Book Review: When mathematics and mathematics education come to matter: A review of Elizabeth de Freitas and Nathalie Sinclair’s Mathematics and the Body: Material Entanglements in the Classroom (2014)     

Francesca Ferrara 《Educational Studies in Mathematics》2015,90(2):215-220

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Following the instructions!: Effects of gender beliefs in mental rotation     

Angelica Mo  Francesca Pazzaglia 《Learning and individual differences》2006,16(4):369-377

Research has widely demonstrated male superiority in the Mental Rotation Test (MRT). Various explanations have been put forward to account for these differences. We considered gender beliefs and argued that women may fare less well than men partly because they are considered unable to perform this kind of task. Beliefs about spatial ability were experimentally manipulated in samples of 107 female and of 90 male high-school students, divided into three groups, following the instructions: men are better, women are better, general (with no gender reference). Our data show that women who expect to be more able than men and men who expect to be more able than women outperformed their counterparts. MRT performance fell for those expecting to be less able. The effects of induced beliefs on cognitive performance are stressed, particularly in the educational context.  相似文献   

The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students     

Yaacov Petscher  Stephanie Al Otaiba  Jeanne Wanzek  Brenna Rivas  Francesca Jones 《Scientific Studies of Reading》2017,21(5):376-391

An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills, whereas reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading.  相似文献   

The specific involvement of verbal and visuospatial working memory in hypermedia learning     

Francesca Pazzaglia  Cristina Toso  Stefano Cacciamani 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):110-124

Many models have hypothesized that multimedia comprehension requires the concurrent processing of verbal and visuospatial information by limited information processing systems. However, in spite of the emphasis devoted to the concurrent processing of verbal and visuospatial information, little research has so far investigated the specific role played by verbal and visuospatial abilities in multimedia comprehension. The present paper aims to study the specific involvement of verbal and visuospatial working memory in multimedia learning. Ninety‐two students (39 boys and 53 girls) from a middle school in a small city in the northeast of Italy, were asked to learn new information on the physical and social geography of Germany from a hypermedium. Participants were also required to perform a reading comprehension test, two short‐term memory tasks, and two working memory tasks, which assessed either verbal or visuospatial memory. The results support the hypothesis that both verbal and visuospatial working memory sub‐components play a role in hypermedium processing, but with specific and distinct functions: the performance in the verbal working memory task was able to predict the semantic knowledge children can derive from hypermedia learning. In contrast, visuospatial working memory seemed to have lower connections to the semantic knowledge children derived from a hypermedia document, whereas its role emerged in the ability to construct a representation of the document structure.  相似文献   

Newspaper coverage of women's sports during the 2000 Sydney Olympic Games: Belgium, Denmark, France, and Italy     

Capranica L  Minganti C  Billat V  Hanghoj S  Piacentini MF  Cumps E  Meeusen R 《Research quarterly for exercise and sport》2005,76(2):212-223

In general, women are well represented among sport participants and sport audiences but not in the media. Data show that women's sport is greatly underreported and trivialized in newspapers. Therefore, the purpose of this study was to measure press coverage during the 2000 Summer Olympic Games in the largest circulating Belgian, Danish, French, and Italian daily newspapers by: (a) number of articles, (b) size, (c) page placement, (d) accompanyingphotographs, and (e) photograph size. For each sport covered, the athletes' nationality and the gender were recorded. Compared to the 1996 Atlanta Games, there was an increase of 326 female athletes (+4 %), and women competed in 25 sports and 132 events (44 %) of the total 300 events. Although only 29.3 % of the articles and 38 % of photos were on women 's sports, the newspaper coverage was similar to the distribution of participating athletes and events. No significant gender differences were found with respect to article size, page placement, accompanying photographs, or photograph size. The most covered sport was track and field, independent of national achievement. Other sports received different coverage in relation to national expectations, achievement, and participation. In conclusion, there was a trend to overcome gender inequities in media coverage during the Olympic Games, which may be due to the International Olympic Committee's actions to promote increased participation of women in sport activities and to publicize their achievements. Moreover, during the Olympic Games, a nationalistic fervor might affect the equality of gender coverage.  相似文献   

Individual differences in memory updating in relation to arithmetic problem solving   总被引：1，自引：0，他引：1  

Maria Chiara Passolunghi  Francesca Pazzaglia 《Learning and individual differences》2004,14(4):945

The study investigates the relationship between memory updating and arithmetic word problem solving. Two groups of 35 fourth graders with high and low memory-updating abilities were selected from a sample of 89 children on the basis of an updating task used by Palladino et al. [Memory & Cognition 29 (2002) 344]. The two groups were required to solve a set of arithmetic word problems and to recall relevant information from another set of problems. Several span tasks, a computation test, and the PMA verbal subtest were also administered. The group with a high memory-updating ability performed better in problem solving, recalling text problems, and in the computation test. The two groups did not differ in the PMA verbal subtest or in the digit and word spans. Results were interpreted as supporting the importance of updating ability in problem solving and of the substantial independence between memory updating and problem solving on one hand and verbal intelligence on the other.  相似文献   

Exploration of experimental design and statistical methods using the stick‐on‐the‐wall spaghetti rule          下载免费PDF全文

Simone Montangero  Francesca Vittone  Sally Olderbak  Oliver Wilhelm 《Teaching Statistics》2018,40(2):40-45

We present a versatile scenario to introduce students to statistics: the test that spaghetti sticks only if sufficiently done. The statistical analyses can be performed at different levels of complexity and formal correctness, adapting it to the students' age.  相似文献   

Promoting Language and Executive Function in Educational Settings: The Drežančić Method     

Francesca Cozzani  Maria Carmen Usai 《Early education and development》2016,27(6):770-787

Research Findings: This study aims to evaluate the efficacy of linguistic training based on the use of the Dre?an?i? method in educational settings. It is hypothesized that characteristics of this method, based on the typical stages of linguistic and cognitive development, could influence both language competence and executive function (EF). A pretest–posttest treatment design with a control group was used to evaluate the efficacy of the method (preintervention baseline and posttraining after 6 months). A total of 41 children (ranging in age from 26 to 31 months) with a vocabulary size score lower than the 50th percentile were recruited to participate in the study and were assigned to 2 groups: an experimental group that received training or a control group that participated in normal day care center activities. The results revealed that the training had an effect: The experimental group produced a greater variety of words and more complete sentences; moreover, the linguistic training appeared to positively affect EF processes. Practice or Policy: The results highlight the efficacy of a training, applicable to educational contexts, for typically developing populations. Furthermore, the confirmation of a rich interaction between language and EF even at an early age has important implications for clinical work.  相似文献   

Enabling Key Stage 3 Students to Make Improvements to Their Own Writing     

Francesca Richards 《Changing English: An International Journal of English Teaching》2010,17(1):79-92

This paper reports a school‐based investigation into revision as a means of improving writing in the English classroom. It suggests that although pupils tend to perceive revision as a teacher‐directed, discrete stage in the writing process, during revision they engage in independent questioning, evaluation and employ a working model of audience as a guide to their operations. An approach to revision which involved pupils actively investigating each other's work, combined with an emphasis on multiple‐drafting, was trialled in the English Departments of two different schools. The findings suggest that this alternative approach creates a classroom context for improvement which is not teacher‐centred but embraces all students and highlights the potential for revision as an active learning process.  相似文献   

Exploring the Relation Between Prenatal and Neonatal Complications and Later Autistic-Like Features in a Representative Community Sample of Twins     

Angelica Ronald  Francesca Happé  Katharina Dworzynski  Patrick Bolton  Robert Plomin 《Child development》2010,81(1):166-182

Prenatal and neonatal events were reported by parents of 13,690 eighteen-month-old twins enrolled in the Twins Early Development Study, a representative community sample born in England and Wales. At ages 7–8, parents and teachers completed questionnaires on social and nonsocial autistic-like features and parents completed the Childhood Asperger Syndrome Test. Correlations between prenatal and neonatal events and autistic-like features were weak, both in the whole sample ( r  = .00–.07) and at the 5% quantitative extreme (phenotypic group correlations = .01–.11), after controlling for socioeconomic status and cognitive ability. Neonatal problems showed modest heritability (13%–14%) and significant shared and nonshared environmental influences (55%–59% and 28%–31%, respectively). Differences in identical twins' neonatal problems correlated weakly with their difference scores on autistic-like features ( r  = .01–.06).  相似文献