Children's Memory and Comprehension of Two Science Programmes     

Brian R. Clifford  Barrie Gunter∗  Jill L. McAleer† 《Learning, Media and Technology》1997,23(1):25-46

A total of 111 children, 55 aged 8 to 9 years and 56 aged 14 to 15 years of age, watched one of two single‐topic prime‐time science programmes. Recall and comprehension scores following the viewing of the programmes were assessed. In addition, a number of demographic factors including age, sex, linguistic fluency, prior television viewing and reading habits were investigated as possible predictors of learning from television. It was found that age was a significant factor in both recall and comprehension, but even more important was general knowledge. Sex and linguistic fluency was neither systematically nor frequently associated with good performance. Prior viewing habits concerning science programmes on television and reading behaviour were found to have particular effects but were not major predictors of performance. Knowledge growth (defined as differences in performance between pre‐ and post‐test performance on key, repeated, items specifically addressed by the viewed programme) was consistently observed. This major finding indicated clearly that children can learn prime‐time television science information.  相似文献   

Letter to the Editors     

Jill Stenning 《Literacy》1982,16(2):119-119

Books reviewed in this article: Rogers, Jane and Long, Jeremy. The Vowel Crowd Wade, Barrie (Ed.). Language Perspectives: Papers from the Educational Review Evans, Tricia, Teaching English Deadman, Ronald. Round the World Folk Tales Reid, Jessie and Donaldson, Margaret. Letter-Links Crystal, David. Directions in Applied Linguistics Braithwaite, Althea. Leaves from Trees Braithwaite, Althea. Animals at Home Gill, Peter. Migrating Birds Herbert, Helen. Animals in Famous Pictures Colouring Book  相似文献   

From Here and Now to There and Then: The Development of Displaced Reference in Homesign and English   总被引：1，自引：0，他引：1  

Jill P. Morford  Susan Goldin-Meadow 《Child development》1997,68(3):420-435

An essential function of human language is the ability to refer to information that is spatially and temporally displaced from the location of the speaker and the listener, that is, displaced reference . This article describes the development of this function in 4 deaf children who were not exposed to a usable conventional language model and communicated via idiosyncratic gesture systems, called homesign, and in 18 hearing children who were acquiring English as a native language. Although the deaf children referred to the nonpresent much less frequently and at later ages than the hearing children, both groups followed a similar developmental path, adding increasingly abstract categories of displaced reference to their repertoires in the same sequence. Care-givers in both groups infrequently initiated displaced reference, except with respect to communication about past events. Despite the absence of a shared linguistic code, the deaf children succeeded in evoking the non-present by generating novel gestures, by modifying the context of conventional gestures, and by pragmatic means. The findings indicate that a conventional language model is not essential for children to be able to extend their communication beyond the here and now.  相似文献   

Book Reviews     

Kerry H. Robinson  Caroline Barratt-Pugh  Susan Krieg  Jill Robbins 《The Australian Educational Researcher》2004,31(3):105-114

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Adult development and adult learning styles: The message for nontraditional graduate programs   总被引：1，自引：0，他引：1  

Dr. Jill Mattuck Tarule  Dr. Rita Weathersby 《Innovative Higher Education》1979,4(1):11-23

Both the content and process of graduate education promote adult development. As developing people, adults usually enroll in graduate programs at times when they are building or changing the structure of their lives. Graduate programs, particularly nontraditional programs, can address both the growing adult as well as uphold relevant standards of intellectual excellence and professional expertise.Their collaborative research has focused on life cycle adult development and on educational methodologies and environments which support adult development.  相似文献   

Relations among school connectedness,hope, life satisfaction,and bully victimization     

Sukkyung You  Michael J. Furlong  Erika Felix  Jill D. Sharkey  Diane Tanigawa  Jennifer Greif Green 《Psychology in the schools》2008,45(5):446-460

This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students' Life Satisfaction Scale. Multigroup latent mean analysis revealed significant group mean differences in hope, school connectedness, and life satisfaction, supporting our bullying classification. Multigroup structural model analysis showed differential patterns between hope, school connectedness, and life satisfaction. Specifically, school connectedness partially mediated the relation between hope and life satisfaction for the Nonvictims only. The effect of hope on school connectedness was stronger for the Bullied Victims than the Nonvictims, and the effect of hope on life satisfaction was stronger for the Peer Victims and Bullied Victims than the Nonvictims group. Implications for research and practice are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Writing to the Common Core: teachers’ responses to changes in standards and assessments for writing in elementary schools     

Kristen Campbell Wilcox  Jill V. Jeffery  Andrea Gardner-Bixler 《Reading and writing》2016,29(5):903-928

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The writer's responsibility     

Jill Paton Walsh 《Children‘s Literature in Education》1973,4(1):30-36

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Investigation of Clinically Significant Change by Severity Level in College Counseling Center Clients     

Brad M. Wolgast  Jill Rader  Deborah Roche  C. Patricia Thompson  F. Christian von Zuben  Allan Goldberg 《Journal of College Counseling》2005,8(2):140-152

The authors investigated the number of sessions necessary for college counseling center clients of different levels of severity of distress at intake to achieve clinically significant change (CS) in therapy. The Outcome Questionnaire‐45 (M. J. Lambert, N. B. Hansen, et al., 1996) was used to categorize 914 clients by severity of distress. Analyses of outcome indicated that clients with less and more severe distress needed 14 and 20 sessions, respectively, for 50% in each group to achieve CS. Implications are discussed.  相似文献   

Training Students to Use Maps to Increase Text Recall     

Scevak Jill J.  Moore Phillip J.  Kirby John R. 《Contemporary educational psychology》1993,18(4)

In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map training group was instructed to study the materials and to place important event information from the text on their maps; they also discussed how their maps could be used to help them remember the text. One week later multiple choice, probed recall, free recall, and map recall tests were administered. Three weeks after training both groups read a transfer text and were instructed to use the attached map to help them remember the information. Free recalls were gathered after a short delay. Results showed that map training subjects obtained higher scores on all of the training text recall measures and on the main idea level transfer text measures. High ability map training subjects also recalled more details. Maps used in the transfer task showed trained subjects using the strategies they had been taught.  相似文献