Maturation of cognitive processes from late childhood to adulthood   总被引：2，自引：0，他引：2  

Luna B  Garver KE  Urban TA  Lazar NA  Sweeney JA 《Child development》2004,75(5):1357-1372

To characterize cognitive maturation through adolescence, processing speed, voluntary response suppression, and spatial working memory were measured in 8- to 30-year-old (N = 245) healthy participants using oculomotor tasks. Development progressed with a steep initial improvement in performance followed by stabilization in adolescence. Adult-level mature performance began at approximately 15, 14, and 19 years of age for processing speed, response inhibition, and working memory, respectively. Although processes developed independently, processing speed influenced the development of working memory whereas the development of response suppression and working memory were interdependent. These results indicate that processing speed, voluntary response suppression, and working memory mature through late childhood and into adolescence. How brain maturation specific to adolescence may support cognitive maturation is discussed.  相似文献   

Measuring the impacts of administrative policies on student performance in higher education     

William A. Ellegood  Jill Bernard Bracy  Donald C. Sweeney II  Mimi Duncan  Kathleen Burns 《Journal of Further & Higher Education》2019,43(3):418-433

In this study, we investigate the joint impacts of class size, modality of content delivery and instructor workloads on 1078 student performances from 2010 through 2014 in a required College of Business Administration Information Systems (IS) course at a public Midwestern university, controlling for 11 demographic and other factors that might impact student performance. Class size, modality of delivery and instructor assignments are strategic college decisions affected by and subject to administrative policies that can impact the probabilities of student performance. Using the Akaike Information Criteria (AIC) and Chi-square significance tests, we construct a parsimonious binary logit model of individual student performance in the IS course and examine the effects of the administratively controllable factors on student performance. We find that the class size and the assignment of instructors to teach the course significantly impact student performance while modality of delivery does not. We offer and evaluate administrative policy recommendations likely to improve student performances.  相似文献   

Success with academic English: reflections of deaf college students     

Toscano RM  McKee B  Lepoutre D 《American annals of the deaf》2002,147(1):5-23

The study identified social, educational, and demographic characteristics of deaf postsecondary students who demonstrated strong reading and writing skills. Questionnaire information, information from institutional databases, and in-depth personal interviews were used to identify factors and characteristics that positively influenced the attainment of strong academic literacy skills. Among the areas investigated were school experiences, reading and writing experiences, study habits and attitudes, communication preferences, personality traits, and home and family background. Results of the study generally support previous work conducted with talented hearing youth. Several primary themes emerged from the study: heavy parental involvement in early education and educational decisions, differing modes of communication but extensive family communication, early exposure to and intensive experiences with reading and writing, an enjoyment of reading, a relatively limited social life, high parental and secondary school expectations, the importance of television, and positive self-image.  相似文献   

A cross-case analysis of three Native Science Field Centers     

Helen J. Augare  Dominique M. Davíd-Chavez  Frederick I. Groenke  Melissa Little Plume-Weatherwax  Lisa Lone Fight  Gene Meier  Helene Quiver-Gaddie  Elvin Returns From Scout  Bonnie Sachatello-Sawyer  Nate St. Pierre  Shelly Valdez  Rachel Wippert 《Cultural Studies of Science Education》2017,12(2):227-253

Native Science Field Centers (NSFCs) were created to engage youth and adults in environmental science activities through the integration of traditional Native ways of knowing (understanding about the natural world based on centuries of observation including philosophy, worldview, cosmology, and belief systems of Indigenous peoples), Native languages, and Western science concepts. This paper focuses on the Blackfeet Native Science Field Center, the Lakota Native Science Field Center, and the Wind River Native Science Field Center. One of the long-term, overarching goals of these NSFCs was to stimulate the interest of Native American students in ways that encouraged them to pursue academic and career paths in science, technology, engineering, and mathematics (STEM) fields. A great deal can be learned from the experiences of the NSFCs in terms of effective educational strategies, as well as advantages and challenges in blending Native ways of knowing and Western scientific knowledge in an informal science education setting. Hopa Mountain—a Bozeman, Montana-based nonprofit—partnered with the Blackfeet Community College on the Blackfeet Reservation, Fremont County School District #21 on the Wind River Reservation, and Oglala Lakota College on the Pine Ridge Reservation to cooperatively establish the Native Science Field Centers. This paper presents a profile of each NSFC and highlights their program components and accomplishments.  相似文献   

Multicultural influences on group learning: a qualitative higher education study     

Arthur Sweeney  Scott Weaven  Carmel Herington 《Assessment & Evaluation in Higher Education》2008,33(2):119-132

Although the literature examining the usefulness of group projects is extensive, the link between cooperative learning, group performance and skills transfer in multicultural contexts remains unclear. Focus groups were conducted with a sample of 107 international and domestic postgraduate and undergraduate marketing students to investigate this link. Results confirm that group work facilitates the development of interpersonal skills, cross‐cultural collaboration and higher‐level learning. While there is the promise of transfer of learning to other situations, group learning effectiveness appears conditional on instructors preparing, coaching and debriefing students as to the expected benefits associated with participation in group projects throughout the semester. In addition, limited differences were observed between how international and domestic students responded to group activities, although this may (in part) be due to subtle differences in preconceived attitudes to group learning activities from the outset.  相似文献   

Understanding the Forms of Government in Today’s Liberal and Democratic Societies: An Introduction     

Dominique Pestre 《Minerva》2009,47(3):243-260

What I consider in this paper are various forms of government, various technologies and discursive regimes of government that are in common use today. What interests me are the categories and tools, practical dispositifs and languages that developed over the last decades ‘to constitute, define, organize, and instrumentalize the strategies that individuals, acting freely, may use to deal with one another’ (Foucault). The paper considers first the neo-liberal wish to reassert the individual as alone in responsibility for his/her own life after the unfortunate digression into Welfare Statism and Keynesian economics, source of all ills. It then focuses on some material and social technologies that encourage people to accept full and complete ‘self-sovereignty’. This section leads to a discussion on the new demands (and resistance) society imposed on this liberal normative ideal. It notably considers the growing demands to ‘participate’ in decision processes and to be environmentally friendly. In section “Les Mots et Les Choses: A New Discursive Regime”, it considers the discursive regime that progressively took shape and which currently permeates international governance bodies of all stripes—from the World Bank to the Conference of Parties for Climate Change. In the final section, it comes back to the initial question and considers what these changes actually mean for the democratic order as constituted over the past 250 years.  相似文献   

The changing organization of the Tour de France and its media coverage - An interview with Jean-Marie Leblanc     

Dominique Marchetti 《国际体育史杂志》2013,30(2):33-56

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Using reflection triggers while learning in an online course     

Dominique Verpoorten  Wim Westera  Marcus Specht 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):1030-1040

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Building Political Support for Your Library Through Surfacing     

Patrick Sweeney 《图书馆管理杂志》2013,53(8):873-880

Abstract

This column describes “surfacing”—a technique commonly used in political campaigns to raise awareness about a candidate or cause long before election day—and explores ways in which it applies to campaigns for library funding or initiatives. Surfacing is most effective during the earliest phase of a campaign to ensure that a candidate or cause is viable and has the resources needed to move the political agenda forward. EveryLibrary, a national organization dedicated to building voter support for libraries, has used the surfacing approach successfully, helping public libraries across the U.S. gather the resources they need to win or successfully move an initiative forward.  相似文献   

E-Scholarship and Electronic Publishing in the Twenty-First Century: Implications for the Academic Community     

Aldrin E Sweeney 《Educational Media International》2013,50(1):25-38

The purpose of this exploratory study was to investigate the perceptions toward electronic academic publishing held by university administrators and faculty within the Florida State University System. Findings of the study suggest that while there currently are no established formal policies in Florida's ten state universities regarding the acknowledgement of electronic scholarly publications in promotion and tenure decisions for university faculty, several informal policies exist within various university departments and programme areas. This indicates that the issue of electronic publishing in promotion and tenure decisions is beginning to be seriously considered. This is likely to generate further discussion and deliberation among those responsible for assessing the scholarly productivity of university faculty. The study concludes by recommending the implementation of formal policies in the Florida State University System regarding electronic scholarly publications and also provides suggestions for further, more detailed study of this issue.

E-scholarships (e-bourses) et les publications électroniques au 21^ièmesiècle. Implications pour le communauté académique.

Le but de cet article exploratoire était d'étudier les points de vue des administrateurs et de la faculté du système universitaire de l'Etait de Florida sur les publications électroniques. Les résultats de l'étude suggèrent que, tandis qu'il n'existe pas de politique formelle pour la reconnaissance de publications électroniques pour les travaux universitaires, il existe plusieurs politiques informelles dans certains départements et domaines de programmes. Ceci indique que le problème des publications électroniques pour des décisions de promotion ou de maintien commence à être successivement envisagé. Ce fait entraînera probablement des discussions et des délibérations parmi ceux qui sont responsable de la mesure de la productivité de la faculté. L'étude conclut en recommandant la mise en oeuvre de politiques formelles dans le système de l'Université d'Etat de Florida concernant les publications universitaires électroniques et fournit des suggestions pour une étude complémentaire.

E-Bildung und elektronisches Veröffentlichen im 21. Jahrhundert: Folgerungen für die akademische Gemeinschaft.

Der Zweck dieser Untersuchung war, die Einstellungen der Universitätsverwaltung und des Lehrkörpers der Florida State University gegenüber dem elektronischen Publizieren akademischer Texte herauszufinden. Einige Ergebnisse legen nahe, dass, obwohl es zur Zeit keine formale Regelung bezüglich der Anerkennung von wissenschaftlichen Publikationen für Beförderungen und Anstellungsentscheidungen der Fakultäten an den zehn Universitäten Floridas gibt, anzunehmen, dass es einige informelle Übereinkünfte zwischen den verschiedenen Universitätsabteilungen und Programmbereichen gibt. Daraus folgt, dass man beginnen muss, sich ernsthaft Gedanken über elektronisches Publizieren in diesem Kontext zu machen. Es werden sich wohl weitere Diskussionen und Beratungen zwischen denen, die für die wissenschaftliche Produktivität der Lehrenden verantwortlich sind, ergeben müssen. Die Studie schließt mit der Empfehlung, offizielle Richtlinien für das elektronische Veröffentlichen an der Florida State University einzuführen und weist auf weiteren Forschungsbedarf auf diesem Gebiet hin.  相似文献