The Role of Generic Language in the Early Development of Social Categorization          下载免费PDF全文

Marjorie Rhodes  Sarah‐Jane Leslie  Lydia Bianchi  Lisa Chalik 《Child development》2018,89(1):148-155

Classifying people into categories not only helps humans simplify a complex social world but also contributes to stereotyping and discrimination. This research examines how social categorization develops by testing how language imbues with meaning otherwise arbitrary differences between people. Experimental studies (N = 129) with 2‐year‐olds showed that generic language—language that refers to abstract kinds—guides the development of social categorization. Toddlers learned a new category after hearing generic language about individuals who shared an arbitrary perceptual feature but not after hearing matched specific language, simple labels, or plural (but nongeneric) language about the same set of individuals. These findings show how subtle linguistic cues shape the development of social categorization.  相似文献   

Mapping psychology students’ perspective on group peer-tutoring in statistics     

Michael Cantinotti  Marjorie Désormeaux-Moreau  Marcos Balbinotti 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):466-484

Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain tutees’ participation, it is important to understand how they conceptualize tutoring. The aim of this study was to provide an empirical investigation of psychology students’ conceptualization regarding cross-year group peer-tutoring in statistics. A multivariate concept mapping analysis generated a relevant three-cluster structure (Tutoring setup, Tutor knowledge, interpersonal skills, and relational dynamics and Student role and commitment to the course) that underlies students’ cognitive structure regarding group peer-tutoring. The implications of the results for selecting and training peer-tutors are discussed.  相似文献   

The development of a criterion‐referenced profile: the Hertfordshire English Project     

Marjorie Needham  Helen Burchell 《School Leadership & Management》2013,33(3):343-356

Many developments in profiling are taking place at present and a considerable number use a criterion‐referenced assessment model. This study reports the experiences of a local curriculum development project which has developed an English course and summative profile for lower‐attaining pupils. The way in which criterion‐referenced assessment was incorporated into the development of the profile is described, together with the results of a small‐scale survey of teachers’ views of the use of such a profile. Key issues for those developing such profiles in English and other subjects are identified.  相似文献   

Thoughts on Theory,Practice, and the Practice of Theorizing     

Marjorie Faulstich Orellana 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):323-326

  相似文献   

Measuring Selected Motor Skills in Fourth,Fifth, and Sixth Grades     

Marjorie Latchaw 《Research quarterly for exercise and sport》2013,84(4):439-449

Abstract

This article presents seven tests which were devised for measuring selected motor skills in fourth, fifth, and sixth grade boys and girls. An analysis of the data indicated that the tests were reliable for the population measured, and that age, height, and weight factors were not statistically significant in determining performance as measured by these tests. Performance standards were computed for each sex within each grade level.  相似文献   

Achievement in mathematics and language is linked to regular physical activity: a population study in Chilean youth     

Paulina Correa-Burrows  Yasna Orellana  Daniza Ivanovic 《Journal of sports sciences》2013,31(17):1631-1638

Abstract

We examined the association between the allocation of time to regular physical activity (PA) and achievement in mathematics and language in Chilean adolescents after controlling for confounders. In a random sample of 620 ninth graders (15.6 ± 0.7 years old), we measured regular PA, including physical education and sports extracurricular activities, and academic performance, using national standardised tests. Bivariate and multivariate regression analyses modelled the relation between academic and health-related behaviours. Sufficiency and proficiency in mathematics and language were used as outcome variables. Only 18% of adolescents had >4 h·week^–1 of regular PA. Devoting >4 h?·?week^–1 to regular PA significantly increased the odds of sufficiency and proficiency in both domains. After full adjustment, the odds of sufficiency and proficiency in mathematics increased by 1.9 (95% CI: 1.1–3.5) and 2.7 (95% CI: 1.7–4.3), respectively. Similarly, the odds of sufficiency and proficiency in language increased by 3.3 (95% CI: 1.7–9.7) and 2.6 (95% CI: 1.6–4.1), respectively. Adolescents with the highest allocation of time to regular PA performed much better in mathematics and language than inactive students. The academic benefits associated with PA can help to promote sustained behaviour changes regarding lifestyles. They can be more easily perceived as gains than health benefits alone.  相似文献   

The Mechanics of Batting: Analysis of Ground Reaction Forces and Selected Lower Extremity Kinematics     

Stephen P. Messier  Marjorie G. Owen 《Research quarterly for exercise and sport》2013,84(2):138-143

Abstract

The purpose of this study was to examine variations in ground reaction forces and selected lower extremity kinematics during the stride and swing phases of batting. High speed photography (100 fps) employing direct linear transformation methodology and a force plate were used to record three-dimensional kinematic and kinetic data for 7 female fast pitch softball batters. Mean vertical forces (F_z) of the right or rear foot increased to approximately 1 BW during the stride. Once the left or forward foot made contact with the ground after completion of the stride, right F_z forces decreased to .43 BW while left F_z forces rapidly increased to 1.6 BW at contact. The mean decrease in right F_z forces from peak force until contact was 55%, and the ratio of left to right F_z forces; at impact was 3.67:1. Right mediolateral forces (F_x) were exerted laterally, away from the batter, and were responsible for initiating movement of the body toward the pitched ball. As the left foot made contact with the ground at completion of the stride, left F_x forces were exerted laterally toward the pitched ball. The reaction to these forces retarded the batter's forward momentum, increased stability, and caused the left hip and knee to extend as contact approached. Right and left anteroposterior forces (F_y) acted in opposite directions (right foot pushing backward, left foot pushing forward), and were responsible for rotating the hips and upper body in a counterclockwise direction toward the pitched ball. Horizontal angular deceleration of both thighs just prior to contact was due, in part, to a decrease in these forces. These data may prove helpful when attempting to identify atypical batting patterns, and when considering improvements in shoe design. In the latter instance, force production and stability may be enhanced by aligning the cleats along the lines of action of the applied resultant shear forces.  相似文献   

Literary Devices: Period rooms as Fantasy and Archetype     

Marjorie Schwarzer 《Curator: The Museum Journal》2008,51(4):355-360

  相似文献   

Bourdieu and interprofessional education: what’s the relevance?     

Marjorie Bonello  Jon Wright  Jane Morris  Gaynor Sadlo 《Studies in Continuing Education》2018,40(1):1-16

Interprofessional education (IPE) is perceived to be one strategy to reduce professional compartmentalisation and improve collaborative practices. The unequal power relations existing between the various professions who need to collaborate for IPE remains largely unexamined and it is only in recent years that sociological theories have been employed within the interprofessional field. This paper uses selected findings from an exploratory case study into IPE conducted at the University of Malta and then examines these findings from a Bourdieusian perspective. The first part of this paper introduces the breath of theoretical perspectives employed for IPE and then goes on to provide an overview of Bourdieu’s theories of social practices. The second part outlines the context of this case study and presents selected findings. The third section discusses how these findings were examined using Bourdieu’s concepts helping us demystify the various ways in which health care professions worked and interacted, and how this all made sense within a wider societal context. It also highlights the relevance of taking into account Bourdieu’s concepts during the development of IPE.  相似文献   

The New Technologies and Borderless Higher Education: the Quality Imperative     

Marjorie Peace Lenn 《Higher Education in Europe》1998,23(2):241-251

The new information technologies are contributing powerfully to the internationalization of higher education. The development of quality assurance mechanisms for course offerings and full degree programmes delivered internationally is lagging. Only the United States, Australia, and Hong Kong have taken steps to regulate the quality of imported or exported higher education offerings. To fill the gap, a non‐governmental international organization, the Global Alliance for Transnational Education (GATE) was created in 1995. This organization will certify the quality of given international higher education programmes, including those delivered, to a greater or lesser extent, by electronic means, that meet its standards as laid down in its Principles for Transnational Education. These are summarized in the article.  相似文献