Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance     

Sophie von Stumm  Kaili Rimfeld  Philip S. Dale  Robert Plomin 《Child development》2020,91(3):705-714

We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with verbal than nonverbal ability (.39 vs. .26). Verbal ability mediated about half of the association between SES and school performance at age 7, while nonverbal ability accounted for a third of the link. Only SES, but not verbal or nonverbal ability, was associated with changes in school performance from age 7 to 16. We found that SES-related differences in school performance are only partly transmitted through children's preschool verbal abilities.  相似文献   

Students’ experiences of academic success with dyslexia: A call for alternative intervention          下载免费PDF全文

Sophie Pitt  Anita Soni 《Support for Learning》2017,32(4):387-405

This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills.  相似文献   

大师与大师     

farfar  Sophie luo 《收藏》2015,(2):52-53

作为中法建交50周年系列活动之一及第十六届中国上海国际艺术节参展项目的"大师与大师——徐悲鸿与法国学院大家作品联展"在上海的中华艺术宫展出。"Masters and Masters——Exhibition of Artworks of Xu Beihong and French Masters"was held at China Art Museum in Shanghai as a part of the celebration of the 50th anniversary  相似文献   

Teaching in an "III-Structured" Situation: The Case of Socrates     

Sophie Haroutunian-Gordon 《Educational theory》1988,38(2):225-237

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The social geography of childcare: making up a middle‐class child     

Carol Vincent  Sophie Kemp 《British Journal of Sociology of Education》2004,25(2):229-244

Childcare is a condensate of disparate social forces and social processes. It is gendered and classed. It is subject to an excess of policy and political discourse. It is increasingly a focus for commercial exploitation. This is a paper reporting on work in progress in an ESRC funded research project (R000239232) on the choice and provision of pre‐school childcare by middle‐class (service class) families in two contrasting London locations. Drawing on recent work in class analysis the paper examines the relationships between childcare choice, middle‐class fractions and locality. It suggests that on the evidence of the findings to date, there is some evidence of systematic differences between fractions in terms of values, perspectives and preferences for childcare, but a more powerful case for intra‐class similarities, particularly when it comes to putting preferences into practice in the ‘making up of a middle‐class child’ through care and education.  相似文献   

Young black males: resilience and the use of capital to transform school ‘failure’     

Cecile Wright  Uvanney Maylor  Sophie Becker 《Critical Studies in Education》2016,57(1):21-34

This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility.  相似文献   

The Privileged Status of Knowing Mechanistic Information: An Early Epistemic Bias     

Kristi L. Lockhart  Aaron Chuey  Sophie Kerr  Frank C. Keil 《Child development》2019,90(5):1772-1788

Four studies with 180 5–7 year olds, 165 8–11 year olds and 199 adults show that young children appreciate the distinctive role played by mechanistic explanations in tracking causal patterns. Young children attributed greater knowledge to individuals offering mechanistic reasons for a claim than others who provide equally detailed nonmechanistic reasons. In Study 1, 5–7 year olds attributed greater knowledge to those offering mechanistic reasons. In Studies 2 and 3, all ages (5–7 and adults for Study 2; 5–7, 8–11 and adults for Study 3) assigned greater knowledge to those offering mechanistic reasons about causally central features than those offering nonmechanistic reasons. In Study 4, all ages (5–7, 8–11, adults) modulated the epistemic bias as a function of embedding goals.  相似文献   

The effect of orthographic depth on letter string processing: the case of visual attention span and rapid automatized naming     

Alexia Antzaka  Clara Martin  Sendy Caffarra  Sophie Schlöffel  Manuel Carreiras  Marie Lallier 《Reading and writing》2018,31(3):583-605

The present study investigated whether orthographic depth can increase the bias towards multi-letter processing in two reading-related skills: visual attention span (VAS) and rapid automatized naming (RAN). VAS (i.e., the number of visual elements that can be processed at once in a multi-element array) was tested with a visual 1-back task and RAN was measured in a serial letter naming task that introduced a novel manipulation (some letter sequences formed frequent words). Spanish-Basque and French-Basque bilingual children were tested at early (30 children in 1st and 2nd grade), and more advanced (24 children in 3rd, 4th and 5th grade) stages of reading acquisition to investigate whether they would be differently biased towards multi-letter processing due to reading in two shallow (Spanish, Basque), or a deep and a shallow (French, Basque) orthography. The French-Basque bilinguals, who read in a deep orthography, were expected to rely on larger orthographic units in reading and thus to be more biased towards multi-letter processing in both tasks. This was expected to be reflected by: (a) a uniform distribution of attention across letter strings in the VAS task, and (b) a greater interference of the embedded words on letter-by-letter naming in RAN, leading to longer naming times. The expected group differences were observed in the more advanced readers, with French-Basque bilinguals showing a wider distribution of VAS across letter strings and longer naming times in RAN.  相似文献   

The middle years slump: addressing student-reported barriers to academic progress     

Colin Jevons  Sophie Lindsay 《高等教育研究与发展》2018,37(6):1156-1170

First-year university student attrition has been widely explored. However, there is a gap in our understanding when it comes to later years. Why do students who successfully navigate the hurdles of transition into university become at risk of exclusion in the middle years of study because of poor academic progress? This qualitative project develops a student-centred understanding of the problem of attrition through academic failure. It investigates the reasons given by students wishing to avoid involuntary exclusion from their course. Specifically, we address why middle-year students say they fail when they wish to succeed by examining self-reports. We find six main self-reported themes in three categories. The problems faced by mid-degree undergraduates are broader and more complex than those encountered in the first year. Our findings contrast with previous work on first-year attrition, which found that negative expectations of their own ability to succeed were a major factor in students’ decisions to drop out, although our study is constructed differently in that we analyse people wishing to continue their studies. The results expand our understanding of student involuntary attrition in the middle years. The overarching major issues in the themes we identified were financial, family/personal issues and health problems. In particular, mental health issues were remarkably apparent. This has significant implications for future student support. We find that there are commonly multiple reasons underlying each student’s at-risk status and provide suggestions for managers of programs that help students succeed.  相似文献   

Children's recall of medical experiences: the impact of stress     

Brown DA  Salmon K  Pipe ME  Rutter M  Craw S  Taylor B 《Child abuse & neglect》1999,23(3):209-216

OBJECTIVE: The study compared children's reports of two medical events, to assess the effects of the type of event on children's recall. Additionally, the study examined the effect of props on children's event reports. METHOD: Twenty children between the ages of 37 and 67 months were interviewed following either a voiding cysto-urethrogram (VCUG) or a pediatric assessment (PA) at a hospital. Interviews were conducted between 6 and 8 days after the event and included a doll and prop items. RESULTS: Ratings of stress were significantly higher for children who underwent the VCUG than those who underwent the PA. Children who experienced the VCUG procedure reported more correct information than the children who experienced the PA. Age was correlated with the total amount of correct information reported. Stress levels were correlated with both errors and accuracy of information. CONCLUSIONS: Children who experienced a stressful medical procedure remembered more than children who experienced a neutral medical event, although this increase in amount recalled was at the expense of accuracy. These findings suggest that stress impacts negatively on recall: however, the unique and structured nature of the VCUG procedure compared to the PA, and the familiarity of the PA prop items to the children who experienced the VCUG procedure, may also have contributed to differences in recall of the two events.  相似文献