Toddlers Default to Canonical Surface‐to‐Meaning Mapping When Learning Verbs     

Isabelle Dautriche  Alejandrina Cristia  Perrine Brusini  Sylvia Yuan  Cynthia Fisher  Anne Christophe 《Child development》2014,85(3):1168-1180

Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28‐month‐olds' interpretation of right‐dislocated sentences (noun_i‐verb, noun_i) where the presence of clear, language‐specific cues should block such a canonical mapping. Toddlers (N = 96) interpreted novel verbs embedded in these sentences as transitive, disregarding prosodic cues to dislocation (Experiment 1) but correctly interpreted right‐dislocated sentences containing well‐known verbs (Experiment 2). These results suggest that toddlers can integrate multiple cues in ideal conditions, but default to canonical surface‐to‐meaning mapping when extracting structural information about novel verbs in semantically impoverished conditions.  相似文献   

German Book Publishers’ Barriers to Disruptive Innovations: The Case of E-Book Adoption     

Christopher Buschow  Isabelle Nölle  Beate Schneider 《Publishing Research Quarterly》2014,30(1):63-76

To succeed in a period of change, German book publishers need to adopt innovations, e.g., implement e-books into their product portfolio. Yet, in the book industry, the adoption of new technologies is not commonplace: Despite being the second biggest book market worldwide, only 1.2 % of all published books in Germany are available as e-books. This problem leads us to investigate the factors that determine whether publishing companies decide in favor or against entering the e-book market. Based on a standardized survey of more than 240 German publishing houses, barriers to innovation adoption are examined from a micro, meso and macro perspective. Our main findings show that individual characteristics of management and the company’s corporate culture strongly predict adoption. Also, organizational communication seems to be critical. Taking this into account, the key resource to enable innovation seems to be information underlining the necessity of communities of practice.  相似文献   

On the epistemological features promoted by ‘Philosophy for Children’ and their psychological advantages when incorporated into RE     

Nastasya van der Straten Waillet  Isabelle Roskam  Cécile Possoz 《British Journal of Religious Education》2015,37(3):273-292

This article presents the epistemological paradigm in which Philosophy for Children (P4C) is embedded and the personal epistemological positions that are promoted by P4C, in order to address the concern that P4C might induce relativism in pupils. On the basis of theoretical considerations and empirical results, it is shown that P4C does not promote absolutism or relativism, either in its premises or in pupils’ personal epistemology. Rather, this method is related to a socio-constructivist and pragmatic paradigm and it promotes an evaluativist position. The relevance of promoting evaluativism (rather that absolutism or relativism) during RE lessons in pupils is then examined through a psychological perspective. The conclusion is that it is worth integrating P4C in RE because it stimulates an evaluativist perspective that is beneficial in terms of both personal need for meaning and social cohesion.  相似文献   

Job search intention,theory of planned behavior,personality and job search experience     

Isabelle Fort  Catherine Pacaud  Pierre-Yves Gilles 《International Journal for Educational and Vocational Guidance》2015,15(1):57-74

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Teaching patterns and learning quality in Swiss and German mathematics lessons     

Isabelle Hugener  Christine Pauli  Kurt Reusser  Frank Lipowsky  Katrin Rakoczy  Eckhard Klieme 《Learning and Instruction》2009,19(1):66-78

Based on a coding of 39 videotaped three-lesson units on the introduction to the Pythagorean Theorem, three teaching patterns were identified: lecturing, developing based on a problem, and discovery based on a problem. The analysis showed no effect of the teaching patterns on student achievement, whereas effects were discovered on students' perceived learning quality. The discovery teaching pattern had negative effects on the emotional quality of learning. However, this pattern exhibited high degree of externally rated cognitive activation. The lecturing approach to the introduction to the Pythagorean Theorem supported students' self-perceived understanding.  相似文献   

Thought Control in Japanese Education     

Isabelle J. Levi 《The Educational forum》2013,77(3):329-333

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Scapulothoracic kinematics during tennis forehand drive     

Isabelle Rogowski  Thomas Creveaux  Laurence Chèze  Raphaël Dumas 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(2):166-175

Scapular dyskinesis is recognized as an abnormality in the kinetic chain; yet, there has been little research quantifying scapular motion during sport tasks. Tennis forehand drives of eight highly skilled tennis players were studied to assess the scapulothoracic kinematics and evaluate repeatability using video-based motion analysis. Scapulothoracic downward/upward rotation, posterior/anterior tilt, and internal/external rotation were computed using an acromial marker cluster. On average, the upward rotation, anterior tilt, and internal rotation varied from 1° to 26°, from 7° to 32°, and from 42° to 100°, respectively, during the tennis forehand drive. During the backswing and forward swing phases of the forehand stroke, small changes were observed for the three scapular angle values, while all angles increased rapidly during the follow-through phase. This suggests that the tennis forehand drive may contribute to scapula dyskinesis, mainly due to the great amplitude in scapulothoracic anterior tilt and internal rotation observed during the follow-through phase. Knowledge of normal scapula motion during sport tasks performed at high velocity could improve the understanding of various sport-specific adaptations and pathologies.  相似文献   

La representación cognitiva de los verbos. Aproximación descriptiva y evolutiva     

Isabelle Bonnotte  Anton Kaifer  Michel Fayol  Itziar Idiazábal 《Infancia y Aprendizaje》2013,36(54):101-116

Resumen

Con el objeto de tener un mayor conocimiento del funcionamiento de las formas verbales en castellano, este trabajo aporta datos empíricos relativos a la manera cómo se representan las características del proceso (Aktionsart) descritas por el verbo. Tres son los factores estudiados: la duratividad, la resultatividad y la iteratividad o continuidad del proceso. Utilizando una metodología de representación gráfica se han recogido datos de una población de 42 adultos y 72 niños distribuidos en 4 grupos correspondientes a los cursos 2°, 4°, 6° y 8°

Los resultados obtenidos con los nueve verbos estudiados demuestran, por un lado, la validez del método ya que hace aparecer una neta dicotomía que opone los procesos resultativos no durativos a los no resultativos durativos, y por otro, que la duratividad y la resultatividad del proceso son captados de manera muy semejante por los adultos y por los niños de 4°, 6.° y 8.°, si bien los de 2.° denotan un menor acuerdo interindividual. Por último, el factor duratividad o iteratividad no constituye en esta prueba una dimensión discriminante.  相似文献   

Characterizing the Experimental Procedure in Science Laboratories: A preliminary step towards students experimental design     

Isabelle Girault  Cedric d’Ham  Muriel Ney  Eric Sanchez  Claire Wajeman 《International Journal of Science Education》2013,35(6):825-854

Many studies have stressed students’ lack of understanding of experiments in laboratories. Some researchers suggest that if students design all or parts of entire experiment, as part of an inquiry-based approach, it would overcome certain difficulties. It requires that a procedure be written for experimental design. The aim of this paper is to describe the characteristics of a procedure in science laboratories, in an educational context. As a starting point, this paper proposes a model in the form of a hierarchical task diagram that gives the general structure of any procedure. This model allows both the analysis of existing procedures and the design of a new inquiry-based approach. The obtained characteristics are further organized into criteria that can help both teachers and students assess a procedure during and after its writing. These results are obtained through two different sets of data. First, the characteristics of procedures are established by analysing laboratory manuals. This allows the organization and type of information in procedures to be defined. This analysis reveals that students are seldom asked to write a full procedure, but sometimes have to specify tasks within a procedure. Secondly, iterative interviews are undertaken with teachers. This leads to the list of criteria to evaluate the procedure.  相似文献   

Grade 12 French Students’ use of a Thermodynamic Model for Predicting the Direction of Incomplete Chemical Changes     

Isabelle Kermen  Martine Méheut 《International Journal of Science Education》2013,35(13):1745-1773

The authors of the current chemistry curriculum—implemented in Grade 12 in France—provided a criterion of change allowing prediction of direction of chemical changes and pointed out the difference to be made between experimental facts and models. A study analysing part of the curriculum content and the effects of teaching this content on students’ reasoning was conducted. The content analysis presents the functioning of the thermodynamic model, which highlights the links to be made between the experimental situation and the model when predicting the direction of a chemical change. This functioning specifies the role of the chemical equation and that of the criterion of change (comparing the reaction quotient to the equilibrium constant) and stresses the crucial points that may lead to misunderstandings. Written tests were administered to students after teaching them to determine how they predicted the direction of a chemical change, and whether they made a relevant choice between using the chemical equation and using the criterion of change and a clear distinction between the experimental situation and the thermodynamic model. Few students had a good understanding of the respective roles of the criterion and the chemical equation. A majority used the criterion to predict the direction of chemical changes relevantly, but correct answers were not widespread. Two particular mistakes, the modification of the expression of the reaction quotient and the prediction of a change despite a missing reactant, revealed that students do not properly understand the difference and the relationship between the experimental situation and the thermodynamic model.  相似文献