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A Generative-Predicational Model is proposed and applied to the generation of meanings of simple mathematical word-problems. The model suggests that a fundamental property of cognition is a generative process that takes arguments and that produces results, such as events, answers and inferences. This fundamental property, called predication, generates a task-environment i.e., a problem and its corresponding problem-space i.e., its solution. More precisely, a task-environment is a predication consisting of a written mathematical problem and a writer's life experience. A problem-space is a predication consisting of a leamer's problem solving schema and of the meaning that the learmer generates for the text.The case with which relations can be established between a task-environment and a problem-space depends on the problem's coherence and complexity and the leamer's experiences and thought processes. Faceted definitions of task-environment and problem-space are used to analyze talk-aloud protocols of fifty Israeli sixth-graders tested with thirty word-problems. The empirical results support the proposed model. 相似文献
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Perception of suprasegmental features of speech by children with cochlear implants and children with hearing AIDS 总被引：1，自引：0，他引：1
This study assessed perception of suprasegmental features of speech by 30 prelingual children with sensorineural hearing loss. Ten children had cochlear implants (CIs), and 20 children wore hearing aids (HA): 10 with severe hearing loss and 10 with profound hearing loss. Perception of intonation, syllable stress, word emphasis, and word pattern was assessed. Results revealed that the two HA groups significantly outperformed the CI group in perceiving both intonation and stress. Within each group, word pattern was perceived best, and then intonation and emphasis, with syllable stress perceived poorest. No significant correlation emerged between age at implantation and perception of the various suprasegmental features, possibly due to participants' relatively late age at implantation. Results indicated that CI use did not show an advantage over HA use in the perception of suprasegmental features of speech. Future research should continue to explore variables that might improve this perception. 相似文献
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The Relations Between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study From Kindergarten to Fifth Grade 
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下载免费PDF全文 This study investigated the relations of early working‐memory abilities (phonological and visual‐spatial short‐term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew‐speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual‐spatial memory predicted comprehension in Grades 2 (STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long‐lasting role of early visual‐spatial memory in predicting variance in reading. Whether this role of the visual‐spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation. 相似文献
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Maya Kalman-Halevi Rony Tutian Yehuda Peled 《Learning disabilities research & practice》2023,38(3):239-247
This study examined the emotional costs and well-being of postsecondary students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) who faced a sudden shift to emergency remote teaching (ERT) during the COVID-19 pandemic. The study was conducted with 237 postsecondary students in Israel from June to July 2020. With regard to online learning, the LD/ADHD subjects reported significantly higher levels of stress, anxiety, and depression and lower well-being than their neurotypical counterparts. However, no significant differences were found in emotional costs and well-being when the same students had experienced online learning prior to the pandemic. These findings have practical implications for policymakers in academia with regard to the emotional toll of online learning among students with LD/ADHD and their specific needs when facing ERT during the COVID-19 pandemic as well as the contribution of previous online learning when facing ERT. 相似文献
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Einat Heyd-Metzuyanim Michal Tabach Talli Nachlieli 《Journal of Mathematics Teacher Education》2016,19(6):547-574
The mathematics education field, including prospective teacher education program, has seen a continuous effort to change teaching practices to be more cognitively demanding, conceptually oriented and student centred. Our goal in this study was to examine how certain underlying assumptions about mathematical learning, as reflected in a skilled instructor’s discourse, align with opportunities to learn. The data included a set of fully transcribed 11 lessons from an introductory algebra course. The method of analysis was built upon the communicational (commognitive) framework and included discerning between the instructor’s mathematizing and identifying talk. This framework was extended to quantify the instructor’s identifying talk over the whole set of lessons. Our findings showed that at the surface level, the instruction in the class seemed to align with “explorative” goals. On a deeper level, however, it was more aligned with “ritual” goals that are concerned with producing narratives about people, not about mathematics. 相似文献
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The process of transition from a novice's state to that of an expert, in the constrained domain of decimals, is described in terms of explicit, intermediate, and transitional rules which are consistent, yet erroneous. These rules can be traced to former rules already established in earlier knowledge domains. Empirical data from children at grades 6, 7, 8 and 9 will demonstrate the evolution of an expert's knowledge through an elaborated learning path. 相似文献
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The study focused on social competence (SC) and perceived sense of loneliness of preschool children with hearing loss (HL) in group inclusion (GI, a small group of children with HL is integrated in a standard classroom) and individual inclusion (II, each child with HL is individually integrated into a standard classroom). The relations between these factors and the child's speech intelligibility were performed. Sixty-four children aged 4-7 years participated: 22 from an II and 42 from a GI. SC, perceived sense of loneliness, and speech intelligibility were evaluated through the use of questionnaires completed by the preschool teachers. The results showed that the SC of children in II was higher than the SC of the children in GI, while interacting with normal hearing (NH) children. In GI, the children's SC with other children with HL was higher compared with their SC with NH children. In both groups, there were relationships between speech intelligibility and SC with NH children. In addition, in the II setting, there were relationships between the speech intelligibility and the perceived sense of loneliness. These relationships were not found in the GI setting. The findings support the need for coenrollment of preschool children with HL and emphasize the crucial impact of speech intelligibility of children with HL on the success of their social enrollment with NH children, already at a young age. 相似文献
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Einat Heyd-Metzuyanim 《Educational Studies in Mathematics》2013,83(3):341-368
Leaning on a communicational framework for studying social, affective, and cognitive aspects of learning, the present study offers a new look at the construction of an identity of failure in mathematics as it occurs through teaching–learning interactions. Using the case of Dana, an extremely low-achieving student in 7th grade mathematics, I attempt to unearth the mechanisms of interaction between Dana and myself, her teacher, that instead of advancing Dana, perpetuated her failure. Through examining the interactional routines followed by Dana and me, I show how Dana’s deviations from normative routines resulted in my identification of Dana as “clueless” in mathematics. This identification, shared both by Dana and by me, was accompanied by adherence to ritual rule following that did not enable Dana’s advancement in mathematical discourse. This case points to the need to re-examine permanent difficulties in mathematics in light of the reciprocal nature of such difficulties’ (re)construction in teaching-and-learning interactions. 相似文献
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