The effect of positive reappraisal on the availability of self-control resources and self-regulated learning*     

Anne-Kathrin Stiller  M. Florian Kattner  Catherine Gunzenhauser  Bernhard Schmitz 《教育心理学》2019,39(1):86-111

Effectively regulating negative emotions is important for successful self-regulated learning. However, research has hardly examined which emotion regulation strategies benefit self-regulated learning. In an experimental study, it was examined whether positive reappraisal facilitates self-regulated learning by counterbalancing the depletion of self-control resources. Sixty-one university students engaged in either positive reappraisal or expressive suppression to regulate negative emotions induced by a film clip and then worked on a self-regulated learning task. Participants who engaged in positive reappraisal experienced more positive emotions after the film and had more self-control resources available than participants who used expressive suppression. Moreover, positive reappraisal increased skin conductance during emotion regulation, as compared to expressive suppression. Irrespective of emotion regulation type, positive emotions predicted post-film availability of self-control resources which was positively associated with subsequent self-regulated learning. The results demonstrate beneficial affective and resource-related consequences of positive reappraisal as well as its potential for fostering self-regulated learning.  相似文献   

Advancing Research and Measurement on Fathering and Children's Development     

Brenda L. Volling  Natasha J. Cabrera  Mark E. Feinberg  Damon E. Jones  Brandon T. McDaniel  Siwei Liu  David Almeida  Jin-kyung Lee  Sarah J. Schoppe-Sullivan  Xin Feng  Micah L. Gerhardt  Claire M. Kamp Dush  Matthew M. Stevenson  Paige Safyer  Richard Gonzalez  Joyce Y. Lee  Bernhard Piskernik  Lieselotte Ahnert  Elizabeth Karberg  Jenessa Malin  Catherine Kuhns  Jay Fagan  Rebecca Kaufman  W. Justin Dyer  Ross D. Parke  Jeffrey T. Cookston 《Monographs of the Society for Research in Child Development》2019,84(1):7-160

Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father–child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers’ roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father–child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father–child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father–child relationship and its impact on child development.  相似文献   

Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy          下载免费PDF全文

Thomas Shiozawa  Benjamin Butz  Stephan Herlan  Andreas Kramer  Bernhard Hirt 《Anatomical sciences education》2017,10(1):46-52

Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application‐oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple‐choice (S‐MC) and 20 clinically‐applied multiple‐choice (CA‐MC) items. The CA‐MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA‐MC questions significantly better than the control group (75% and 65%, respectively; P < 0.05, Mann‐Whitney U test). The groups exhibited no differences on the S‐MC questions (85% and 82.5%, respectively; P > 0.05). The CA‐MC questions had a slightly higher level of difficulty than the S‐MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S‐MC median Pearson correlations: 0.321; CA‐MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA‐MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46–52. © 2016 American Association of Anatomists.  相似文献   

Preschool Literacy Intervention for Low-Income,Ethnically Diverse Children: Effects of the Early Authors Program Through Kindergarten     

Alicia J. Borre  Judith Bernhard  Charles Bleiker  Adam Winsler 《Journal of Education for Students Placed at Risk》2019,24(2):132-153

Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students’ home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who participated in the Early Authors Program (EAP) during preschool , and those for a demographically similar comparison group of 33 children who did not receive the intervention. The intervention emphasized family involvement and cultural sensitivity and involved children self-authoring books about themselves and their family. Children in the EAP program scored higher than comparison children on school readiness screeners a year or two later in kindergarten, and were more likely to be classified as “ready’ for school. EAP children also outperformed comparison children on emergent (English) literacy skills in kindergarten as measured by the DIBELS. Boys in the EAP group received higher grades in kindergarten than boys in the comparison group. The positive effects of the Early Authors Program appear to be sustained through kindergarten.  相似文献   

Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies     

Lang  Fabian  Kammerer  Yvonne  Stürmer  Kathleen  Gerjets  Peter 《European Journal of Psychology of Education - EJPE》2021,36(1):125-146

Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both professed and enacted beliefs in the context of evaluations of scientific controversies. Participants were N = 79 university students who first completed a questionnaire that targeted their professed uncertainty beliefs about scientific knowledge. Then, approximately 1 week later, they completed a standardized test in which they evaluated five scientific controversies. Cued retrospective verbal reports were used to measure their enacted uncertainty beliefs while taking the test. Results revealed that professed and enacted uncertainty beliefs were interrelated and that both variables predicted individuals’ performance with regard to the evaluation of scientific controversies. Furthermore, the effect of professed uncertainty beliefs on controversy-evaluation performance was partly mediated by enacted uncertainty beliefs. The findings of the present study point toward novel theoretical insights and educational implications regarding the relations between professed and enacted beliefs about the uncertainty of scientific knowledge and their role in individuals’ evaluation of scientific controversies.

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Targeted cell detection based on microchannel gating     

Mehdi Javanmard  AmirAli H. Talasaz  Mohsen Nemat-Gorgani  Fabian Pease  Mostafa Ronaghi    Ronald W. Davis 《Biomicrofluidics》2007,1(4)

Currently, microbiological techniques such as culture enrichment and various plating techniques are used for detection of pathogens. These expensive and time consuming methods can take several days. Described below is the design, fabrication, and testing of a rapid and inexpensive sensor, involving the use of microelectrodes in a microchannel, which can be used to detect single bacterial cells electrically (label-free format) in real time. As a proof of principle, we have successfully demonstrated real-time detection of target yeast cells by measuring instantaneous changes in ionic impedance. We have also demonstrated the selectivity of our sensors in responding to target cells while remaining irresponsive to nontarget cells. Using this technique, it can be possible to multiplex an array of these sensors onto a chip and probe a complex mixture for various types of bacterial cells.  相似文献   

Lifelong learning – lifelong returns? A new theoretical framework for the analysis of civic returns on adult learning     

Ina Elisabeth Rüber  Sai-Lila Rees  Bernhard Schmidt-Hertha 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):543-562

Education is associated with a wide range of positive outcomes such as higher wages and employability, but also with increased well-being or volunteering. While previous research focused mainly on returns on formal education in schools or universities, there has been a notable shift in recent years towards the analysis of returns on adult learning. While research has established theory-driven empirical evidence concerning labour market-related outcomes, it fails to identify and coherently explain non-monetary outcomes. The authors of this article review 13 empirical studies on different forms of civic participation as a return on engagement in adult learning. Individuals’ civic participation is one precondition to social cohesion and functioning citizenship at a societal level and thus a factor of high political and societal relevance. All the studies reviewed in this article suggest a positive association between adult learning and civic engagement. To what extent this association is causal, however, remains an open question. The authors argue that any efforts to identify such causality must begin with a number of theoretical assumptions about the mechanisms through which learning may influence civic participation. By linking the theoretical ideas of the studies reviewed with the literature on volunteering, the authors suggest a new theoretical framework, which may guide further research.  相似文献   

AutoFocus – Ein Werkzeugprototyp zur Entwicklung eingebetteter Systeme     

Manfred Broy  Franz Huber und Bernhard Sch?tz 《Informatik - Forschung und Entwicklung》1999,14(3):121-134

Zusammenfassung.   Der Beitrag stellt AutoFocus vor, einen Werkzeugprototyp zur Entwicklung verteilter, eingebetteter Systeme auf der Grundlage formaler Techniken. AutoFocus unterstützt die Systementwicklung mit integrierten, im wesentlichen graphischen Beschreibungstechniken, mit deren Hilfe sowohl unterschiedliche Sichten als auch verschiedene Abstraktionsebenen eines Systems beschrieben werden. Um konsistente und vollst?ndige Beschreibungen sicherzustellen, bietet AutoFocus die M?glichkeit, Konsistenzbedingungen zu formulieren und Systembeschreibungen daraufhin zu überprüfen. Aus ausführbaren Spezifikationen k?nnen Prototypen des entwickelten Systems erzeugt werden und in einer Simulationsumgebung ausgeführt und visualisiert werden. Zur formalen Verifikation von Systemeigenschaften verfügt AutoFocusüber Anbindungen an Modellprüfungswerkzeuge wie -cke oder SMV. Eingegangen am 23. Dezember 1998 / Angenommen am 16. Juni 1999  相似文献   

Lernen mit Kernen
Support-Vektor-Methoden zur Analyse hochdimensionaler Daten     

Bernhard Sch?lkopf  Klaus-Robert Müller  Alexander J. Smola 《Informatik - Forschung und Entwicklung》1999,50(4):154-163

Dieser Beitrag erl?utert neue Ans?tze und Ergebnisse der statistischen Lerntheorie. Nach einer Einleitung wird zun?chst das Lernen aus Beispielen vorgestellt und erkl?rt, dass neben dem Erkl?ren der Trainingdaten die Komplexit?t von Lernmaschinen wesentlich für den Lernerfolg ist. Weiterhin werden Kern-Algorithmen in Merkmalsr?umen eingeführt, die eine elegante und effiziente Methode darstellen, verschiedene Lernmaschinen mit kontrollierbarer Komplexit?t durch Kernfunktionen zu realisieren. Beispiele für solche Algorithmen sind Support-Vektor-Maschinen (SVM), die Kernfunktionen zur Sch?tzung von Funktionen verwenden, oder Kern-PCA (principal component analysis), die Kernfunktionen zur Extraktion von nichtlinearen Merkmalen aus Datens?tzen verwendet. Viel wichtiger als jedes einzelne Beispiel ist jedoch die Einsicht, dass jeder Algorithmus, der sich anhand von Skalarprodukten formulieren l?sst, durch Verwendung von Kernfunktionen nichtlinear verallgemeinert werden kann. Die Signifikanz der Kernalgorithmen soll durch einen kurzen Abriss einiger industrieller und akademischer Anwendungen unterstrichen werden. Hier konnten wir Rekordergebnisse auf wichtigen praktisch relevanten Benchmarks erzielen.  相似文献   

Small Steps to Starting School     

Hilary Fabian 《International Journal of Early Years Education》2000,8(2):141-153

Starting school is taking place at an increasingly younger age and can create a range of potentially stressful demands on young children, their parents and teachers. This paper explores some of the situations and changes with which children are faced during their transition to school. These include aspects such as change of status, familiarisation with a new environment, new social experiences and different cultural influences. The issues, therefore, are how children cope with changes and how might they be helped to gain some strategies for dealing with these changes. It looks at the perceptions of 50 children, their parents and teachers in two different schools and highlights the importance of communication and friendships as children start their journey through school. L'école qui commence a lieu à un de plus en plus plus jeune âge et peut créer une portée de potentiellement demandes de stressful sur les jeunes enfants, leurs parents et leurs enseignants. Ce papier explore une partie des situations et les changements avec quels enfants sont fait face à pendant leur transition à l'école. Ceux-ci incluent des aspects tel que le changement de statut, familiarisation avec un nouvel environnement, les nouvelles expériences sociales et les influences culturelles différentes. Les questions, sont donc comment des enfants font face à des changements et pourraient comment ils est a aidé à gagner quelques stratégies pour traiter ces changements. Il regarde les perceptions de 50 enfants, leurs parents et leurs enseignants dans deux écoles différentes et souligne l'importance de communication et les amitiés comme les enfants commencent leur voyage par l'école.  相似文献