Reading and the Neurocognitive Bases of Statistical Learning     

Oliver M. Sawi  Jay Rueckl 《Scientific Studies of Reading》2019,23(1):8-23

ABSTRACT

The processes underlying word reading are shaped by statistical properties of the writing system. According to some theoretical perspectives, reading acquisition should be understood as an exercise in statistical learning (SL). SL involves the extraction of organizing principles from a set of inputs. Several lines of research provide convergent evidence supporting the connection between SL and reading acquisition. An obstacle to fully appreciating the theoretical and educational implications of these findings is that SL is itself not well understood. In this article, we review the current literature on SL with a particular focus on organizing this literature by grounding it in theories of learning and memory more generally. This approach can clarify the nature of SL and provide a framework for understanding its role in reading, reading acquisition, and reading disorders.  相似文献   

Placing Data in the Land of 10,000 Lakes: Navigating the History and Future of Geospatial Data Production,Stewardship, and Archiving in Minnesota     

Kevin R. Dyke  Ryan Mattke  Len Kne  Shawn Rounds 《Journal of Map & Geography Libraries》2016,12(1):52-72

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基于PCA-CMAC的设备性能退化评估     

张蕾  曹其新 《东南大学学报》2005,21(3):299-303

提出了一种用于设备性能退化评估的PCA-CMAC(主成分分析-小脑模型节点控制器)模型.该模型利用PCA进行特征提取,去除多个传感器信号特征的冗余信息,并且减少CMAC的输入维数;利用CMAC的局部泛化能力定量地评估设备的性能退化.给出了模型的实现过程,并将模型应用于钻削过程刀具状态的评估,试验结果证明该模型能基于刀具的正常状态,对刀具的磨损状态进行定量的评估.分析了CMAC中泛化参数g和量化参数r对评估结果的影响,g越大,CMAC的泛化能力越好,但各退化状态之间的区别越不明显;r越小,各退化状态之间越容易区分,但所需的权存储空间越大.2个参数的基本选择原则是CMAC的权存储空间应尽量小,与此同时,各退化状态之间应容易区分.  相似文献   

Some Local Districts Struggle To Adopt Dropout Standards     

Jay P. Goldman 《Equity & Excellence in Education》2013,46(1)

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CoRE: A conceptual model for incorporating conflict resolution into teacher education     

Nina Yssel  Jayne R. Beilke  Kathy L. Church  Jay S. Zimmerman 《The Teacher Educator》2013,48(4):295-305

Abstract

School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation.  相似文献   

Integrating Policy and Decision Making into Undergraduate Science Education     

Jay B. Labov  Nancy F. Huddleston 《CBE life sciences education》2008,7(4):347-352

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A Scarlet Pansy Goes To War: Subversion,Schlock, and an Early Gay Classic     

Jay A. Gertzman 《Journal of American culture (Malden, Mass. : 2003)》2010,33(3):230-239

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Attitudes Toward Retarded Children: Effects of Evaluator's Psychological Adjustment and Age     

Jay Gottlieb 《Scandinavian Journal of Educational Research》2013,57(1):170-182

Gottlieb, J. (1969). Attitudes Toward Retarded Children: Effects of Evaluator's Psychological Adjustment and Age. Scand. J. Educ. Res. 13, 170‐182. Norwegian school children between the ages of 8‐10, 10‐12, 12‐14, and 14‐16 were divided into high and low adjustment groups on the basis of discrepancy scores between their ideal self and self scores on the semantic differential. It was hypothesized that the high adjustment group would report more favorable attitudes toward the retarded than the low adjustment group, and that attitudes would remain relatively stable with increased age. Both hypotheses were confirmed. The results were interpreted as supporting Rogers’ theory. Possible explanations for the over‐all favorable attitudes by the Norwegian Ss were also discussed.  相似文献   

WAR TIME METHODS     

Herbert W. Gates  E. LeRoy Dakin  Elmer E. Thienes  Mrs. Clara B. Beatley  Jay S. Stowell 《Religious education (Chicago, Ill.)》2013,108(6):450-454

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Improving the Cultural Competency of Social Work Students With a Social Privilege Activity     

Cynthia L. Conley  Stacy M. Deck  J. Jay Miller  Kevin Borders 《Journal of Teaching in Social Work》2017,37(3):234-248

This article describes the development and utilization of an instructional activity created by the authors for the purposes of preparing social work students for culturally competent practice with members of historically oppressed populations. Experiential activities in the classroom provide an alternative approach to traditional pedagogical methods by positioning the learner at the center of an educational process that is grounded in reality. The activity is designed to highlight the social privileges of individuals and the inherent risks that are taken when deciding to challenge or confront oppressive structures, attitudes, and behaviors.  相似文献