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21.
Three-, 5-, and 7-year-olds and adults ( N = 64) listened to stories depicting 2 protagonists of different ages (infant and child or child and grownup) that encounter an entity that looks like a real (e.g., a snake) or an imaginary (e.g., a ghost) fear-inducing creature. Participants predicted and explained each protagonist's intensity of fear. Results showed significant age-related increases in knowledge that infants and adults would experience less intense fears than young children and that people's fears are causally linked to their cognitive mental states. Across age, stories involving imaginary beings elicited more frequent mental explanations for fear than stories about real creatures. Results are discussed in relation to children's developing awareness of the mind as mediating between situations and emotions. 相似文献
22.
Liat Eyal Einat Gil 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1061-1077
A Future Learning Space (FLS) is a dynamic and a technology-rich learning environment that enables teaching and learning using innovative pedagogical methods. However, introducing innovation and technology into any educational setting, whether in K-12 schools or higher education institutions, is known to be challenging. This paper introduces design patterns (DPs) for teaching in FLS. The patterns emerged from creative teaching in a college of education, which was preceded by mentoring for some of the lecturers. The patterns involve hybridity, including both formal and informal social structures and a combination of physical and digital tools mediating individuals’ interactions with peers. Based on a process of mining patterns, we extracted four DPs for teaching in academic FLS. The patterns, which encapsulate threads of hybridity, are: convergent groups; teaching in an interactive orchestrated learning space; presentation fair; and Think-Join-Share. These patterns can be used as learning design scaffolds in a social constructivist approach in which pedagogy, technology and space interact. 相似文献
23.
Deborah Court Liat Merav Etty Ornan 《International Journal of Early Years Education》2009,17(3):207-217
This study investigated 10 Israeli preschool teachers’ reasons for choosing their profession and their perceptions of the teacher’s role. A narrative approach was chosen because teachers’ narratives can reveal their practical knowledge and the meanings they ascribe to their teaching. Data were subjected to content analysis and linguistic analysis. The content analysis revealed that choice of profession flowed from personal history and family background and reflected the needs, priorities and ambitions of each teacher. Most of the participants chose this profession at an early stage, in childhood or adolescence, and were influenced by close family members. An ongoing connection was revealed between key events and people in the preschool teachers’ narratives, their perceptions of the teacher’s role and their professional selves. The linguistic analysis revealed beliefs and values expressed through figurative language, and especially metaphor. Metaphoric themes related mainly to the nurturing of children and were consistent with beliefs and values expressed directly. 相似文献
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Four‐ to 10‐year‐olds and adults (N = 265) responded to eight scenarios presented on an eye tracker. Each trial involved a character who encounters a perpetrator who had previously enacted positive (P), negative (N), or both types of actions toward him or her in varying sequences (NN, PP, PN, and NP). Participants predicted the character's thoughts about the likelihood of future events, emotion type and intensity, and decision to approach or avoid. All ages made more positive forecasts for PP > NP > PN > NN trials, with differentiation by past experience widening with age. Age‐related increases in weighting the most recent past event also appeared in eye gaze. Individual differences in biased visual attention correlated with verbal judgments. Findings contribute to research on risk assessment, person perception, and heuristics in judgment and decision making. 相似文献
25.
Liat Ayalon 《Educational gerontology》2013,39(7):499-517
The present study evaluated the relationship between individual characteristics (ascribed, achieved, and psychosocial) and country characteristics (e.g., discrimination at the country level) and perceived discrimination. Analysis was based on the fourth round of the European Social Survey, which encompasses 54,988 respondents from 28 countries. Hierarchical linear modeling was conducted. In most countries, there was a general trend towards a higher prevalence rate of perceived age discrimination (mean prevalence rate across countries = 34.5%; SE = .002), followed by gender (mean prevalence rate across countries = 24.9%; SE = .002), and ethnic discrimination (mean prevalence rate across countries = 17.3%; SE = .002). Variations in perceived discrimination were largely attributed to individual differences. The findings are discussed in light of a distinction between perceived and actual discrimination. 相似文献
26.
This mixed-methods study aims to characterize the appropriate structure of the academic library in the information age according to the perceptions of the faculty members who use the library and the academic librarians operating it. Two main issues were addressed: centralization versus decentralization, and the provision of physical versus virtual services. The study population included members of the faculties of Humanities and Social Sciences in three academic institutions in Israel and academic librarians working in these institutions. Qualitative data was collected through interviews with 20 faculty members and 15 librarians, while quantitative data was collected through questionnaires filled by 191 faculty members and 50 librarians in the above-mentioned institutions. Analysis of these data reveal that faculty members generally prefer a concentration of materials—rather than decentralization—and they show a similar preference toward a faculty library model, a combined faculty/departmental library model, and a central library model. Similarly, the academic librarians prefer either faculty or combined faculty/department libraries, but their preference toward a central library model is lower than that of the faculty members. The decentralized, departmental library model was the least favored by both groups. In addition, our findings indicate that both the faculty members and the librarians appreciate the virtual services that the library provides as well as its physical presence, although fewer faculty members than librarians perceived the latter as an important role of the library. Taken together it appears that the preferred model for the academic library in the information age is of large, multidisciplinary libraries that contain materials from a variety of fields and provide comprehensive virtual services. 相似文献