Autorregulación y desarrollo de capacidades que incrementan la coherencia entre juicio y acción     

Silvia López 《Cultura y Educación》2013,25(15):111-118

El desarrollo de las competencias autorreguladoras de la persona adquiere una especial importancia cuando se trata de incrementar la coherencia entre juicio y acción. En este artículo se analizan los conceptos de autorregulación y autocontrol así como las diferentes consideraciones que puedan ayudar a su contextualización en el aula. Se propone una actividad para el primer ciclo de Educación Primaria.  相似文献   

Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task     

Maria Vender  Federica Mantione  Silvia Savazzi  Denis Delfitto  Chiara Melloni 《Annals of dyslexia》2017,67(3):401-426

In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko’s Wug Test, had the aim of testing the subjects’ ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task. Furthermore, the dissimilar performances reported by the subjects in the different conditions indicate that the ability to inflect nonwords depends on factors such as the rule’s productivity, frequency, and opacity with respect to gender. Finally, the children’s performance in this task was significantly related to their reading proficiency, and it could predict accuracy in word reading independently of phonological awareness and working memory.  相似文献   

Analogical Reasoning in the Classroom: Insights From Cognitive Science          下载免费PDF全文

Michael S. Vendetti  Bryan J. Matlen  Lindsey E. Richland  Silvia A. Bunge 《Mind, Brain, and Education》2015,9(2):100-106

Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement.  相似文献   

Chemical,Physicochemical, Nutritional,Microbiological, Sensory and Rehydration Characteristics of Instant Whole Beans (Phaseolus vulgaris)     

José Armando Ulloa  Silvia Jazmin Ibarra-Zavala  Silvia Patricia Ramírez-Salas  Petra Rosas-Ulloa  José Carmen Ramírez-Ramírez  Blanca Estela Ulloa-Rangel 《Food Technology and Biotechnology》2015,53(1):48-56

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The nature and relative importance of students' perceptions of the sources of test anxiety     

Silvia Bonaccio  Charlie L. Reeve 《Learning and individual differences》2010,20(6):617-625

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Reading minds: the relation between children's mental state knowledge and their metaknowledge about reading   总被引：1，自引：0，他引：1  

Lecce S  Zocchi S  Pagnin A  Palladino P  Taumoepeau M 《Child development》2010,81(6):1876-1893

The relation between children's mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross-lagged design and by investigating older children (N = 71, mean ages = 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading, and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children's knowledge about the mind.  相似文献   

The Stability of Perceived Motor Competence of Primary School Children from Two Countries over One Year     

Carmen van Veen  Nadja Schott  Natalie Lander  Maike Tietjens  Trina Hinkley  Dennis Dreiskämper 《Measurement in physical education and exercise science》2020,24(1):74-80

ABSTRACT

Children’s positive perceived motor competence (PMC) provides motivation for physical activity. Theoretically young children (<8 years) have inflated PMC but as children cognitively develop, perceptions are hypothesized to decrease. This study investigated strength of PMC association over time, whether any change was negative (i.e. PMC decreased) and sex differences. A total of 198 children participated, 88 (44.4%) girls and 110 (55.6%) boys, aged 8.37–11.3 years at time point one (T1). Test–retest reliability using intraclass correlation was moderate for locomotor and moderate-to-good for object control perception. Hierarchical regression analysis showed PMC at T1 positively predicted significant variance one year later (T2) for locomotor (23.1%) and object control skill (5 items: 37.7%; 7 items: 39.9%). Whilst boys and girls differed on perception level there was no interaction between PMC and sex. Incongruent with previous theoretical perspectives this study identified stability in children’s PMC across an important developmental period.  相似文献   

What do employers pay for employees’ complex problem solving skills?     

Peer Ederer  Alexander Patt  Silvia Castellazzi 《International Journal of Lifelong Education》2015,34(4):430-447

We estimate the market value that employers assign to the complex problem solving (CPS) skills of their employees, using individual-level Mincer-style wage regressions. For the purpose of the study, we collected new and unique data using psychometric measures of CPS and an extensive background questionnaire on employees’ personal and work history. The data were collected in 16 firms (23 establishments) in Germany, Spain, South Africa, Denmark, Slovakia, Switzerland, and France in the period 2012–2014. We find significant economic returns to CPS in our sample. One standard deviation higher CPS is associated with 10–20% higher hourly wages. The returns to CPS are sizeable even after controlling for fluid intelligence, suggesting that CPS probably captures skills important for modern production that are beyond what general intelligence tests can measure.  相似文献   

Technical investigation of an eighteenth-century Chinese Imperial carved lacquer screen     

Václav Pitthard  Sabine Stanek  Martina Griesser  Christiane Jordan  Silvia Miklin-Kniefacz 《文物保护研究》2014,59(5):S124-S126

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Mobilizing learning resources in a transnational classroom: translocal and digital resources in a community technology center     

Silvia Noguerón-Liu 《Learning, Media and Technology》2014,39(4):429-448

Drawing from transnational and activity theory frameworks, this study analyzes the ways translocal flows shape learning in a community technology center serving adult immigrants in the US Southwest. It also explores students' constructions of the transnational nature of the courses they took, where they had access to both online and face-to-face instruction. Findings describe the ways transnational flows shaped relationships between elements in the classroom activity system – in particular, the framing of the online platform as a mediating tool and object of instruction, the roles in the division of labor for local tutors, and the students' construction of remote and local support. Pedagogical implications for adult immigrant education supported by translocal online resources are discussed.  相似文献