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Visual information influences speech perception in both infants and adults. It is still unknown whether lexical representations are multisensory. To address this question, we exposed 18‐month‐old infants (n = 32) and adults (n = 32) to new word–object pairings: Participants either heard the acoustic form of the words or saw the talking face in silence. They were then tested on recognition in the same or the other modality. Both 18‐month‐old infants and adults learned the lexical mappings when the words were presented auditorily and recognized the mapping at test when the word was presented in either modality, but only adults learned new words in a visual‐only presentation. These results suggest developmental changes in the sensory format of lexical representations. 相似文献
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Nada Chatila Afra Iman Osta Wassim Zoubeir 《International Journal of Science and Mathematics Education》2009,7(1):103-132
This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold
about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for
the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly subjective tests were administered
throughout the implementation phase of the inquiry-based module to assess the evolution of participants’ conceptions. The
instrument DIRECT (Version 1.0) focusing on conceptual understanding was used as a post-instructional test to measure acquisition
of understanding. The findings revealed that most of the alternative conceptions reported in literature were found amongst
the participants. Results of the post-testing showed that the implemented inquiry-based approach was successful in enhancing
participants’ conceptual understanding of the targeted DC circuit concepts. 相似文献
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This article explores the development of a professional learning community through a case study of three teachers – an ESOL specialist, a literacy specialist, and a fifth-grade teacher – who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their specialized disciplinary knowledge of students and expanding the application of reading strategies during language arts. Concurrently, opportunities for revising curriculum and instruction remained unrealized, as teachers struggled to negotiate roles and responsibilities within the top-down administratively initiated collaboration that required redefining their professional community. Implications and recommendations are discussed. 相似文献
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