The effect of affective characterizations on the use of size and colour in drawings produced by children in the absence of a model     

Esther Burkitt  Alyson Davis 《教育心理学》2004,24(3):315-343

Previous studies have revealed that children increase the size of drawings of topics about which they feel positively and use their most preferred colours for colouring in these drawings, and decrease the size of drawings of topics about which they feel negatively and use their least preferred colours for colouring in these drawings. However, these previous findings have been obtained in studies employing drawing tasks where planning and production difficulties have been minimized by asking the children either to copy or to colour in an outline stimulus of a figure provided by the experimenter. The present experiment was designed to examine whether children also alter the use of size and colour in their drawings in response to emotional characterizations when they are not constrained by the presence of a model. In all 253 children aged between four and 11 years were asked to produce drawings of a neutrally, a positively and a negatively characterized topic (either a man, a dog or a tree). It was found that the children consistently increased the size of the positively characterized figures, did not consistently decrease the size of the negatively characterized figures, used their most preferred colours for the positive figures, and used their least preferred colours for the negative figures. These findings are discussed in relation to the operation of an appetitive‐defensive mechanism and pictorial conventions.  相似文献   

Difficult‐to‐manage Students: a survey of children who fail to respond to student discipline strategies in government schools     

Murray Oswald 《Educational studies》1995,21(2):265-276

Previous studies of discipline problems in junior primary and primary schools have indicated that the majority of behaviour management problems both inside and outside classrooms can be attributed to relatively small numbers of children who persist in difficult‐to‐manage behaviour. This study explored particular aspects of these children's behavioural characteristics, as reported from the results of a survey of principals from the majority of junior primary and primary schools in South Australia. The data summarised propose a tentative profile of these difficult‐to‐manage children, together with findings concerning the impact their behaviours have on the school staff. Suggestions are offered for more effectively meeting the demands and needs of these children.  相似文献   

Tests of a Dynamic Systems Account of the A-not-B Error: The Influence of Prior Experience on the Spatial Memory Abilities of Two-Year-Olds     

John P. Spencer  Linda B. Smith  & Esther Thelen 《Child development》2001,72(5):1327-1346

Recently, Smith, Thelen, and colleagues proposed a dynamic systems account of the Piagetian "A-not-B" error in which infants' errors result from general processes that make goal-directed actions to remembered locations. Based on this account, the A-not-B error should be a general phenomenon, observable in different tasks and at different points in development. Smith, Thelen, et al.'s proposal was tested using an A-not-B version of a sandbox task. During three training trials and three "A" trials, 2-year-olds watched as a toy was buried in a sandbox at Location A. Following a 10-s delay, children searched for the object. Across five experiments, children's (total N = 92) performance on the A trials was accurate. After the A trials, children watched as a toy was hidden at Location B, 8 to 10 inches from Location A. In all experiments, children's searches after a 10-s delay were significantly biased in the direction of Location A. Furthermore, this bias toward Location A decreased with repeated trials to Location B, as well as when children completed fewer trials to Location A. Together, these data suggest that A-not-B-type errors are pervasive across tasks and development.  相似文献   

The benefit of combining teacher-direction with contrasted presentation of algebra principles     

Ziegler  Esther  Edelsbrunner  Peter A.  Stern  Elsbeth 《European Journal of Psychology of Education - EJPE》2021,36(1):187-218

European Journal of Psychology of Education - Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material,...  相似文献   

“The good university teacher” as perceived by the students     

Mordechai Miron  Esther Segal 《Higher Education》1978,7(1):27-34

Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli student's concept of a good teacher has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teacher's ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the university's criteria of research and publication.The concepts good teacher and effective instruction are used interchangeably in this article, although they are not identical.  相似文献   

Processing inflected morphology in second language word recognition: Russian-speakers and English-speakers read Hebrew     

Wade-Woolley  Lesly  Geva  Esther 《Reading and writing》1999,11(4):321-343

This paper reports on an investigation into the morphosyntactic processing of second language (L2) learners who differ in terms of language learning experience. The chief area of interest was the relationship of L2 learning patterns and experience to the acquisition of automatized processing skills in the morphological domain. English- and Russian-native speakers of Hebrew as L2 were assessed on their sensitivity to complex morphological structures which do not exist in their respective native languages (L1). The Hebrew word formation rule which was the focus of investigation was the affixation of prepositions to nouns, resulting in single words which are also full prepositional phrases. In both English and Russian, prepositions and nouns in prepositional phrases must be autonomous. Participants named high frequency words of one (e.g., /parah/ cow) and three morphemes (e.g., /bakis/ in the pocket), which were presented in a control condition and also presented in conditions which either preserved or disrupted the natural morpheme boundaries through the manipulation of font-size. In addition to the experimental measure, participants were also asked to read an expositional passage from a popular Israeli newspaper. Results showed that the Russians, although significantly more accurate than the English speakers at text reading, were significantly less accurate and slower than the English at the naming task, and less impaired by the experimental manipulations. The results are discussed in terms of automaticity, print exposure and age of L2 acquisition.  相似文献   

On the chemical equilibrium concept: Constrained word associations and conception     

Esther Gussarsky  Malka Gorodetsky 《科学教学研究杂志》1988,25(5):319-333

The use of the method of constrained word associations to gain knowledge on the conception of the chemical equilibrium concept is reported. The analysis provides information on:

• (a) A general indication of change in the cognitive structure of students associated with chemical comprehension.
• (b) The comparison of clusters of concepts at pre- and postinstruction indicating the associated concepts.
• (c) A graphical representation of the links among concepts which resulted from instruction.

The results obtained by this technique were similar to those obtained by the method of free sorting of a set of concepts. As the latter was found to correlate with problem-solving ability, it is argued that the method of constrained word associations is a reliable tool for mapping certain aspects of cognitive structure concerned with understanding.  相似文献   

How can a Website for Physics Teachers Serve as a Tool for Professional Development?     

Esther Bagno  Semadar Levy  Bat-Sheva Eylon 《Journal of Science Education and Technology》2006,15(3-4):215-219

Misconceptions among students studying physics have been widely reported in the research literature. Many teachers are not acquainted with this literature. Moreover, many of them claim that only weak students have misconceptions. This paper reports on an online activity focusing on misconceptions of students regarding Newton’s 3rd Law, that is being carried out through the website of the National Center of Physics Teachers. The aims of the activity are: (1) To convince the teachers that sometimes difficulties in understanding concepts do not stem from the inability of certain students to understand the concept, but rather because of misconceptions in physics. (2) To present the teachers with the findings of studies on physics instruction that deal with the concepts under discussion. (3) To convince the teachers to try out new, innovative teaching strategies.  相似文献   

Postscript: Visions of Love in Urban Schooling,or A Love Letter from the Editors     

Ohito  Esther O.  Watson  Wanda  Lyiscott  Jamila  Sealey-Ruiz  Yolanda 《The Urban Review》2019,51(1):146-148

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Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes     

Franzis Preckel  Moshe Zeidner  Thomas Goetz  Esther Jane Schleyer 《Contemporary educational psychology》2008

This study takes a second look at the “big-fish-little-pond effect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys’ academic self-concept.  相似文献