Does memory development belong on an endangered topic list?     

Kuhn D 《Child development》2000,71(1):21-25

Although memory has long been regarded as a central and well-defined topic within the field of cognitive development, developments in and related to the study of memory increasingly suggest that the study of memory needs to be situated in a number of broader conceptual and research contexts. Four of these contexts are identified here and the ways they accommodate memory phenomena are examined: (1) knowledge (what is remembered?); (2) comprehension (what does it mean?); (3) context/function (why remember?); and (4) strategy (how to remember?). Memories, it is suggested, are best examined as knowledge structures that are the product of efforts to understand and to know, and memorizing is a socially situated activity undertaken in the service of individual or social goals.  相似文献   

Teacher researchers creating communities of research practice by the use of a professional development approach     

Mona Holmqvist  Heléne Bergentoft  Per Selin 《Teacher Development》2018,22(2):191-209

The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other.  相似文献   

Disarming Hatred: History Education,National Memories,and Franco‐German Reconciliation from World War I to the Cold War     

Mona Siegel  Kirsten Harjes 《History of education quarterly》2012,52(3):370-402

  相似文献   

HEALTH CARE EDUCATORS’ KNOWLEDGE AND ATTITUDES REGARDING SEXUALITY IN THE AGED     

J. Conrad Glass Jr.  Mona L. Webb 《Educational gerontology》2013,39(8):713-733

Health care providers’ knowledge of and attitudes toward sexuality in older adults may have an impact on the overall quality of care they provide to older clients. One place to begin improving the knowledge and attitudes of health care professionals may be health care educators. If educators have accurate knowledge and positive attitudes, they can help their students acquire accurate knowledge and develop positive attitudes. Forty‐two health care educators in a large community college completed a sexuality knowledge and attitude scale. The study attempted to determine the extent of the educators’ knowledge of sexuality in the aged, their attitudes toward it, the relationship between sexual knowledge and attitudes, and the relationship of knowledge and attitudes to certain personal / demographic variables and professional / experiential factors. The results indicated that the health care educators had limited knowledge regarding aged sexuality but held positive attitudes toward it. No significant relationship was found between knowledge and attitudes. Older health care educators and educators who had participated in continuing education related to sexuality possessed more knowledge about aged sexuality. Educators who rated themselves as more religious held more restrictive attitudes.  相似文献   

Preschools for Science: The Child Study Centre at the University of British Columbia, 1960–1997     

Penney Clark  Mona Gleason  Stephen Petrina 《History of education quarterly》2012,52(1):29-61

  相似文献   

Global Media and Communication Policy     

Raymond Kuhn 《广播与电子媒介杂志》2013,57(2):314-315

  相似文献   

Disciplining the Student Body: Schooling and the Construction of Canadian Children's Bodies, 1930–1960     

Mona Gleason 《History of education quarterly》2001,41(2):189-215

  相似文献   

Book reviews     

Thomas S. Kuhn  Joseph Ben-David 《Minerva》1972,10(1):166-187

  相似文献   

Early Communicative Gestures Prospectively Predict Language Development and Executive Function in Early Childhood     

Laura J. Kuhn  Michael T. Willoughby  Makeba Parramore Wilbourn  Lynne Vernon‐Feagans  Clancy B. Blair  The Family Life Project Key Investigators 《Child development》2014,85(5):1898-1914

Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with later EF (φ_s ≥ .44), the effect was entirely mediated through later language. In contrast, language had significant direct and indirect effects on later EF. Exploratory analyses indicated that the pattern of results was comparable for low‐ and not‐low‐income families. The results were consistent with theoretical accounts of language as a precursor of EF ability, and highlighted gesture as an early indicator of EF.  相似文献   

Understanding the mediating role of corporal punishment in the association between maternal stress,efficacy, co-parenting and children's adjustment difficulties among Arab mothers     

Mona Khoury-Kassabri  Shalhevet Attar-SchwartzHana Zur 《Child abuse & neglect》2014

This study, guided by the Family Systems Theory, examines the direct effect of maternal use of corporal punishment on children's adjustment difficulties. Also, it explores whether corporal punishment serves as a mediating factor in the relationship between several maternal characteristics, marital relationships, and children's adjustment difficulties. A total of 2,447 Arab mothers completed anonymous, structured, self-report questionnaires. The use of corporal punishment was generally strongly supported by the Arab mothers in our sample. A greater likelihood of using corporal punishment was found among mothers of boys rather than girls, among mothers with lower perceived self-efficacy to discipline children, and among mothers with a lower perception of their husbands’ participation in child-related labor. In addition, the higher a mother's reports on disagreement with her husband about discipline methods and the stronger her level of maternal stress, the more likely she was to use corporal punishment. Corporal punishment also mediated the association between the above mentioned factors and child adjustment difficulties. Furthermore, a husband's emotional support and family socioeconomic status were directly associated to children's adjustment difficulties. The results of the current study emphasize the need to observe children's development within the context of their family systems and to consider the mutual influences of different subsystems such as marital relationships and mother–child interactions. Prevention and intervention programs should raise parents’ awareness concerning the harmful effects of corporal punishment and take into account the impact of dynamic transactions of parental conflicts and disagreements regarding discipline methods on child outcomes.  相似文献