Interference and Inhibition in Cognition and Behavior: Comments on the Commentaries     

Frank N. Dempster  Alice J. Corkill 《Educational Psychology Review》1999,11(2):129-141

In our target article (Dempster & Corkill, 1999a) we presented an overview of recent work on interference and inhibition in cognition and behavior. The commentators provided highly informative feedback about a range of implications of this new body of work for educational psychology, including learning disabilities. In our response to the commentators, we reply to two relatively broad topics they touch on: consciousness and the functionalist tradition of American psychology. We also remark on two relatively narrow issues raised by the commentators: what constitutes irrelevant information and perseveration in the missing addend task.  相似文献   

Parental choice of childcare in England: Choosing in phases and the split market     

Huan Chen  Alice Bradbury 《British Educational Research Journal》2020,46(2):281-300

This article explores how parents choose childcare settings for their pre-school children within a context of complex policy on eligibility for free provision and a developing market. Using data from interviews with 17 mainly middle-class parents in England, we explore in detail how parents go about choosing a childcare setting and the different phases of this process. This adds further nuance to the existing literature on choosing practices and the dysfunction and inequalities of a neoliberal childcare market, and also updates the discussion to include recent policy developments such as the provision of ‘30 hours free childcare’ for 3 and 4-year-olds. We conclude that parental choosing involves a series of decisions in two or three phases, which start from practical considerations, followed by quality comparison and then back to practical constraints if a decision has not been made. The options open to parents are split between not only those able to accommodate shorter ‘free’ provision and those that require longer periods of childcare to work, but also between those with children under three and above. Contrary to previous findings in this area, this split may work to the disadvantage of some middle-class families, whose children attend lower-quality settings as a result.  相似文献   

A New Method for Evaluating Knowledge,Beliefs, and Neuromyths About the Mind and Brain Among Italian Teachers     

Alice Tovazzi  Serena Giovannini  Demis Basso 《Mind, Brain, and Education》2020,14(2):187-198

Teachers often face situations that require them to apply knowledge about the mind and brain to education. Past studies have indicated that even if teachers show interest in cognitive neuroscience, they show high rates of adhesion to neuromyths. In the most commonly used questionnaire, however, respondents do not compare neuromyths and correct information based on neuroscience. The present study proposes a multiple‐choice questionnaire that presents scenarios occurring in school. The most commonly used and the new questionnaire were administered to 174 Italian teachers. In the most commonly used questionnaire, teachers generally had the same likelihood of accepting neuromyths as the literature reports. In the new questionnaire, the levels of both general knowledge and beliefs about neuromyths were significantly lower. Moreover, it suggests that teachers' adhesion to neuromyths in realistic situations does not match their explicit beliefs. Thus, the present research proposes that the use of questions based on feasible scenarios is a useful method to assess neuromyths.  相似文献   

Harry Potter: Agency or Addiction?     

Alice Mills 《Children‘s Literature in Education》2010,41(4):291-301

This article considers limitations on agency for characters in the Harry Potter novels, in particular, how far they are driven by an addictive yearning for their beloved dead. As well as Harry’s yearning for his dead parents, Dumbledore’s guilt, Snape’s longing and Slughorn’s craving can be read as evidence of addiction rather than love, while the Sorting ritual throws into doubt agency among the students in general.  相似文献   

Anatomical education: A team effort     

Alice M. Roberts Ph.D.  M.B.B.Sc.  B.Ch.  I.L.T.M. 《Anatomical sciences education》2009,2(4):195-195

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The Impact of an Obstacle Course Sport Education Season on Students' Aerobic Fitness Levels     

Peter A. Hastie  Alice M. Buchanan  Danielle D. Wadsworth  Brandon J. Sluder 《Research quarterly for exercise and sport》2013,84(4):788-791

Abstract

The purpose of this study was to determine if factor patterns of selected sports skills were similar for two samples, a skilled sample and one consisting of a wide range of skills. Comparisons were also made with kinesiological evidence regarding the patterning of basic sports skills. Data consisting of performance scores on various sports skills were available for 166 high school girls. Out of this sample, a smaller sample was drawn consisting of 69 girls who were above average in skill. Two factor models, alpha and incomplete image analysis, were used in the analysis of this data. The factor pattern of selected sports skills performed by subjects above average in skill was similar in many respects to that of a sample which included a wide range of skill. The primary difference lay in the clustering of overarm skills which appeared in the above-average factor pattern. The overarm and push patterns of the above-average sample resembled the patterns of skill obtained through kinesiological analysis. The structure of kicking, underarm, and sidearm skills remained obscure, based on the results of factor analytic techniques.  相似文献   

Dealing with metadata quality: The legacy of digital library efforts     

Alice Tani  Leonardo Candela  Donatella Castelli 《Information processing & management》2013

In this work, we elaborate on the meaning of metadata quality by surveying efforts and experiences matured in the digital library domain. In particular, an overview of the frameworks developed to characterize such a multi-faceted concept is presented. Moreover, the most common quality-related problems affecting metadata both during the creation and the aggregation phase are discussed together with the approaches, technologies and tools developed to mitigate them. This survey on digital library developments is expected to contribute to the ongoing discussion on data and metadata quality occurring in the emerging yet more general framework of data infrastructures.  相似文献   

Two versions ofBeowulf     

Alice Mills 《Children‘s Literature in Education》1986,17(2):75-87

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Effective Teaching and Learning Strategies Using     

Mary Alice Bruce  Richard A. Shade 《TechTrends》1995,40(4):18-22

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The Early Literacy Support Programme (ELS) and the blend and clash of national educational policy ideologies in England     

Janet Soler Corresponding author  Alice Paige‐Smith 《Early Years: An International Journal of Research and Development》2005,25(1):43-54

In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001 Department for Education and Skills 2001a Early Literacy Support Programme, materials to support teachers working in partnership with teaching assistants London DfES  [Google Scholar]a; 2001 Department for Education and Skills 2001b Early Literacy Support Programme, session materials for teaching assistants London DfES  [Google Scholar]b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old.  相似文献