Temporal Contingency as an Independent Component of Parenting Behavior   总被引：3，自引：0，他引：3  

Heidi Keller  Arnold Lohaus  Susanne Völker  Martina Cappenberg  & Athanasios Chasiotis 《Child development》1999,70(2):474-485

Several theoretical conceptions emphasize the importance of prompt responses to infant's signals in providing them with early causal experiences. The present paper examines if a maternal tendency toward prompt responses can be identified by distributional analyses of maternal response latencies and if this response tendency can be shown for different communicative channels (in verbal/vocal, nonverbal, intermodal communication). In addition, the paper focuses on the relation between the temporal contingency of maternal behavior and measures of maternal interactional quality. Interactional sequences of 54 mother and 3-month-old infant dyads were analyzed using microanalytical assessment techniques and ratings of interactional quality. Distributional analyses of maternal expressions during face-to-face encounters revealed that promptness of responses toward infant signals with a short latency is a typical response tendency in maternal behavior. There are, however, individual differences between mothers, indicating that this response tendency is expressed in different communicative channels by individual mothers. This is shown by low correlations between the contingency indices of different communicative channels. The relation between contingency and rated indicators of interactional quality turned out to be rather small, indicating that maternal contingency may be conceptualized to contribute an independent factor to the quality of maternal interactional behavior.  相似文献   

Reducing the prior-knowledge achievement gap by using technology-assisted guided learning in an undergraduate chemistry course     

Anna J. Lou  Susanne M. Jaeggi 《科学教学研究杂志》2020,57(3):368-392

There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge. Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all.  相似文献   

KNOWLEDGE TRANSFER IN BIOLOGY AND TRANSLATION ACROSS EXTERNAL REPRESENTATIONS: EXPERTS' VIEWS AND CHALLENGES FOR LEARNING     

Konrad J. Schönborn  Susanne Bögeholz 《International Journal of Science and Mathematics Education》2009,7(5):931-955

Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This process requires the transfer of knowledge and the subordinate process of translation across external representations. This study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning. Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’ transfer (and translation) processes within learners through the integration of knowledge at different levels of biological organization.  相似文献   

Australian pharmacy programme experiential placements: comprehensive planning for assessment and evaluation     

Susanne Owen 《Assessment & Evaluation in Higher Education》2009,34(5):579-594

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Our view on the Other: issues regarding school textbooks     

Susanne Olsson 《British Journal of Religious Education》2010,32(1):41-48

Studies of the image of Muslims or ‘the Other’ in general have been done to a certain extent by Western scholars showing that stereotyped images have been prevalent. In the case of Islamic studies, the long tradition of Orientalist scholarship is a clear example of this, but, as researchers have shown, generalisations and stereotypes are still apparent in school textbooks. This article discusses some general and problematic areas that pertain to textbooks. The focus is on what critical issues we need to take into consideration when discussing or performing textbook production and how we can think about these.  相似文献   

Does local dynamic stability of kayak paddling technique affect the sports performance? A pilot study     

Daniel Hamacher  Tobias Krebs  Guido Meyer  Astrid Zech 《European Journal of Sport Science》2018,18(4):491-496

During competition, kayak athletes must optimally adapt to environmental factors (e.g. wind, waves) to achieve peak performance. However, the ability to adapt to such perturbations has never been assessed in kayak paddling. Therefore, the aim of the current study was to evaluate the local dynamic stability in sports technique of youth sprint kayak athletes. In a cross-sectional study, 14 healthy male athletes were recruited from an elite youth sprint kayak squad. During an incremental kayak ergometer test, mean power, heart rates and local dynamic technique stability of hands, arms, trunk and paddle were registered and the association with the athletes 2000?m free-water times were estimated using mixed models. The 2000?m free-water performance significantly predicted the paddles (p?=?.037) local dynamic stability whereas no association was found for the trunk or the upper extremity kinematics. In conclusion, kayak athletes with high-performance capability over 2000?m paddling depict high local dynamic technique stability. This emphasizes the importance of a stable technique for advanced kayak skills, especially regarding paddling movements.  相似文献   

Preschool children’s Collaborative Science Learning Scaffolded by Tablets     

Marie Fridberg  Susanne Thulin  Andreas Redfors 《Research in Science Education》2018,48(5):1007-1026

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.  相似文献   

Coach–athlete sexual relationships: if no means no does yes mean yes?     

Susanne Johansson 《Sport, Education and Society》2013,18(5):678-693

Coach–athlete romantic relationships and consensual sexual relations are commonly accepted among coaches and athletes, although a growing number of sport organisations discourage or prohibit such relationships. In research, coach–athlete sexual relationships are lumped together with sexual abuse, suggested to harm athletes' well-being, performance, athletic career and team dynamics, and to inherently constitute an abuse of power, trust and ethics. In addition, mistrust of coaches' motives, related to physical touch and fear of sexual misconduct, has resulted in a growing anxiety among coaches. This paper highlights and critically discusses research conceptualisations, contextual understandings and critical issues surrounding coach–athlete sexual relationships, on which there is no comprehensive research outside the sexual abuse context. Studies of authority–subordinate romantic relationships in other social settings have reported that such relationships facilitate both positive and negative characteristics and outcomes. To prevent and reduce harm and to promote well-being, functionality and safe practice in coach–athlete sexual and non-sexual relationships, I suggest that comprehensive research outside the sexual abuse context is required. In addition to the previous research focus on harmful and abusive relationships, coach–athlete sexual relationships that are experienced as consenting and mutually fulfilling by the involved parties need further examination.  相似文献   

Exploring a pluralist understanding of learning for sustainability and its implications for outdoor education practice     

Susanne C. Paulus 《Journal of Adventure Education & Outdoor Learning》2016,16(2):117-130

This article explores a pluralist understanding of learning for sustainability in educational theory and relates it to outdoor education practice. In brief, this kind of learning can be described as a deep engagement with an individual’s multiple identities and the personal location in diverse geo-physical and socio-cultural surroundings. I identify the intersection of learning for sustainability and pluralism in three themes: learning as transformation, learning as participation and learning about identities and spaces. The reflections on what kind of learning outdoor education could seek to promote potentially help the field to clarify its role as a sustainable education approach. A programme designed to be responsive to both sustainability and pluralism would enable learners to explore the multifacetedness of a location and provide space for them to share and exchange individual experiences, perceptions and worldviews.  相似文献   

EE&D MISSION STATEMENT: A New Vision for Early Education & Development     

Susanne A. Denham 《Early education and development》2003,14(1):4-6

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