschool–2nd Grade     

Monica R. Medina-Jimenez 《Journal of Latinos & Education》2015,14(1):71-72

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Empathic design: imagining the cognitive and emotional learner experience     

Tracey  Monica W.  Hutchinson  Alisa 《Educational technology research and development : ETR & D》2019,67(5):1259-1272

Educational technology research and development - In an effort to create meaningful user experiences, instructional designers participate in continuous projection and reflection during design....  相似文献   

Place matters: pedagogies of food,ecology and design     

Monica Green PhD 《Environmental Education Research》2013,19(2):252-253

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Comparing cognitive performance in illiterate and literate children     

Esmeralda Matute  Teresita Montiel  Noemí Pinto  Monica Rosselli  Alfredo Ardila  Daniel Zarabozo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(1):109-127

While it is known that the process of becoming literate begins in early childhood and usually involves several years of schooling, research related to cognitive characteristics has been done mostly on illiterate adults, and information concerning illiterate children is therefore limited. The aim of the present study, involving 21 illiterate and 22 literate Mexican children aged 6 to 13, was to investigate the effects of literacy on neuropsychological characteristics during childhood. The children??s performance on 16 cognitive domains of the Evaluación Neuropsicológica Infantil (ENI, Child Neuropsychological Assessment) was examined in three mixed within- and between-groups profile analyses. The results suggest that the effect of literacy observed in adults is already evident in children in almost every task analysed. Moreover, the fact that an age effect was detected for the calculation abilities suggests that maths learning is school- and environment-dependent.  相似文献