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Julien Danhier 《British Journal of Educational Studies》2018,66(3):341-364
The effect of composition may be strong in systems where students are systematically sorted based on their socio-economic background. This paper aims to model the differential effect of class composition on pupils’ achievement in Belgium (French-speaking Community), France, Spain and Portugal. Multilevel models are consequently tested on the Progress in International Reading Literacy Study 2011 data (20,830 pupils in 1139 classes). Our results suggest that socio-economic composition does not have an equivalent effect on pupil achievement in the four countries included in our analysis: its effect is strong in the French-speaking Community of Belgium and France but smaller in Spain and Portugal. 相似文献
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If You're Happy and You Know It: Positive Moods Reduce Age‐Related Differences in False Memory 
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下载免费PDF全文 When tested in the Deese–Roediger–McDermott paradigm, children typically exhibit fewer false memories than do adolescents or adults. Here, participants’ moods and the valence of word lists were manipulated to explore the mechanism responsible for this developmental reversal in memory performance. Children (7‐ to 8‐year‐olds), adolescents (11‐ to 12‐year‐olds), and young adults (18‐ to 22‐year‐olds; N = 270) were assigned to one of three induced mood conditions and were presented with emotional word lists. In negative moods, adolescents and adults falsely recalled more negative information than did children, showing the typical developmental reversal effect. This effect, however, was eliminated when participants were in positive moods. The findings provide support for associative‐activation theory and have important implications for our understanding of the development of emotional false memories. 相似文献
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Research and Technology Organizations (RTOs) and universities are important elements of countries’ innovation systems. As they are both halfway between science and industry, they are often considered to be the same thing. However, recent studies have stressed the differences between the two. In this paper, we analyze the innovative characteristics (impacts and types of innovation and internal R&D investments) of firms that collaborate with RTOs versus universities. Our study is based on statistical analysis of Community Innovation Survey micro-data (CIS 2012). Our results suggest that firms that see RTOs as more important sources of knowledge than universities have a higher probability of developing service innovation, invest less in internal R&D but are less likely to introduce new, groundbreaking innovations into the market. These results have significant policy and management implications, especially regarding the different but complementary contributions offered respectively by RTOs and universities. 相似文献
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Michèle Bisson Florence Tremblay Etienne Pronovost Anne-Sophie Julien 《Journal of sports sciences》2019,37(3):298-305
Accelerometry is widely used to evaluate physical activity in toddlers however recommendations regarding wear time are needed to understand physical activity behaviours in this age group. This study aimed to determine the minimum wear time to reliably evaluate physical activity in toddlers. Children from the 3D Birth Cohort (n = 255, 49.8% boys, 2.1 ± 0.2 years) were asked to wear an accelerometer (GT3X+, ActiGraph) for 7 days. Physical activity was expressed in active time (min/day) and counts per minute (CPM). Single day intraclass correlation coefficients (ICCs) were calculated to assess the effect of varying minimal wear time on reliability estimates. The Spearman-Brown formula was used to determine wear time required to achieve reliability levels of 70%, 80% and 90%. For active time, a reliability of 72.1% was achieved with wearing the accelerometer for ≥ 4 days of ≥ 6 h, which comprised 85.9% of the sample. For CPM, ≥ 4 days of ≥ 6 h provided a reliability of 74.7% and comprised 85.9% of the children. Results differed slightly when girls and boys were analysed separately, but restricting analyses to children with a weekend day did not. In summary, a minimum of 4 days with ≥ 6 h of accelerometry data provides a reliable estimate of physical activity in 2-year toddlers. 相似文献
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Mathieu Lacome Julien Piscione Jean-Philippe Hager Chris Carling 《European Journal of Sport Science》2017,17(2):132-143
This study investigated end-game and transient changes in running activities and whether these were concomitantly associated with reductions in skill-related performance in senior international rugby union match-play. Altogether, 18 official matches were analysed (322 individual observations) using computerised video-based tracking and event coding (Amisco Pro®, SUP, Nice, France). In forwards and backs, trivial to small reductions (% difference: ?2.1, ±1.3 to ?10.0, ±4.0%) in total distance and that covered at high speeds (>18.0?km?h?1) occurred in the second- versus the first-half while there were trivial differences in skill-related performance measures (?2.3, ±4.5 to 7.5, ±14.0%). In both positions, small to moderate declines (?42, ±10 to ?21, ±7%) occurred in high-speed running in the final 10-min and 5-min periods versus mean values for all other 10-min and 5-min periods throughout the game while only small changes (?18, ±51 to 13, ±41%) in skill-related performance were observed. Trivial changes in running and skill-related performance (?11, ±74 to 7, ±39%) were observed in the 5-min period immediately following the most intense 5-minute periods of play compared to mean performance over the other 5-min periods. These findings suggest that international rugby union players were generally able to maintain skill-related performance over the course of match-play even when declines in running performance occurred. 相似文献
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Marie Letang Pascaline Citron Julien Garbarg‐Chenon Olivier Houd Grgoire Borst 《Mind, Brain, and Education》2021,15(1):122-128
Online citizen science allows us to bridge the gap between researchers and nonresearchers and to improve the scientific literacy of nonresearchers. The aims of the present study were (a) to determine whether a 5‐week randomized control trial conducted by teachers in their classroom could improve 7‐ to 12‐year‐old children's inhibitory control (IC) and (b) to provide proof of concept that online scientific research projects can provide meaningful results in the context of education. As expected, children in the IC training group improved their IC efficiency to a greater extent than children in the control training group. We provide the first evidence that such online scientific research projects can be effective in improving children's IC abilities and bridge the gap between the lab and the classroom. 相似文献
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Click here to view.(14M, mpg)Historically, technology has been central to new discoveries in biology and progress in medicine. Among various technologies, microtechnologies, in particular, have had a prominent role in the revolution experienced by the life sciences in the last few decades, which will surely continue in the years to come. In this Perspective, we illustrate how microtechnologies, with a focus on microfluidics, have evolved in trends/waves to tackle the boundary of knowledge in the life sciences. We provide illustrative examples of technology-enabled biological breakthroughs and their current and future use in clinics. Finally, we take a closer look at the translational process to understand why the incorporation of new micro-scale technologies in medicine has been comparatively slow so far. 相似文献
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Findings from in-depth interviews with academic librarians reveal initial perceptions of the value of the new Association of College and Research Libraries' Framework for Information Literacy for Higher Education and information about individual experiences in implementing the framework into information literacy skills instruction. Fifteen academic librarians, recruited through the ILI-L listserv, participated in Skype interviews that averaged 50?min in length. Participants shared that the Framework has had an impact on their teaching, helps them to better articulate the role of the librarian and the concept of information literacy, supports collaboration with faculty, and presents new empirical research opportunities for academic librarians. At the same time, acceptance of the Framework by librarians has not been universal, implementing the Framework into one-shot information literacy instruction is difficult, and full implementation of the Framework may require a restructuring of how information literacy education is approached. 相似文献