Prosodic correlates of stress in babbling: an acoustical study     

Davis BL  MacNeilage PF  Matyear CL  Powell JK 《Child development》2000,71(5):1258-1270

Prelinguistic babbling often seems remarkably speech-like, not because it has recognizable words but because it seems to have adult-like prosody. To quantify this impression, we compared disyllabic sequences from five infants and five adults in terms of the use of frequency, intensity, and duration to mark stress. Significantly larger values for the three acoustic variables were observed on stressed than on unstressed syllables independent of syllable position for both groups. Adults showed the correlates of utterance final syllables--lower f0, lower intensity, and longer duration; infants showed only decrease in intensity. Ratios for stressed to unstressed syllables and participation of the three variables in stress production in individual disyllables were highly similar in both groups. No bias toward the English lexical trochaic stress pattern was observed. We conclude that infants in English environments produce adult-like stress patterns before they produce lexical items, which specify stress. Acoustic and perceptual analyses are used to explore stress marking by prelinguistic infants in an English language environment. Results show that infants employ the three acoustic correlates of stress in individual syllables in a manner largely similar to that of adult speakers, although they do not show second-syllable declination effects or an English language trochaic stress bias.  相似文献   

The role of domain knowledge in creative generation     

Thomas B. Ward   《Learning and individual differences》2008,18(4):363

Previous studies have shown that a predominant tendency in creative generation tasks is to base new ideas on well-known, specific instances of previous ideas (e.g., basing ideas for imaginary aliens on dogs, cats or bears). However, a substantial minority of individuals has been shown to adopt more abstract approaches to the task and to develop more original products as a result. Because domain knowledge is sometimes thought to be associated with more abstract representations, it is possible that these individual differences are linked to how much people have learned about the domain in question. The present study explored the relationship between domain knowledge, the tendency to rely on specific domain instances and both the originality and practicality of outcomes in a task in which participants designed novel sports. In addition to designing novel sports, participants rated their own knowledge about and participation in sports, and they took a short test of sport knowledge. As in previous studies, there were individual differences in approaches to the task, and participants who relied on specific known sports (e.g., basketball) produced less original designs. Neither the measures of sport knowledge nor the measure of sport participation related to the tendency to rely on specific instances in developing the novel sports or to the originality of those creations. However, there were links between tested knowledge and the rated practicality of the designs.  相似文献   

The Interaction of Early Maternal Responsiveness and Children's Cognitive Abilities on Later Decoding and Reading Comprehension Skills     

Heather B. Taylor  Jason L. Anthony  Rachel Aghara  Karen E. Smith  Susan H. Landry 《Early education and development》2008,19(1):188-207

This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal clusters that varied in consistency and level of maternal responsiveness. Although not predictive of decoding skills, the interaction between children's 4-year cognitive ability and maternal responsiveness cluster predicted children's reading comprehension skills at 8 years of age, regardless of risk. Although consistently high levels of maternal responsive parenting across early childhood related to literacy outcomes for all children in the study, responsive parenting had a stronger relation to later reading comprehension skills for children with lower cognitive abilities, particularly when mothers demonstrated high responsiveness in children's infancy.  相似文献   

Principal Leadership for Technology-enhanced Learning in Science     

Libby F. Gerard  Jane B. Bowyer  Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities in technology and science reform.  相似文献   

Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model   总被引：1，自引：1，他引：0  

Elizabeth M. Elliott  Charleen B. Olliff 《Early Childhood Education Journal》2008,35(6):551-556

Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest that mindfully adapting activities to children’s needs advances children’s emergent literacy development.  相似文献   

Selecting Books for Children Birth Through Four: A Developmental Approach   总被引：1，自引：1，他引：0  

Julie Dwyer  Susan B. Neuman 《Early Childhood Education Journal》2008,35(6):489-494

The selection of books to read to young children matters enormously in the role books play for enriching children’s lives. This paper reviews the scientific evidence for the appropriate selection of books, and argues that care in selecting books targeted to children’s developing skills will enhance the power and the pleasures of reading to young children.  相似文献   

Insights into the Integration of Traditional Filipino Arts in Art and Design Education: Voices from the Academe     

Cynthia B. Loza  Allan B. De Guzman  Regalado T. Jose 《The International Journal of Art & Design Education》2008,27(2):124-132

This article presents the first segment of a qualitative study that explores the feasibility of integrating traditional arts in Philippine art and design education. The views of educators on traditional arts were sought to provide an impetus for the study and a springboard for discussion regarding the relevance of traditional Filipino arts in a predominantly Westernised educational system. The educators’ views and opinions on the central question, ‘Why and how should the study of traditional Filipino arts be integrated in the art and design programme?’ will be used to guide a trial integration of the learning of traditional arts in tertiary art and design classes. They will form part of the multiple perspectives that will be gathered from various sectors throughout the course of research. This phenomenological study, on the whole, seeks to uncover the potentials of traditional arts as a rich resource for learning, particularly for students of art and design.  相似文献   

Malawi's special needs education (SNE): perspectives and comparisons of practice and progress     

Ambumulire Nellie Itimu  Patricia B. Kopetz 《Journal of Research in Special Educational Needs》2008,8(3):153-160

The sub‐Saharan country of Malawi is steeped in a robust educational reform movement to ensure ‘Education for All’. Based upon country immersion experience and a review of the literature, this report highlights Malawi's nationwide support for its special needs education (SNE) campaign. First discussed is a brief overview of Malawi, its people and its educational philosophy regarding SNE. Comparisons of sub‐Saharan countries’ educational provisions for students with special learning needs follow, as do explanations of the country's classroom practices and its national SNE Policy (revised in 2007). Described along with ‘best practices’ and the country's history of SNE teacher preparation initiatives is the structure of Malawi's SNE implementation, its design in the classroom, teacher preparation particulars and SNE programme milestones. Partners (organisations), integral to the success of Malawi's SNE efforts, are emphasised; and related policies and provisions are presented, along with closing discussion of assessment, diagnosis, programming, and future implications and conclusions.  相似文献   

Filipino parents’ school choice and loyalty: a factor analysis   总被引：1，自引：1，他引：0  

Allan B. de Guzman  Belinda V. de Castro  Kieshia Albert B. Aquino  Melinda Anne R. Buenaventura  Anna Celina C. Duque  Mark Lawrence D. R. Enriquez 《Educational Research for Policy and Practice》2008,7(2):109-122

This quantitative study aims to ascertain the significant relationship existing between parents’ profile, and their school choice and school loyalty. Data were gathered using the researcher’s two-part made instrument. Respondents were first asked to fill in a robotfoto for purpose of profiling their baseline characteristics and were later asked to rate listed indicators, using a modified 8-point Likert scale. Using statistical tools such as the ANOVA, factor analysis, correlation, mean, and standard deviation, data were treated indepth. It is interesting to note that although parents are loyal to their alma mater, this does not have a much impact on their choice of school for their children. On the whole, parents’ choice of school is based on its indispensable qualities. Among the three interval-scale profiles of the parent respondents such as age, income, tuition fee payment and number of children, none of these relate to school choice, but age, income, and tuition fee payment negatively relate to school loyalty. From their nominal-scale profiles, significant differences were noted in their school choice when grouped according to civil status, place of work, and terms of payment. With respect to school loyalty, significant differences occurred in their responses when classified according to gender, terms of payment and their active participation in the Parent-Teacher Association (PTA).  相似文献   

From teaching from the heart to teaching with a heart: Segmenting filipino college students’ views of their teachers’ caring behavior and their orientations as cared-for individuals     

Allan B. de Guzman  Ramon Kristoffer C. Torres  Millard M. Uy  Joseph Bryan F. Tancioco  Elmore Y. Siy  Jomar R. Hernandez 《Asia Pacific Education Review》2008,9(4):487-502

Caring, as a universal human phenomenon, should permeate elementary, secondary and tertiary level instruction. The practice of teaching, especially at the tertiary level, is not only substantial and procedural but relational as well. To teach with a heart is the essence that makes teaching a form of caring. When teaching is viewed as a form of caring, teachers become relational geniuses in their own right. This study is an attempt to segment Filipino college students’ views (n=1000) of their teachers’ caring behavior and their orientations as cared-for individuals. The identified clusters of teacher roles that indicate caring behavior imply that acts of teaching become acts of caring depending on how the teachers, theefficient cause of education, perform their ordinary tasks in the context ofextraordinariness. Such extraordinariness spells out a big difference in the way teachers practice the so-calledsingle loop caring or caring visibility anddouble- loop caring or caring presence. The former refers to teaching from the heart while the latter pertains to teaching with a heart. Interestingly, the extent to which teachers’ caring behavior is felt and experienced by the students positively shapes their orientations as cared-for individuals.  相似文献