Coloured filters improve exclusion of perceptual noise in visually symptomatic dyslexics     

Nadia Northway  Velitchko Manahilov  William Simpson 《Journal of Research in Reading》2010,33(3):223-230

Previous studies of visually symptomatic dyslexics have found that their contrast thresholds for pattern discrimination are the same as non‐dyslexics. However, when noise is added to the stimuli, contrast thresholds rise markedly in dyslexics compared with non‐dyslexics. This result could be due to impaired noise exclusion in dyslexics. Some dyslexics report a reduction in discomfort experienced while reading and show increased reading speed when using coloured lenses. We hypothesised that coloured lenses work by aiding noise exclusion. Thus the coloured lenses should help performance best under conditions of high visual noise. We measured contrast thresholds for discriminating symbols in the absence and presence of visual noise. The results showed that visually symptomatic dyslexics, who otherwise had elevated contrast thresholds for discriminating symbols in visual noise, had thresholds similar to non‐dyslexics when wearing coloured filters. These findings provide evidence that in visually symptomatic dyslexics coloured filters can improve noise exclusion to normal levels.  相似文献   

Dissecting “Peer Presence” and “Decisions” to Deepen Understanding of Peer Influence on Adolescent Risky Choice     

Leah H. Somerville  Nadia Haddara  Stephanie F. Sasse  Alea C. Skwara  Joseph M. Moran  Bernd Figner 《Child development》2019,90(6):2086-2103

This study evaluated the aspects of complex decisions influenced by peers, and components of peer involvement influential to adolescents’ risky decisions. Participants (N = 140) aged 13–25 completed the Columbia Card Task (CCT), a risky choice task, isolating deliberation-reliant and affect-reliant decisions while alone, while a friend monitors choices, and while a friend is merely present. There is no condition in which a nonfriend peer is present. Results demonstrated the risk-increasing peer effect occurred in the youngest participants in the cold CCT and middle-late adolescents in the hot CCT, whereas other ages and contexts showed a risk-decreasing peer effect. Mere presence was not sufficient to influence risky behavior. These boundaries in age, decision, and peer involvement constrain prevailing models of adolescent peer influence.  相似文献   

Development of Gender Typicality and Felt Pressure in European French and North African French Adolescents     

Adam J. Hoffman  Florence Dumas  Florence Loose  Annique Smeding  Beth Kurtz-Costes  Isabelle Régner 《Child development》2019,90(3):e306-e321

Trajectories of gender identity were examined from Grade 6 (M_age = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls. European French girls and boys and North African French girls reported decreasing gender typicality from Grade 6 to Grade 9, whereas North African French boys did not change. Felt pressure decreased among girls, did not change in European French boys, and increased in North African French boys. Ethnic and gender differences in gender identity development are discussed.  相似文献   

Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector     

Nadia Siddiqui 《Educational studies》2017,43(4):391-409

The distribution of children in different school-types and regions in Pakistan suggests that access and opportunities in education are not evenly accessible for many children. Segregation at school level is an important concern for equity and social justice because the adverse effects of segregation increase the pre-existing gap in opportunities between rich and poor, preventing the disadvantaged children from equal access to better life and success opportunities. This paper presents an analysis of segregation by poverty and pupil performance between schools, with a comparison of private and government schools in Pakistan. The data obtained for this study is from the Annual Status of Education Report 2014 survey of households and schools. The analysis includes 27,979 children aged 5–16 years for whom the information could be linked with their schools, and parents’ socio-economic status. Segregation levels have been assessed using the Gorard Segregation Index. The results show that segregation by academic performance is higher than segregation by poverty, and segregation by poverty is higher in the private sector compared to government schools, whereas segregation by performance is greater in the government schools. A regional level analysis shows that segregation in urban areas is higher in both school types compared to rural areas. In addition to insisting on full attendance for children of school age, the government should work towards decreasing segregation in the state sector, perhaps also involving an increase in the number of schools maintained, and therefore reducing the need for cheap private provision.  相似文献   

Can explicit teaching of knowledge improve reading attainment? An evaluation of the Core Knowledge curriculum          下载免费PDF全文

Beng Huat See  Stephen Gorard  Nadia Siddiqui 《British Educational Research Journal》2017,43(2):372-393

  相似文献   

The socially skilled teacher and the development of tacit knowledge   总被引：1，自引：0，他引：1  

Julian G. Elliott  Steven E. Stemler  Robert J. Sternberg  Elena L. Grigorenko  Newman Hoffman 《British Educational Research Journal》2011,37(1):83-103

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.  相似文献   

The teaching profession against the background of educationalisation: an exploratory study     

Edith Helena Hooge  Marlies Elisabeth Honingh  Berber Nadia Langelaan 《欧洲师范教育杂志》2011,34(3):297-315

This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission. It explores teachers’ professional identity and their awareness, task perception and self-efficacy with respect to performing a social mission. The results show that ‘addressing social issues’ can be identified as a dimension of teachers’ professional identity. However, teachers report low self-efficacy as regards carrying out social tasks, irrespective of their task perception and awareness. The phenomenon of educationalisation is occurring in other Western European countries and in the US. The results of this exploratory study raise questions about the feasibility of educationalising social problems.  相似文献   

Engineering education as a complex system     

David K. Gattie  Nadia N. Kellam  John R. Schramski  Joachim Walther 《European Journal of Engineering Education》2011,36(6):521-535

This paper presents a theoretical basis for cultivating engineering education as a complex system that will prepare students to think critically and make decisions with regard to poorly understood, ill-structured issues. Integral to this theoretical basis is a solution space construct developed and presented as a benchmark for evaluating problem-solving orientations that emerge within students’ thinking as they progress through an engineering curriculum. It is proposed that the traditional engineering education model, while analytically rigorous, is characterised by properties that, although necessary, are insufficient for preparing students to address complex issues of the twenty-first century. A Synthesis and Design Studio model for engineering education is proposed, which maintains the necessary rigor of analysis within a uniquely complex yet sufficiently structured learning environment.  相似文献   

“I think I can,but I'm afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency     

Bobby Hoffman 《Learning and individual differences》2010,20(3):276-283

This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for mathematics, before completing an operation span task to measure working memory capacity, rating self-efficacy for mental multiplication, and then solved computer-based multiplication problems at two complexity levels. A simultaneous regression design was used to assess the unique variance associated with each variable. There were two new findings; the differential role of self-efficacy on response time and efficiency, and the potential compensatory relationship between self-efficacy and mathematics anxiety related to efficiency outcomes. Educational implications and suggestions for future research were proposed.  相似文献   

A training programme on managing science class interactions: Its impact on teachers' practises and on their pupils' achievement     

Ludovic Morge  Marie-Christine Toczek  Nadia Chakroun 《Teaching and Teacher Education》2010

This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. The population is composed of 10 teachers and 303 pupils, from which the experimental sample was taken (8 teachers and 172 pupils). The qualitative analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions. A quantitative analysis of the achievement of pupils whose teachers followed the complete programme indicates that pupil outcomes improve. The conditions required for this training to be effective are also explored.  相似文献