Double Dissociation Between Reading and Spelling Deficits     

Kristina Moll  Karin Landerl 《Scientific Studies of Reading》2013,17(5):359-382

In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to read and spell. The double dissociation was replicated. Good readers/poor spellers named pseudohomophones as quickly as their corresponding words, and their phonological awareness skills were adequate, suggesting that their reading might be based on highly efficient decoding procedures. Poor readers/good spellers showed slow word naming and a clear slowing when reading pseudohomophones suggesting a reliance on intact orthographic representations in word reading. A deficit in rapid automatized naming in this group suggests problems in fast visual–verbal access. The profile of poor readers/poor spellers fits the double-deficit group in Wolf and Bowers's (1999) Wolf, M. and Bowers, P. G. 1999. The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91: 415–438. [Crossref], [Web of Science ®] , [Google Scholar] dyslexia theory.  相似文献   

Children Associate Racial Groups With Wealth: Evidence From South Africa     

Kristina R. Olson  Kristin Shutts  Katherine D. Kinzler  Kara G. Weisman 《Child development》2012,83(6):1884-1899

Group‐based social hierarchies exist in nearly every society, yet little is known about whether children understand that they exist. The present studies investigated whether 3‐ to 10‐year‐old children (N = 84) in South Africa associate higher status racial groups with higher levels of wealth, one indicator of social status. Children matched higher value belongings with White people more often than with multiracial or Black people and with multiracial people more often than with Black people, thus showing sensitivity to the de facto racial hierarchy in their society. There were no age‐related changes in children’s tendency to associate racial groups with wealth differences. The implications of these results are discussed in light of the general tendency for people to legitimize and perpetuate the status quo.  相似文献   

“It’s Funny that We Don’t See the Similarities when that’s what We’re Aiming for”—Visualizing and Challenging Teachers’ Stereotypes of Gender and Science     

Kristina Andersson 《Research in Science Education》2012,42(2):281-302

This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.  相似文献   

Gender,Rhetoric, and International Political Systems: Angela Merkel's Rhetorical Negotiation of Proportional Representation and Party Politics     

Kristina Horn Sheeler  Karrin Vasby Anderson 《Communication quarterly》2013,61(4):474-495

This article assesses the ways in which electoral systems present unique rhetorical challenges for women running for elective office, using German Chancellor Angela Merkel as a case study. In proportional systems, much of the rhetorical work occurs at the level of the party, requiring the political woman to capitalize on the rhetorical resources of the party structure in which she finds herself, advancing to party leadership, and eventually localizing the national election via the party structure. However, Merkel's performance demonstrates that the presence of women and of feminine norms of communication can sometimes mask the hegemonic masculinity that continues to govern democratic electoral systems. The authors conclude by considering the utility of the theory of “feminine style.”  相似文献   

University Students’ Understanding of Electromagnetic Induction     

Jenaro Guisasola  Jose M. Almudi  Kristina Zuza 《International Journal of Science Education》2013,35(16):2692-2717

This study examined engineering and physical science students' understanding of the electromagnetic induction (EMI) phenomena. It is assumed that significant knowledge of the EMI theory is a basic prerequisite when students have to think about electromagnetic phenomena. To analyse students' conceptions, we have taken into account the fact that individuals build mental representations to help them understand how a physical system works. Individuals use these representations to explain reality, depending on the context and the contents involved. Therefore, we have designed a questionnaire with an emphasis on explanations and an interview, so as to analyse students' reasoning. We found that most of the students failed to distinguish between macroscopic levels described in terms of fields and microscopic levels described in terms of the actions of fields. It is concluded that although the questionnaire and interviews involved a limited range of phenomena, the identified explanations fall into three main categories that can provide information for curriculum development by identifying the strengths and weaknesses of students' conceptions.  相似文献   

Picturing natural girlhoods: nature,space and femininity in girls’ school promotions     

Natasha Wardman  Kristina Gottschall  Christopher Drew  Rachael Hutchesson  Sue Saltmarsh 《Gender and education》2013,25(3):284-294

This paper furthers a discussion about the ways in which idealised versions of gender permeate the aesthetic presentation and impression management strategies of elite private schools. Specifically, we consider how the written text, layout and images used in 12 Australian private girls' school prospectuses function in constructing discourses of ‘natural’ femininity. Far from being merely factual sources of information, we see school prospectuses as strategic texts that idealise and commodify gendered subjectivities that are likely to appeal to the perceived clientele of a particular school. Drawing on feminist and poststructuralist theoretical frames and utilising social semiotic techniques, we analyse how these promotional texts align the feminine subject with nature and the natural world. This alignment serves the dual function of constituting femininity as naturally beautiful, fragile, passive and vulnerably at-risk, while at the same time ameliorating such risk through more empowered (yet constrained) notions of interconnectedness. The tensions between such contradictory discourses of traditional and neoliberal femininity create impossible subject positions for girls, as in order to succeed with one version of femininity, they must simultaneously fail at another.  相似文献   

Critical velocity: A predictor of 2000-m rowing ergometer performance in NCAA D1 female collegiate rowers     

Kristina L. Kendall  Abbie E. Smith  David H. Fukuda  Teddi R. Dwyer 《Journal of sports sciences》2013,31(9):945-950

Abstract

The aims of this study were to examine the use of the critical velocity test as a means of predicting 2000-m rowing ergometer performance in female collegiate rowers, and to study the relationship of selected physiological variables on performance times. Thirty-five female collegiate rowers (mean ± s: age 19.3 ± 1.3 years; height 1.70 ± 0.06 m; weight 69.5 ± 7.2 kg) volunteered to participate in the study. Rowers were divided into two categories based on rowing experience: varsity (more than 1 year collegiate experience) and novice (less than 1 year collegiate experience). All rowers performed two continuous graded maximal oxygen consumption tests (familiarization and baseline) to establish maximal oxygen uptake ([Vdot]O_2max), peak power output, and power output at ventilatory threshold. Rowers then completed a critical velocity test, consisting of four time-trials at various distances (400 m, 600 m, 800 m, and 1000 m) on two separate days, with 15 min rest between trials. Following the critical velocity test, rowers completed a 2000-m time-trial. Absolute [Vdot]O_2max was the strongest predictor of 2000-m performance (r = 0.923) in varsity rowers, with significant correlations also observed for peak power output and critical velocity (r = 0.866 and r = 0.856, respectively). In contrast, critical velocity was the strongest predictor of 2000-m performance in novice rowers (r = 0.733), explaining 54% of the variability in performance. These findings suggest the critical velocity test may be more appropriate for evaluating performance in novice rowers.  相似文献   

The value of in-person undergraduate dissection in anatomical education in the time of Covid-19     

Emily MacPherson  Kristina Lisk 《Anatomical sciences education》2022,15(4):797-802

While several innovative pedagogical practices have been developed and implemented in anatomy education since the onset of the coronavirus disease 2019 (Covid-19) pandemic, considering the value of in-person undergraduate dissection remains crucial. In this commentary, a human dissection course at the University of Toronto is used as an example to highlight the value of dissection for undergraduate learners in non-professional programs. In-person dissection allows for real life, anatomical variation, and supports the advancement of students' conceptual knowledge of the human body and visual–spatial abilities. Direct involvement with dissection during undergraduate training also provides students with an opportunity to practice and refine non-technical skills, such as communication and collaboration, while simultaneously promoting the development of students' professional identity formation. Further, dissection is a practical, hands-on experience that can provide students with insight into potential career aspirations related to anatomy and the health professions. It is suggested that as institutions veer from traditional pedagogical practices and evaluate how to best move forward post-pandemic, it is imperative that the value of undergraduate dissection is considered among new innovations in the field of anatomy.  相似文献   

Critical velocity: a predictor of 2000-m rowing ergometer performance in NCAA D1 female collegiate rowers     

Kendall KL  Smith AE  Fukuda DH  Dwyer TR  Stout JR 《Journal of sports sciences》2011,29(9):945-950

The aims of this study were to examine the use of the critical velocity test as a means of predicting 2000-m rowing ergometer performance in female collegiate rowers, and to study the relationship of selected physiological variables on performance times. Thirty-five female collegiate rowers (mean ± s: age 19.3 ± 1.3 years; height 1.70 ± 0.06 m; weight 69.5 ± 7.2 kg) volunteered to participate in the study. Rowers were divided into two categories based on rowing experience: varsity (more than 1 year collegiate experience) and novice (less than 1 year collegiate experience). All rowers performed two continuous graded maximal oxygen consumption tests (familiarization and baseline) to establish maximal oxygen uptake (VO(2max)), peak power output, and power output at ventilatory threshold. Rowers then completed a critical velocity test, consisting of four time-trials at various distances (400 m, 600 m, 800 m, and 1000 m) on two separate days, with 15 min rest between trials. Following the critical velocity test, rowers completed a 2000-m time-trial. Absolute VO(2max) was the strongest predictor of 2000-m performance (r = 0.923) in varsity rowers, with significant correlations also observed for peak power output and critical velocity (r = 0.866 and r = 0.856, respectively). In contrast, critical velocity was the strongest predictor of 2000-m performance in novice rowers (r = 0.733), explaining 54% of the variability in performance. These findings suggest the critical velocity test may be more appropriate for evaluating performance in novice rowers.  相似文献   

Gender‐Based Relationship Efficacy: Children's Self‐Perceptions in Intergroup Contexts     

Kristina M. Zosuls  Ryan D. Field  Carol Lynn Martin  Naomi C. Z. Andrews  Dawn E. England 《Child development》2014,85(4):1663-1676

This research introduces a new construct, gender‐based relationship efficacy, which refers to beliefs about one's ability to relate to own‐ and other‐gender peers. Study 1 investigated 204 fourth graders (M age = 9.56) and confirmed that own‐gender and other‐gender relationship efficacy represent distinguishable aspects of preadolescents' social competency beliefs that are differentially related to outcomes with own‐ and other‐gender peers, including outcome expectancies and friendships with own‐ and other‐gender peers. Study 2 provided further evidence of the distinctiveness of relationship efficacy for own‐ and other‐gender peers among 403 seventh (M age = 12.48) and 453 eighth (M age = 13.50) graders and found gender and age differences. Developmental changes and implications for research on intergroup relationships are discussed.  相似文献