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21.
Greet Peters Bert De Smedt Joke Torbeyns Pol Ghesquière Lieven Verschaffel 《Educational Studies in Mathematics》2012,79(3):335-349
Subtractions of the type M − S = ? can be solved by various strategies, including subtraction by addition. In this study, we investigated children’s use
of subtraction by addition by means of reaction time analyses. We presented 106 third to sixth graders with 32 large non-tie
single-digit problems in both subtraction (12 − 9 = .) and addition format (9 + . = 12). We examined the fit of three regression
models, which represented the consistent use of direct subtraction, of subtraction by addition and of flexibly switching between
both strategies based on the relative size of the subtrahend. Findings revealed that children did not switch flexibly between
the two strategies, as adults do, but that they rely on direct subtraction for problems presented in subtraction format and
on subtraction by addition for problems in addition format. We end with the major theoretical, methodological and educational
implications of these results. 相似文献
22.
Evidence suggests that sensitivity to coherent motion (CM) is related to reading, but its role in the etiology of developmental dyslexia remains unclear. In this longitudinal study, CM sensitivity was measured in 31 children at family risk for dyslexia and 31 low-risk controls. Children, diagnosed with dyslexia in third grade (mean age=8 years 3 months), demonstrated reduced CM sensitivity in kindergarten (mean age=5 years 8 months), before they had learned to read. Preschool CM thresholds in controls also uniquely predicted future literacy achievement. When reassessed in first grade, CM sensitivity in the dyslexic children was age appropriate, and CM thresholds in the controls no longer predicted literacy acquisition. These findings contribute to the debate about the developmental relations between visual processing and reading acquisition. 相似文献
23.
Raimund Girwidz Henk Pol Víctor López Marisa Michelini Alberto Stefanel 《International Journal of Science Education》2019,41(9):1181-1206
Teacher-oriented journals provide many ideas for practical use of multimedia in physics teaching and learning. However, they are often written in their respective native languages. Moreover, having 24 official languages in the European Union is a huge barrier to the exchange of teaching and learning material. Knowledge about what is discussed in neighbouring countries is rare. Hence, in this article scientific members of the MPTL group (Multimedia in Physics Teaching and Learning) present a review on multimedia applications and the corresponding concepts that are discussed in non-English language journals. 491 articles in 34 teacher-oriented journals from 10 countries are reviewed, using a list of 81 categories, to characterise addressed topics, teaching strategies, technology and multimedia features. Log-linear multiway frequency and cluster analysis were used to get more insights about preferred combinations of content and teaching strategies, differences between countries, changes between periods and patterns of articles. There is a divergence in the main topics focused on between countries and some changes within the periods 2006–2010 and 2011–2015. Such a large diversity of ideas and concepts covered throughout the EU highlights the potential benefits of more international exchange. However, findings also point to additional requirements, concerning theoretical background, ideas for implementations of modern features like augmented reality, and the use of internet-based sources and modern devices. Thus this article is also calling for more exchange and discussions concerning topics to be addressed in teacher-oriented journals. 相似文献
24.
Dominique F. Maciejewski Pol A. C. van Lier Susan J. T. Branje Wim H. J. Meeus Hans M. Koot 《Child development》2015,86(6):1908-1921
This study explored the development of mood variability in 474 Dutch adolescents (56.8% male, 90.1% medium to high socioeconomic status) from a community sample, followed from ages 13 to 18 years. Three times per year, adolescents reported on daily happiness, anger, sadness, and anxiety for 5 days using Internet diaries (15 assessment weeks; from 2006 to 2010). Mood variability scores were calculated as means of absolute differences between consecutive days. Results showed that happiness, anger, and sadness variability continuously declined across adolescence, while anxiety variability increased initially, then decreased, and then increased toward late adolescence. Despite females experiencing higher happiness and sadness variability, the rate of change across adolescence was similar for both sexes. Implications for normative emotional development and future studies are discussed. 相似文献
25.
Maaike Vandermosten Jan Wouters Pol Ghesquière Narly Golestani 《Scientific Studies of Reading》2019,23(1):116-127
ABSTRACTStatistical learning has been proposed to underlie the developmental transition during infancy from allophonic to phonemic speech sound perception. Based on this, it can be hypothesized that in dyslexic individuals, core phonemic representation deficits arise from reduced sensitivity to the statistical distribution of sounds. This study aims to investigate (a) whether statistical learning contributes to the construction of phonemic representations in typical readers, and (b) whether deficits in statistical learning underlie dyslexia. Fifty-eight children performed an identification task of a non-native phonetic contrast, before and after exposure to the sounds of the continuum. Our results suggest that the statistical distribution of the presented sounds implicitly enhanced the formation of phonemic representations and that dyslexic readers make less use of the statistical cues embedded in oral language, resulting in less distinct phonemic categories and thus a higher risk for failing to establish robust connections between these and written language. 相似文献
26.
Pol A. C. van Lier Frank Vitaro Brigitte Wanner Patricia Vuijk Alfons A. M. Crijnen 《Child development》2006,77(1):244-244
Erratum. Child Development 76, 841-855.Online publication date: 14-Jul-2005. 相似文献
27.
Pol Dalmau 《Media History》2020,26(1):6-19
This article focuses on a broad process which took place in Europe and the United States starting in the second half of the nineteenth century: namely, the emergence of an incipient mass media culture. Scholars have tended to circumscribe this historical transformation within the contours of the nation state or, at best, to media systems theory. The following pages, in contrast, will show that the transition from the partisan press model towards a commercial and politically independent model involved a hybrid process, powered as much by the circulation of norms and practices across national borders as by local (and sometimes, quite paradoxically) by national mindsets. To reveal this hybrid character, the article adopts an entangled and empirical perspective based on three renowned newspapers from three different countries. 相似文献
28.
Bert De Smedt Joke Torbeyns Nick Stassens Pol Ghesquière Lieven Verschaffel 《Learning and Instruction》2010,20(3):205-215
This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently. 相似文献
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This study investigated the role of peer rejection and best friend's externalizing behavior in the development of externalizing behavior in 740 children followed annually from kindergarten (mean age=6.2, SD=0.46) to 3rd grade. Consistently across time, children's externalizing problems predicted peer rejection. Peer rejection, in turn, added to the prediction of externalizing problems above and beyond prior levels of problem behavior. Having a best friend with externalizing problems did not add to the prediction of children's externalizing problems. All findings were similar for boys and girls. These results suggest that in early elementary school peer rejection, but not yet best friend's behavioral characteristics, has an additive effect on children's externalizing problem development. 相似文献