„Lehr- und Lerngeschichten im Sport“     

Monika Roscher  Markus Stobrawe 《Sportwissenschaft》2001,31(3):347-350

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Evidence for color vision in procyonides: Comparison between diurnal coatis (Nasua) and nocturnal kinkajous (Potos flavus)     

Monika Chausseil 《Learning & behavior》1992,20(3):259-265

The color-vision capacity of two species of procyonides was analyzed using a binary simultaneous discrimination paradigm. To make hue the only salient cue, the color sets of red, yellow, green, and blue were each presented in five different saturation intervals and were tested against a variety of brightness steps. Unlike the nocturnal kinkajous, the diurnal coatis showed highly significant discriminative performance on the color problems, especially in tests on blue and yellow, yet failed to differentiate unsaturated green from achromatic stimuli. The results are discussed with respect to procedural variables and the utility of color discrimination in the coati’s natural environment.  相似文献   

Fungal genus Hypocrea/Trichoderma： from barcodes to biodiversity     

Christian P. KUBICEKt Monika KOMON-ZELAZOWSKA Irina S. DRUZHININA 《Journal of Zhejiang University. Science. B》2008,9(10)

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High-Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self-Concept     

Franzis Preckel  Isabelle Schmidt  Eva Stumpf  Monika Motschenbacher  Katharina Vogl  Vsevolod Scherrer  Wolfgang Schneider 《Child development》2019,90(4):1185-1201

Effects of full-time ability grouping on students’ academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students’ average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students’ ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes.  相似文献   

Production and Characterization of α-Amylase from an Extremely Halophilic Archaeon,Haloferax sp. HA10     

Bhakti Bajpai  Monika Chaudhary  Jyoti Saxena 《Food Technology and Biotechnology》2015,53(1):11-17

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Salivary Testosterone Levels in Intellectually Gifted and Non-Intellectually Gifted Preadolescents: An exploratory study     

Daniela Ostatnikova  Jolana Laznibatova  Zdenek Putz  Anna Mataseje  Monika Dohnanyiova  Karol Pastor 《High Ability Studies》2000,11(1):41-54

There are suggestive data to link salivary testosterone concentrations (ST) to cognitive abilities in humans. Saliva reflects the plasma-free fraction of ST, which is biologically active, available for uptake by tissues including the brain. In the present study, therefore, salivary testosterone levels in healthy preadolescent children of both sexes, 6 to 9 years old, were determined. Among a total of 215 participants, 122 were intellectually gifted, attending special classes for gifted in primary school (IQ 130 or more in two independent standard tests of general intelligence). Their ST levels were compared with ST levels of 93 non-gifted children attending regular primary school. In general, results show there are no changes in ST concentrations between ages 6 and 9. However, there are significant differences between gifted and non-gifted participants. ST levels in gifted children were lower (p < 0.01) in all age categories. This also holds for both sexes separately (p < 0.01).  相似文献   

Short‐Term Second Language and Music Training Induces Lasting Functional Brain Changes in Early Childhood          下载免费PDF全文

Sylvain Moreno  Yunjo Lee  Monika Janus  Ellen Bialystok 《Child development》2015,86(2):394-406

Immediate and lasting effects of music or second‐language training were examined in early childhood using event‐related potentials. Event‐related potentials were recorded for French vowels and musical notes in a passive oddball paradigm in thirty‐six 4‐ to 6‐year‐old children who received either French or music training. Following training, both groups showed enhanced late discriminative negativity (LDN) in their trained condition (music group–musical notes; French group–French vowels) and reduced LDN in the untrained condition. These changes reflect improved processing of relevant (trained) sounds, and an increased capacity to suppress irrelevant (untrained) sounds. After 1 year, training‐induced brain changes persisted and new hemispheric changes appeared. Such results provide evidence for the lasting benefit of early intervention in young children.  相似文献   

Understanding teachers’ concerns about inclusive education     

Monika Yadav  Ajay Das  Sushama Sharma  Ashwini Tiwari 《Asia Pacific Education Review》2015,16(4):653-662

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The Use of Smartphones in Primary Education： Improving Arithmetic Calculations in Pre-service Primary Teacher Training     

David Mendez Coca  Monika Ciesielkiewicz 《美中教育评论》2014,(6):403-409

It is difficult for teachers to track student learning on a daily basis. However, the Intemet and new technologies that students use every day can make this much easier and more accessible. This article intends to make evident that using student response systems, such as Socrative and a smartphone, teachers can get more control of their students＇ pace of learning and their progress. Socrative is a very useful tool that helps teachers track student learning in real time. Socrative software can be downloaded on students＇ smartphones, tablets, or laptops and can facilitate online testing with immediate feedback and access to test results. Students receive immediate feedback as soon as they finish answering test questions. It can also promote cooperative learning when students work in groups discussing coursework. Use of the software can increase motivation, self-esteem, and understanding of concepts discussed in class.  相似文献   

Cooperative Learning with Gifted and High-achieving Students: A review and meta-analyses of 12 studies     

Heinz Neber  Monika Finsterwald  Nicola Urban 《High Ability Studies》2001,12(2):199-214

Should gifted and high-achieving students cooperate in homogeneous groups or do they learn better individually? Or should they learn together with less gifted peers in heterogeneous groups? Current empirical research is reviewed in this article and meta-analyses of available results in 12 published studies are performed. Results show that few methodologically sound studies can be found at present. In addition, researchers only considered a restricted spectrum of participants, focused on learning of relatively simple materials, measured only a restricted range of possible outcomes, and neglected processes and activities of the learners, which might determine outcomes of cooperative learning. Results therefore remain controversial even for fundamental issues like learning in homogeneous versus heterogeneous, mixed-ability groups. In spite of these limitations, analyses nevertheless show that cooperative learning offers strong potentials for further improving the quality of instruction with gifted and high-achieving students. Further empirical research is required to obtain more differentiated information on the various aspects of cooperative learning.  相似文献