Gender differences in filicide offense characteristics--a comprehensive register-based study of child murder in two European countries     

Putkonen H  Amon S  Eronen M  Klier CM  Almiron MP  Cederwall JY  Weizmann-Henelius G 《Child abuse & neglect》2011,35(5):319-328

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Developmental dyslexics show deficits in the processing of temporal auditory information in German vowel length discrimination     

Katarina Groth  Thomas Lachmann  Axel Riecker  Irene Muthmann  Claudia Steinbrink 《Reading and writing》2011,24(3):285-303

The present study investigated auditory temporal processing in developmental dyslexia by using a vowel length discrimination task. Both temporal and phonological processing were studied in a single experiment. Seven German vowel pairs differing in vowel height were used. The vowels of each pair differed only with respect to vowel length (e.g., /a/ vs. /a:/). In German, vowel length is characterized by temporal and spectral information. Three types of differences between long versus short vowels were varied: In the phonological condition, pairs of natural vowels were used, differing in their temporal as well as in their spectral content. In two temporal conditions, in contrast, a natural vowel was always combined with a manipulated one to keep spectral content of long and short vowels identical. Thus, the only distinguishing feature between the two vowels was temporal in nature. Vowels were embedded into monosyllabic pseudo-words and presented successively in a speeded same–different task. Twenty dyslexics and twenty age-matched controls participated in the experiment. In both groups, discrimination accuracy decreased with increasing vowel height in the two temporal conditions. This result is consistent with former findings on the relevance of temporal information for vowel length identification in German and extends this topic to cover discrimination demands. In the phonological condition, groups did not differ in discrimination accuracy. In both temporal conditions, however, dyslexics performed worse than controls. These results suggest that developmental dyslexia is associated with impairments in processing basic acoustic parameters of the speech signal, in particular, with a deficit in temporal processing.  相似文献   

Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions     

Manfred Hofer  Claudia KuhnleBritta Kilian  Elena MartaStefan Fries 《Learning and Instruction》2011,21(3):301-316

It was hypothesized that students' value orientations are connected to their experience of motivational interference in a conflict between a school- and a leisure-related activity as well as to school marks as indicators of learning outcomes. In a self-report study with Italian adolescents (N = 433; M = 14.5 years) using a school-leisure conflict scenario, first, the relations between the 10 values introduced by Schwartz and the Inglehart-based Achievement and Well-being value orientations were investigated. Correlations and multidimensional scaling analysis showed overlaps as well as differences between the two sets of value variables. Regression analyses revealed that the Schwartz values were significantly related to the experience of motivational interference during studying and during leisure as well as to school marks. The inclusion of Achievement and Well-being value orientations explained additional variance of the three dependent variables. The relevance of individual values in explaining students' reactions to motivational conflicts is highlighted.  相似文献   

The potential for lifelong learning in dementia: a post-humanist exploration     

Jocey Quinn  Claudia Blandon 《International Journal of Lifelong Education》2017,36(5):578-594

Numbers of people with dementia are projected to grow to 682 million globally by 2050. However, despite this escalation, the widely-promoted positive vision of lifelong learning throughout all ages does not extend to people with dementia. Constructions of learning for those with dementia are predominantly limited to the management of symptoms. The focus on retrieval of memory does not seem to allow for the emergence of the learner as a ‘new beginner’ or as a teacher. This paper focuses on a recent study, Beyond Words to challenge dominant assumptions about dementia and learning. Using a post-humanist theoretical framework, this longitudinal qualitative study explores the benefits of community music for those who face problems communicating with words: such as those with dementias, autism, learning difficulties and brain damage. Rather than characterising them as ‘non-verbal’ it positions them as ‘post-verbal’ and able to communicate in different ways. Moving away from discussions of ‘selfhood’, the paper uses a post-humanist approach to explore an agentic assemblage including one person with dementia from the study and also explores how another participant teaches important lessons about materiality and time. It demonstrates that learning and ‘new beginnings’ and ‘becomings’ can and do take place at advanced stages of dementia, challenging the assumption that dementia is a wasteland for learning. It also shows how people with dementia have much to teach researchers about living and learning.  相似文献   

Global estimates of the implications of COVID-19-related preprimary school closures for children’s instructional access,development, learning,and economic wellbeing     

Dana C. McCoy  Jorge Cuartas  Jere Behrman  Claudia Cappa  Jody Heymann  Florencia López Bóo  Chunling Lu  Abbie Raikes  Linda Richter  Alan Stein  Günther Fink 《Child development》2021,92(5):e883-e899

Observational data collected prior to the pandemic (between 2004 and 2019) were used to simulate the potential consequences of early childhood care and education (ECCE) service closures on the estimated 167 million preprimary-age children in 196 countries who lost ECCE access between March 2020 and February 2021. COVID-19-related ECCE disruptions were estimated to result in 19.01 billion person-days of ECCE instruction lost, 10.75 million additional children falling “off track” in their early development, 14.18 million grades of learning lost by adolescence, and a present discounted value of USD 308.02 billion of earnings lost in adulthood. Further burdens associated with ongoing closures were also forecasted. Projected developmental and learning losses were concentrated in low- and lower middle-income countries, likely exacerbating long-standing global inequities.  相似文献   

Learning action learning: a journey     

Brad Ceely  Anne Maree Davis  Natalie Hooke  Margaret Kelly  Claudia Watson 《Action Learning: Research and Practice》2008,5(1):57-63

The action learning set (ALS) is an often-used tool in practice development to facilitate group reflection. As such, its use evolves in the hands of the participants as they become more comfortable with the process and as trust develops amongst group members. This paper aims to discuss the journey of one ALS over a 2-year period. It seeks to highlight the process of learning through an ALS and the complexity of making the process meaningful for the participants. The role of trust within an ALS cannot be overstated. This was an imperative factor in the overall effectiveness of the set.  相似文献   

Keith Pavitt and the Invisible College of the Economics of Technology and Innovation     

Bart Verspagen  Claudia Werker 《Research Policy》2004,33(9):1419-1431

This paper uses a database on scientific interaction in the field of the economics of technological change and innovation. The database is used to address two issues. First, the network is shown to be (approximately) scale-free. This suggests that growth of the number of scholars active in the field and so-called preferential attachment (i.e., scholars entering the field prefer to attach themselves to highly reputable existing members of the network) are characteristic of the nature of the underlying field. Thus, increasing returns seem to govern mechanisms of reputation formation. Second, the potential existence of cohesive subgroups of relatively strongly connected scholars is explored, and the implications of this for the paradigmatic structure of the field are discussed.  相似文献   

Girl's Education in Zambia: Everyone's Responsibility -- A Policy Framework for Participatory Process     

Mitchell  Claudia  Blaeser  Marilyn  Chilangwa  Barbara  Maimbolwa-Sinyangwe  Irene M. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(5-6):417-430

This paper is based on a panel in which the four authors participated at the 10th World Congress of Comparative Education Societies in Cape Town in July 1998. The overall focus of the panel was on how an initiative to promote girl's education in Zambia -- involving governments, NGOs, donor organizations, teachers and girls themselves -- has influenced policy development to the point where the Zambian Ministry of Educaion now has clear directives on girl's education. The authors analyse some of the important factors that contributed to this outcome.  相似文献   

Archaeomagnetic investigation of a metallurgical furnace in Pisa (Italy)     

Jonas Malfatti  Claudia Principe  Gabriele Gattiglia 《Journal of Cultural Heritage》2011,12(1):1-10

An archaeological excavation has been carried out at Pisa (Italy), unearthing an ancient metallurgical workshop. Since archaeological burnt materials provide important records of direction and intensity of the Earth's magnetic field in the past and they can be used to better improve geomagnetic secular variation curves (SVCs), an archaeomagnetic study has been performed. This small copper-alloy furnace presents a circular concave shape covered with a thin layer of mortar, with some traces of heated clay surrounding the feature that confirms the high temperature reached inside it. Archaeological context dating points to the last firing of the furnace between the last quarter of the 13th century and the first quarter of 14th century AD, when then the metallurgical workshop was transformed in a warehouse. Archaeomagnetic sampling has been performed using the modified Thellier method, by collecting several, large and independently oriented aliquots of heated clay, forming the bottom part of the circular wall of the structure. Laboratory treatments have been conducted at the IGG-CNR ARCHEO_LAB (Pisa, Italy) and at St. Maur Palaeomagnetic laboratory (Paris, France). Analytical measurements of the thermo-remanent magnetization index acquired from the samples have been performed using a large cell induction magnetometer for large samples, and the characteristic remanent magnetization (ChRM) has been successfully isolated after an alternate field demagnetization cleaning procedure for each sample. The final mean archaeomagnetic direction has been calculated at sampling site (D = 6.9°; I = 52.8°; N = 9; k = 305; α₉₅ = 2.6°) following the Fisher Statistics, and it exhibits a perfect agreement with some coeval already published directions obtained from Mt. Arso lava flows, these latter being an important anchor point in the preliminary Italian secular variation curve. Comparison with the preliminary Italian SVC, the French SVC and the SCHA.DIF.3K archaeomagnetic regional model have permitted to define an archaeomagnetic absolute age confirming the conventional archaeological age, underlining the importance of this result into the Italian archaeomagnetic data set.  相似文献   

Using Open-Source Videos to Flip a First-Year College Physics Class     

Robinson  Frank J.  Reeves  Philip M.  Caines  Helen Louise  De Grandi  Claudia 《Journal of Science Education and Technology》2020,29(2):283-293

Journal of Science Education and Technology - Flipped classrooms provide students the opportunity to collaboratively solve challenging problems in class with help and scaffolding available from...  相似文献