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Arlette Zenatti 《Cultura y Educación》2013,25(9):57-70
La educación musical es una de las asignaturas más gravemente pendientes de nuestro sistema educativo y, habría que decirlo, de nuestro sistema social. Esa laguna afecta igualmente a la investigación psicopedagógica, tanto la referida a los mecanismos “naturales” de transmisión cultural como a los “artificiales” de la instrucción dirigida a la adquisición de determinadas habilidades musicales. Este artículo brinda una panorámica de las diversas aproximaciones que se han hecho desde la psicología occidental al desarrollo musical del niño, panorámica que sin duda será de utilidad para comprender las diversas prácticas pedagógicas que se derivan de una u otra escuela. 相似文献
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Intermanual transfer of shapes in preterm human infants from 33 to 34 + 6 weeks postconceptional age
Lejeune F Marcus L Berne-Audeoud F Streri A Debillon T Gentaz E 《Child development》2012,83(3):794-800
This study investigated the ability of preterm infants to learn an object shape with one hand and discriminate a new shape in the opposite hand (without visual control). Twenty-four preterm infants between 33 and 34 + 6 gestational weeks received a tactile habituation task with either their right or left hand followed by a tactile discrimination task in the opposite hand. The results confirmed that habituation occurred for both shapes and both hands. Infants subsequently held the novel shape longer in the opposite hand. The results reveal that preterm infants are capable of intermanual transfer of shape information. In spite of the immaturity of the corpus callosum in preterm infants, its development seems to be sufficient to allow some transfer of information between both hands. 相似文献
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Arpana G. Inman Arlette Ngoubene-Atioky Nicholas Ladany Toshi Mack 《International journal for the advancement of counseling》2009,31(2):80-99
This study sought to examine the views of school counselors in international school settings; international schools being
those that enroll students from varying nationalities (both English speaking and non-English speaking countries) and follow
an American/International college preparatory education curriculum. Results were pursued in regard to three important areas:
(1) mental health needs of students (e.g., coping with cultural transitions, aggression, self-esteem), (2) their own professional
development needs (e.g., multicultural development, networking), and (3) their interactions with teachers, administrators,
and parents (e.g., lack of knowledge of the counselor’s role, lack of trust in the counselor, lack of teamwork). Implications
for supporting international school counselors are provided.
An earlier version of this article was presented at the International Counseling Psychology Conference, Chicago, Illinois
(2008). 相似文献
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Sandra Fernandes Luís Querido Arlette Verhaeghe Catarina Marques Luísa Araújo 《Reading and writing》2017,30(9):1987-2007
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues—besides the pivotal role of decoding—from the beginning of learning to read, which must be taken into account in the SVR. 相似文献
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Marcel Crahay Arlette Delhaxhe 《European Journal of Psychology of Education - EJPE》1989,4(3):349-375
According to Flavell (1989), psychologists have now to analyze filiations between children’s ideas in more detailed way that the Piagetian one. The rule assessment approach of Siegler (1976, 1978) corresponds to this way, especially the works done about children comprehension of the balance. However, as Larivée et al. (1987) noticed it, the Siegler’s model does not integrate the problem solving strategies of very young children. This research tries to complete the Siegler’s studies. A simple balance with two scales was presented to children between 4 and 6. They were invited either to predict the effect of various manipulations or to explicit the manipulations which can produce some specific effects. The items were inspired by old Piagetian works. Fortyfive children received the first version of the test which was then ajusted (two items were added). The final version was presented to 80 children. 相似文献
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Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth
Querido Luís Fernandes Sandra Verhaeghe Arlette Marques Catarina 《Reading and writing》2020,33(10):2459-2479
It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow neglected. In this study, we examined how they are related at an early stage of literacy development in European Portuguese, an orthography of intermediate depth. Children followed from Grade 2–3 performed two of the most common tasks of orthographic knowledge—the Orthographic Choice Task and the Orthographic Awareness Task. Crossed-lagged structural equation modeling showed significant mutual contributions between the two components of orthographic knowledge, providing thus preliminary evidence of bidirectional relations over time. Results are discussed in the context of theories of reading development taking into account the influence of orthography consistency.
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Two longitudinal studies following the design used by Lundberg et al's (1988) aimed at examining the effects of different metaphonological training programs on phonemic analysis ability acquisition among kindergartners (mean age: 5 years 5 months in both studies). In Study 1, two training programs involving either rhymes, syllables and phonemes, or rhymes and syllables only, were administered to different groups. Progress in phonemic analysis ability was exclusively observed in the group whose training included phonemes. An untrained control group displayed no progress in metaphonological ability. In Study 2, two training programs involving either phonemes or syllables were administered to different groups. A third group was trained on non-linguistic visual analysis. Specific effects of training on phonemic analysis ability were disclosed again. While a phoneme-to-supraphoneme generalization was found among the group trained with phonemes, the reverse did not happen among the group trained with syllables. These results support the idea that processes involved in syllabic analysis of speech or in rhyme manipulation cannot be applied to its phonemic structure. In addition, training with non-linguistic visual analysis did not entail any progress in metaphonological ability, thus providing evidence that phonological awareness cannot be promoted by analysis abilities acquired in another domain. 相似文献
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