The Organization of Reactivated Memory in Infancy     

Harlene Hayne  Carolyn Rovee-Collier 《Child development》1995,66(3):893-906

The specificity of memory retrieval by 3-month-old infants was examined in 3 experiments. All infants were trained in the mobile conjugate reinforcement paradigm to kick their feet to produce movement in an overhead crib mobile and were tested 2 weeks later. 24 hours prior to the test, subjects received a 3-min reminder treatment. The results of Experiment 1 demonstrated that only the moving training mobile alleviated forgetting after the 2-week retention interval; forgetting was not alleviated by exposure to the stationary training mobile or to the mobile stands and ribbon alone. The results of Experiments 2 and 3 demonstrated that, once retrieved, the reactivated memory was highly specific to the conditions of original training. Furthermore, the memory attributes that were the last to be forgotten (e.g., the general or global features) were the first to be retrieved following the reminder treatment. Conversely, those memory attributes that were forgotten first (e.g., the specific or local details) were the last to be retrieved. These findings have important implications for infant memory retrieval, reminiscence, and infantile amnesia.  相似文献   

Poems and fingerplays     

Carolyn Buhai Haas 《Early Childhood Education Journal》1986,13(3):36-39

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‘Wild’ girls? An exploration of ‘ladette’ cultures in secondary schools   总被引：1，自引：3，他引：1  

Carolyn Jackson 《Gender and education》2006,18(4):339-360

‘Laddish’ attitudes and behaviours are central to current discourses on boys’ ‘underachievement’, as they are seen by many people to impede the progress of some boys in school. Whilst the vast majority of concern about ‘laddishness’ has, to date, focused upon boys, according to media reports there are now good reasons to worry about girls. Anecdotes from teachers and reports in the media suggest that some schoolgirls are now acting ‘laddishly’, that they are ‘ladettes’. This paper explores ‘ladette’ cultures in secondary schools, drawing upon interview data from100 pupils and 30 teachers. It tackles and discusses the following questions: (a) What does the term ‘ladette’ mean to pupils and teachers? (b) Do school‐aged ‘ladettes’ ‘exist’—and if so, what are they like inside and outside of school? (c) In what ways are ‘ladettes’ similar to, and different from, ‘lads’? (d) Are teachers concerned about ‘ladettes’? (e) Are ‘ladette’ behaviours on the increase?  相似文献   

Guest Editorial     

Rosa Maria Bottino  Carolyn Dowling  Alfredo Fernandez-Valmayor 《Education and Information Technologies》1998,3(3-4)

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A study of grade six students generating questions and plans for open-ended science investigations     

Carolyn W. Keys 《Research in Science Education》1998,28(3):301-316

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Book Review Interpretive Centers: The History,Design, and Development of Nature and Visitor Centers: by Michael Gross and Ron Zimmerman     

Carolyn Ward 《Curator: The Museum Journal》2003,46(1):84-86

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The relative effects of university success courses and individualized interventions for students with learning disabilities     

Maureen J. Reed  Deborah J. Kennett  Tanya Lewis  Eunice Lund‐Lucas  Carolyn Stallberg  Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400

Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills.  相似文献   

Empathy Is Associated With Dynamic Change in Prefrontal Brain Electrical Activity During Positive Emotion in Children   总被引：1，自引：0，他引：1  

Sharee N. Light  James A. Coan  Carolyn Zahn-Waxler  Corrina Frye  H. Hill Goldsmith  Richard J. Davidson 《Child development》2009,80(4):1210-1231

Empathy is the combined ability to interpret the emotional states of others and experience resultant, related emotions. The relation between prefrontal electroencephalographic asymmetry and emotion in children is well known. The association between positive emotion (assessed via parent report), empathy (measured via observation), and second-by-second brain electrical activity (recorded during a pleasurable task) was investigated using a sample of one hundred twenty-eight 6- to 10-year-old children. Contentment related to increasing left frontopolar activation ( p  < .05). Empathic concern and positive empathy related to increasing right frontopolar activation ( p s < .05). A second form of positive empathy related to increasing left dorsolateral activation ( p  < .05). This suggests that positive affect and (negative and positive) empathy both relate to changes in prefrontal activity during a pleasurable task.  相似文献   

“It looked like one thing but when we went in more depth,it turned out to be completely different”: Reflections on the Discourse of Guided Reading and its role in fostering critical response to magazines     

Carolyn Swain 《Literacy》2010,44(3):131-136

This article explores the discourses of power prevalent in classrooms through considering the nature of critical response and the role of reflective group talk in negotiating meaning in children's magazines. It shares the findings from a small‐scale research project, which explored the potential of guided reading to develop critically literate response to text and reports on a case study involving two groups of pupils from broadly similar primary schools. A critique of guided teaching is offered and it is argued that while on some levels the model seems an effective vehicle for fostering critical response, its inherent power structures bring into question the validity of its role in facilitating independent critical thought.  相似文献   

Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth   总被引：2，自引：0，他引：2  

Bridget K. Hamre  Laura M. Justice  Robert C. Pianta  Carolyn Kilday  Beverly Sweeney  Jason T. Downer  Allison Leach 《Early childhood research quarterly》2010

There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively.  相似文献