THE A.F.T. AND SCHOOL INTEGRATION     

Ben Stahl 《Equity & Excellence in Education》2013,46(4-5):30-34

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„Sport und Bewegung vermitteln“ 20. Jahrestagung der dvs-Sektion Sportpädagogik     

Florian Krick 《Sportwissenschaft》2006,36(4):475-479

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Editorial     

Lani Florian 《Journal of Research in Special Educational Needs》2001,1(2)

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Weiterbildungsbeteiligung – Ursachen unterschiedlicher Teilnahmequoten in verschiedenen Datenquellen     

Merlind Eisermann  Dr. Florian Janik  Dr. Thomas Kruppe 《Zeitschrift für Erziehungswissenschaft》2014,17(3):473-495

The scientific and political interest concerning the topic of further education increases more and more. That is the reason why nowadays many surveys collect information on the determinants of the participation in further education. However, the results of those surveys differ strongly. This raises the question about the actual magnitude of the participation in further education. This article reveals differences and similarities of four individual and household surveys which are compared in regard to their questions concerning further education: the Adult Education Survey, the BIBB/BAuA-Workers’ Survey, the German Microcensus and the German Socio-Economic Panel. Additionally, own calculations are performed in order to examine whether the results converge if a similar basis for the comparison is used in all four mentioned data sources. The interrogation process for informal further education as well as the overall relevance of further education in the survey and hence its scope und detailing of the questions play an important role in the comparison and for the attempt to minimize the differences.  相似文献   

Infants Segment Continuous Events Using Transitional Probabilities     

Aimee E. Stahl  Alexa R. Romberg  Sarah Roseberry  Roberta Michnick Golinkoff  Kathryn Hirsh‐Pasek 《Child development》2014,85(5):1821-1826

Throughout their 1st year, infants adeptly detect statistical structure in their environment. However, little is known about whether statistical learning is a primary mechanism for event segmentation. This study directly tests whether statistical learning alone is sufficient to segment continuous events. Twenty‐eight 7‐ to 9‐month‐old infants viewed a sequence of continuous actions performed by a novel agent in which there were no transitional movements that could have constrained the possible upcoming actions. At test, infants distinguished statistically intact units from less predictable ones. The ability to segment events using statistical structure may help infants discover other cues to event boundaries, such as intentions, and carve up the world of continuous motion in meaningful ways.  相似文献   

Social Knowledge Facilitates Chunking in Infancy     

Aimee E. Stahl  Lisa Feigenson 《Child development》2014,85(4):1477-1490

Two experiments investigated whether infants can use their rich social knowledge to bind representations of individual objects into larger social units, thereby overcoming the three‐item limit of working memory. In Experiment 1, 16‐month‐olds (n = 32) remembered up to four hidden dolls when the dolls had faced and interacted with each other in pairs, but not when they faced and interacted with the infant, suggesting that infants chunked the dolls into social pairs. In Experiment 2 (n = 16), infants failed to remember four dolls when they faced each other without interacting, indicating that interaction between the dolls was necessary to drive chunking. This work bridges a gap between social cognition and memory by demonstrating that infants can use social cues to expand memory.  相似文献   

The History of Research in Genetics,Development, and Evolution     

Florian Stern 《Science & Education》2018,27(7-8):825-828

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Werkstätten des Wissens zwischen Renaissance und Aufklärung,     

Florian Ehrensperger 《Cataloging & classification quarterly》2018,56(1):110-112

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Inclusion in sport: disability and participation     

Florian Kiuppis 《Sport in Society》2018,21(1):4-21

Abstract

For the last couple of decades UNESCO has aimed to achieve to a far extent the implementation of the guiding principle of inclusion at all levels in education systems worldwide. The idea that countries ‘should ensure an inclusive education system at all levels’ is also a central objective of the UN Convention on the Rights of Persons with Disabilities. This Introduction to the Special Issue explores what participation as an aspect of inclusion means in general, and realistically can mean in sport and quality physical education in particular. Sport is introduced as a context in which, unlike in education, the individual choice of a sporting activity on a spectrum ranging from separate activities for persons with disabilities to modified activities designed for all makes it necessary to attribute each approach equal importance and validity instead of discrediting segregated structures and glorifying supposedly inclusive ones.  相似文献   

The Cultural Antecedents of Sociolinguistic Differences     

Abraham Stahl 《比较教育学》1975,11(2):147-152

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