Three-Year-Olds'' Problems with False Belief: Conceptual Deficit or Linguistic Artifact?     

Charlie Lewis  Amanda Osborne 《Child development》1990,61(5):1514-1519

Researchers are divided over whether young children understand other people's minds. This study reexamines the main technique used to show a basic inability in 3-year-olds to make judgments about a person's thoughts when that person's knowledge happens to be false. 131 children, aged 3, 3 1/2, and 4, were shown the real, unexpected contents of a chocolate box and were required to say what a friend would think was in it and what their own previous expectations had been. Success in this task was compared between the 3 age groups and also according to the specificity of questions asked. It was found, in contrast to previous findings, that test questions that are temporally specific and syntactically straightforward enable most 3-year-olds to attribute false beliefs to others. These results suggest that 3-year-olds' access to information about others' mental states is bounded by the linguistic demands placed upon them, but long before their fourth birthday children have some understanding of others' mind.  相似文献   

EBSCO's Communication & Mass Media Complete: An Appreciable Improvement Over Previous Communication Studies Indexing?     

David C. Tyler  Signe Boudreau  Katharine C. Potter  Misty Redinbaugh 《Behavioral & Social Sciences Librarian》2013,32(4):57-87

ABSTRACT

In a prior edition of this study, we examined whether the established online communication studies indexes—Communication Abstracts, ComIndex, and ComAbstracts—provided a good avenue of access to the journal literature that researchers in the field cite and whether, where the current journal literature was concerned, that avenue of access might be equal or superior to that provided by large, multisubject online indexes. In this iteration of the study, we similarly address EBSCO's new product for communication studies, Communication & Mass Media Complete.  相似文献   

S. Marginson, C. Nyland, E. Sawir, and H. Forbes-Mewett: International student security     

Russel Potter  Jenny J. Lee 《Higher Education》2012,64(1):135-137

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Activities and Attitudes of Retired University Staff     

Barbara Tizard  Charlie Owen 《牛津教育评论》2013,39(2):253-270

A national sample of 1662 academic and academic related university staff, who had retired 3-5 years earlier, completed a postal survey about their current employment, research, other academic activities, and the academic resources available to them, and about their attitudes to retirement, and the extent of their leisure, voluntary, and other caring activities. Over two-thirds of academics and four-fifths of academic related staff had retired early. Younger staff were more often currently employed, but the employment rate amongst academics aged 66-73 was very much greater than in the general population. The extent of research and other academic activities was related to university rank rather than age, with professors and readers more committed, and less involved in leisure activities. The most frequent reasons for early retirement were dissatisfaction with changes in the universities and financial inducements. The majority said they were more contented because of retiring, and most would not have wanted to retire later than they did, but concerns were expressed about the failure of universities to give adequate status and resources to retired academics. There was some evidence that women were discriminated against in retirement.  相似文献   

Index for Fall 1977—Summer 1979 Volumes 8 and 9     

Ginger Potter 《The Journal of environmental education》2013,44(1):22-33

In 1990, Congress passed the National Environmental Education Act, thereby charging the United States Environmental Protection Agency with providing national leadership to increase environmental literacy. Since the first appropriation in 1992, almost $100M has been spent to increase the public's awareness of environmental issues; nevertheless, the author believes that the Act is outdated and was not written to provide for systemic change. With the recently increased attention to global warming and climate change, many in the environmental education field believe that environmental education is a critical tool for engaging the public and that opportunities exist to increase resources. The author suggests that now may be the time to consider new environmental education legislation that is more systemic in nature and that provides substantive increases in funding for national-level grants, educator training, and research initiatives. The author also suggests broadening the scope of strategic-level conversations to include sectors beyond the education community.  相似文献   

Creating Extraordinary Learning Environments     

Charlie H. Walter 《Curator: The Museum Journal》2002,45(4):277-288

There is more to developing effective exhibitions than following a particular process model. The Fort Worth Museum of Science and History utilizes a strategy that includes a clearly articulated framework of core purpose and values, development teams that think systemically and focus on maintaining positive relationships, along with the help of outside experts, professional literature, and visitor feedback to continually infuse the team's thinking. This strategy has led to exhibits that more clearly reflect the institution, and at the same time are deemed extraordinary learning environments by two important stakeholders: the advisors whose content and technical expertise supported the project, and by visitors.  相似文献   

After the goldrush — the golden age of reference linking     

Charlie Rapple 《Learned Publishing》2004,17(4):299-304

Reference linking is emerging as a key differentiator in the evaluation of online content. However, many publishers find themselves unfamiliar with the buzzwords, unsure of the technologies and overwhelmed by the concepts involved. This article provides a simple overview of the evolution of linking technology, reviews the current situation and suggests some requirements for continued development. The practical benefits to various groups within the information community, along with their potential responsiblities, are addressed.  相似文献   

Miscue analysis: a cautionary note     

Frank Potter 《Journal of Research in Reading》1980,3(2):116-128

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Korean preschoolers' advanced inhibitory control and its relation to other executive skills and mental state understanding   总被引：3，自引：1，他引：3  

Oh S  Lewis C 《Child development》2008,79(1):80-99

This study assessed executive function and mental state understanding in Korean preschoolers. In Experiment 1, forty 3.5- and 4-year-old Koreans showed ceiling performance on inhibition and switching measures, although their performance on working memory and false belief was comparable to that of Western children. Experiment 2 revealed a similar advantage in a sample of seventy-six 3- and 4-year-old Koreans compared with sixty-four age-matched British children. Korean children younger than 3.5 years of age showed ceiling effects on some inhibition measures despite more stringent protocols and the link between executive function and mental state understanding was not as strong as in the British sample. The results raise key questions about the nature and development of the executive system and its relation to social understanding.  相似文献   

Carnival visions: digital creativity in teacher education     

John Potter 《Learning, Media and Technology》2006,31(1):51-66

This paper is a theoretical and analytical account of a digital video‐editing project with student teachers. The work was part of a wider study known as ‘Creative Teachers for Creative Learners’, and investigated how creativity could be integrated within existing structures and courses of initial teacher education. The paper draws on notions of multimodality to explain how resources such as gesture, image, speech, narrative and music were used by student teachers to create meaning within video productions. Participants noted that the digital video project allowed them to think about how to use these resources in formal schooling contexts and how this could contribute to further work on introducing creativity and agency into their teaching practices.  相似文献