The Application of Dynamic Assessment in People Communicating at a Prelinguistic Level: A descriptive review of the literature     

Erika Boers  Marleen J. Janssen  Alexander E. M. G. Minnaert  Wied A. J. J. M. Ruijssenaars 《International Journal of Disability, Development & Education》2013,60(2):119-145

Many people with severe disabilities face difficulties communicating with their communication partners and rely primarily on prelinguistic communication. It is accepted that dynamic assessment can play an important role in improving communication and in measuring a person’s ability to learn new communicative skills. Less is known, however, about the application of dynamic assessment in the case of those who communicate at a prelinguistic level. The present article reviewed dynamic assessment procedures that addressed communication abilities in people communicating at a prelinguistic level and young children who communicate using speech, with the aim of identifying key elements of dynamic assessment for persons communicating at a prelinguistic level. The results indicated the need for the identification of contextual variables that support communicative competence, teaching communication partners new skills, and a procedure that is highly individualised. Further research on the validity and reliability of these dynamic assessments is strongly recommended.  相似文献   

Using Principles of Evidence-Based Practice to Improve Prescriptive Recommendations     

Gregory Schraw  Erika A. Patall 《Educational Psychology Review》2013,25(3):345-351

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Contradictory Views of the Nature of Science Held by a Brazilian Secondary School Physics Teacher: Educational Value of Interviews     

Erika Zimmermann  John K. Gilbert 《Educational Research and Evaluation》2013,19(3):213-234

This paper discusses the bases of a secondary physics teacher’s contradictory conceptions of the nature of science. The data were obtained from a series of four interviews and three months of classroom observation. One of the interviews, a group interview (having as interviewees the subject of this study and four other experienced physics’ teachers), has been shown to be a very powerful way of challenging the teacher’s views, of making him reflect about his ideas, and at the same time of reducing the risk of the interviewer suggesting particular ideas. An analogy to Piaget’s (1929) early methodology supplied a framework with which to categorise the interviewee’s replies. This categorisation has provided information about the bases that underpin the teacher’s different and conflicting views on the nature of science. Résumé Cet article analyse les fondements des conceptions contradictoires d’un professeur de physique de Iycée sur la nature de la science. Les donn?es ont été tirées d’une série de quatre entretiens et de trois mois d’observation en classe. L’un des modes d’entretiens, celui en groupe, au cours duquel les questions ont été posées au professeur sujet de cette étude ainsi qu’à quatre autres professeurs de physique expérimentés, s’est révélé être un moyen très puissant de remettre en question les opinions du professeur, de le faire réfléchir sur ses idées et, en même temps, de réduire le risque lié au fait que celui qui mène l’entretien peut induire des biais. Une analogie avec une des premières méthodologies de Piaget (1929) a permis d’établir une grille qui a servi à classer les réponses des professeurs. Cette classification a fourni des informations qui sont à la base des différences et des contradictions de vue des enseignants sur la nature de la science.  相似文献   

Socializing medical students in an era of managed care: The ideological significance of standardized and virtual patients     

Lynn M. Harter Ph.D.  Erika L. Kirby Ph.D. 《Communication Studies》2013,64(1):48-67

Health care practitioners come to understand their professional roles through socialization processes. This project investigates value sets that are constructed through interactions between medical students and two important socializing agents: standardized patients and virtual patients. Through in‐depth interviews with medical students and key administrators at two schools as well as an analysis of rhetorical artifacts about the formal curricula at both schools, we explored the ideological aspects of medical instruction as constituted and reinforced, perhaps subtly, covertly, and even inadvertently, through the pedagogical practices of using standardized and virtual patients. Our results highlight how these medical students perceive standardized and virtual patient interactions as an opportunity to manage uncertainty, and confront a primary tension they will face in enacting their professional rotes—being cost effective and efficient while also treating “patients as people.”  相似文献   

RAN Components and Reading Development From Grade 3 to Grade 5: What Underlies Their Relationship?     

George K. Georgiou  Rauno Parrila  John R. Kirby 《Scientific Studies of Reading》2013,17(6):508-534

We examined (a) how rapid automatized naming (RAN) components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN–reading relationship. Sixty children were followed from Grade 3 to Grade 5 and were administered RAN (Letters and Digits), phonological processing, lexical and sublexical orthographic processing, speed of processing, reading accuracy, and fluency tasks. Pause time was highly correlated with reading fluency and shared more of its predictive variance with lexical orthographic processing and speed of processing than with phonological processing. Articulation time also predicted reading fluency, and its contribution was mostly independent from other cognitive-processing skills. Implications for the relationship between RAN and reading are discussed.  相似文献   

Rapid Naming Components and Their Relationship With Phonological Awareness,Orthographic Knowledge,Speed of Processing,and Different Reading Outcomes     

George K. Georgiou  Rauno Parrila  John R. Kirby  Kathy Stephenson 《Scientific Studies of Reading》2013,17(4):325-350

This study examines (a) how rapid automatized naming (RAN) speed components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 2 and 3, and (b) how RAN components are related to measures of phonological awareness, orthographic knowledge, and speed of processing. Forty-eight children were administered RAN tasks in Grades 1, 2, and 3. Results indicated that pause time was highly correlated with both reading accuracy and reading fluency measures and shared more of its predictive variance with orthographic knowledge than with phonological awareness or speed of processing. In contrast, articulation time was only weakly correlated with the reading measures and was rather independent from any processing skill at any point of measurement.  相似文献   

The influence of game location and outcome on behaviour and mood states among professional rugby league players     

Remco Polman  Adam R. Nicholls  Jeannette Cohen  Erika Borkoles 《Journal of sports sciences》2013,31(13):1491-1500

Abstract

In this study, we examined the relationship between home and away matches on mood. In addition, the relationships between game location, game outcome, behavioural factors, and mood were investigated among 12 professional English rugby league players competing in the Super League. Participants completed daily diaries for 27 days. The diary consisted of six analogue scales measuring mood (relaxed – tense, energetic – weary, depressed – elated, tired – alert, anxious – calm, cheerful – miserable) as well as behavioural factors and self-rated performance. There were no significant differences in self-reported mood states leading up to home or away matches except for players feeling more tired when playing away. Significant relationships between mood and behaviours (e.g. sleep and eating) and subjective performance were observed. The outcome of the match was found to influence mood, with a defeat resulting in decreased mood. Our results show that game location did not influence mood and therefore does not provide an explanation for the home advantage.  相似文献   

The ‘worn-out athlete’: A clinical approach to chronic fatigue in athletes     

W. Derman  M. P. Schwellnus  M. I. Lambert  M. Emms  C. Sinclair-Smith  P. Kirby 《Journal of sports sciences》2013,31(3):341-351

Chronic fatigue in the athletic population is a common but difficult diagnostic challenge for the sports physician. While a degree of fatigue may be normal for any athlete during periods of high-volume training, the clinician must be able to differentiate between this physiological fatigue and more prolonged, severe fatigue which may be due to a pathological condition. As chronic fatigue can be the presenting symptom of many curable and harmful diseases, medical conditions which cause chronic fatigue have to be excluded. The clinician must then be able to differentiate between chronic fatigue associated with training or chronic fatigue from other medical causes, and also between the chronic fatigue syndrome and the overtraining syndrome. Once the clinician has excluded all of the above medical conditions which cause chronic fatigue in athletes, a significant proportion of fatigued athletes remain without a diagnosis. Novel data indicate that skeletal muscle disorders may play a role in the development of symptoms experienced by the athlete with chronic fatigue. The histological findings from muscle biopsies of athletes suffering from the ‘fatigued athlete myopathic syndrome’ are presented. We have designed a clinical approach to the diagnosis and work-up of the athlete presenting with chronic fatigue. The strength of this approach is that it hinges on the participation of a multidisciplinary team in the diagnosis and management of the athlete with chronic fatigue. The athlete, coach, dietician, exercise physiologist and sport psychologist all play an important role in enabling the physician to make the correct diagnosis.  相似文献   

The nonobvious basis of ownership: preschool children trace the history and value of owned objects     

Gelman SA  Manczak EM  Noles NS 《Child development》2012,83(5):1732-1747

For adults, ownership is nonobvious: (a) determining ownership depends more on an object’s history than on perceptual cues, and (b) ownership confers special value on an object (“endowment effect”). This study examined these concepts in preschoolers (2.0–4.4) and adults (n = 112). Participants saw toy sets in which 1 toy was designated as the participant’s and 1 as the researcher’s. Toys were then scrambled and participants were asked to identify their toy and the researcher’s toy. By 3 years of age, participants used object history to determine ownership and identified even undesirable toys as their own. Furthermore, participants at all ages showed an endowment effect (greater liking of items designated as their own). Thus, even 2‐year‐olds appreciate the nonobvious basis of ownership.  相似文献   

Nonstandard maternal work schedules: Implications for African American children's early language outcomes     

Erika C. Odom  Lynne Vernon-Feagans  Ann C. Crouter 《Early childhood research quarterly》2013

In this study, observed maternal positive engagement and perception of work–family spillover were examined as mediators of the association between maternal nonstandard work schedules and children's expressive language outcomes in 231 African American families living in rural households. Mothers reported their work schedules when their child was 24 months of age and children's expressive language development was assessed during a picture book task at 24 months and with a standardized assessment at 36 months. After controlling for family demographics, child, and maternal characteristics, maternal employment in nonstandard schedules at the 24-month timepoint was associated with lower expressive language ability among African American children concurrently and at 36 months of age. Importantly, the negative association between nonstandard schedules and children's expressive language ability at 24 months of age was mediated by maternal positive engagement and negative work–family spillover, while at 36 months of age, the association was mediated only by negative work–family spillover. These findings suggest complex links between mothers’ work environments and African American children's developmental outcomes.  相似文献