The nature and relative importance of students' perceptions of the sources of test anxiety     

Silvia Bonaccio  Charlie L. Reeve 《Learning and individual differences》2010,20(6):617-625

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Reading minds: the relation between children's mental state knowledge and their metaknowledge about reading   总被引：1，自引：0，他引：1  

Lecce S  Zocchi S  Pagnin A  Palladino P  Taumoepeau M 《Child development》2010,81(6):1876-1893

The relation between children's mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross-lagged design and by investigating older children (N = 71, mean ages = 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading, and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children's knowledge about the mind.  相似文献   

Flipping the Script from Talking to Teens about “Celebrating Diversity” to Promoting Equity Through Embracing Vulnerability and Enacting Courage     

Silvia Bettez 《Multicultural Perspectives》2017,19(2):90-97

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What do employers pay for employees’ complex problem solving skills?     

Peer Ederer  Alexander Patt  Silvia Castellazzi 《International Journal of Lifelong Education》2015,34(4):430-447

We estimate the market value that employers assign to the complex problem solving (CPS) skills of their employees, using individual-level Mincer-style wage regressions. For the purpose of the study, we collected new and unique data using psychometric measures of CPS and an extensive background questionnaire on employees’ personal and work history. The data were collected in 16 firms (23 establishments) in Germany, Spain, South Africa, Denmark, Slovakia, Switzerland, and France in the period 2012–2014. We find significant economic returns to CPS in our sample. One standard deviation higher CPS is associated with 10–20% higher hourly wages. The returns to CPS are sizeable even after controlling for fluid intelligence, suggesting that CPS probably captures skills important for modern production that are beyond what general intelligence tests can measure.  相似文献   

Technical investigation of an eighteenth-century Chinese Imperial carved lacquer screen     

Václav Pitthard  Sabine Stanek  Martina Griesser  Christiane Jordan  Silvia Miklin-Kniefacz 《文物保护研究》2014,59(5):S124-S126

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Mobilizing learning resources in a transnational classroom: translocal and digital resources in a community technology center     

Silvia Noguerón-Liu 《Learning, Media and Technology》2014,39(4):429-448

Drawing from transnational and activity theory frameworks, this study analyzes the ways translocal flows shape learning in a community technology center serving adult immigrants in the US Southwest. It also explores students' constructions of the transnational nature of the courses they took, where they had access to both online and face-to-face instruction. Findings describe the ways transnational flows shaped relationships between elements in the classroom activity system – in particular, the framing of the online platform as a mediating tool and object of instruction, the roles in the division of labor for local tutors, and the students' construction of remote and local support. Pedagogical implications for adult immigrant education supported by translocal online resources are discussed.  相似文献   

Linguistic kernels for answer re-ranking in question answering systems     

Alessandro Moschitti  Silvia Quarteroni 《Information processing & management》2011

Answer selection is the most complex phase of a question answering (QA) system. To solve this task, typical approaches use unsupervised methods such as computing the similarity between query and answer, optionally exploiting advanced syntactic, semantic or logic representations.  相似文献   

Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport   总被引：1，自引：0，他引：1  

Bortoli L  Bertollo M  Comani S  Robazza C 《Journal of sports sciences》2011,29(2):171-180

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Unsettling the ‘Challenge’: ELT Policy Ideology and the New Breach Amongst State-funded Schools in Colombia     

Norbella Miranda  Silvia Valencia Giraldo 《Changing English: An International Journal of English Teaching》2019,26(3):282-294

ABSTRACT

This article examines the ideologies present in Colombian official policy for English language teaching (ELT) and traces the links between governmental planning for state-funded schools and school pedagogical practices. Building on analysis of interviews with policy agents, policymakers’ pronouncements, documents and classroom observations, the article contends that instead of working towards educational equity, official policy actions are creating a new breach amongst state-funded schools, that is, between schools that are ‘focalised’ and others that are not. The national high-stakes exam for school leavers and the strategy of presenting policy goals and outcomes as a constant challenge perpetuate the knowledge-based economy ideology in the policy documents and pose a limit to teachers’ and schools’ decisions. The paper concludes with a call for a clear analysis of the material contexts of the ELT policy by policy actors at the macro-level and teacher agency that leads to student language learning despite policy constraints.  相似文献   

Children's Understanding of Agriculture as an economic activity: the role of figurative information     

Anna Maria Ajello  Anna Silvia Bombi  Clotilde Pontecorvo  Cristina Zucchermaglio 《European Journal of Psychology of Education - EJPE》1986,1(3):67-80

This paper presents the results of a curriculum of basic economic concepts given to 5 fourth-grade classes (Ss=95). The main topic of this curriculum was the production and distribution of agricultural produce, which had already proved to be difficult for the children. The proposed curriculum was largely inspired by the idea that familiarity with «social scenes» related to the economic process in question is necessary (although not sufficient) to allow children to understand such concepts. Children's level of understanding was tested before and after the curriculum by means of a semi-structured interview on 3 main topics: farmers' use of produce; farmers' use of earnings; produce distribution. Answers were scored according to their complexity and correctness; variance analyses performed on the scores showed significant improvements, as well as differences between classes. A qualitative analysis of children's answers was also performed, with the aim of interpreting the nature of change in each topic.  相似文献