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Writing is a task that entails high cognitive and linguistic efforts, especially when producing academic texts. Academic language might be one of the factors influencing the quality of written texts, given that prior research has shown its impact on reading comprehension. The purpose of this study is to examine the contribution of Spanish Core Academic Language Skills (S-CALS) and academic vocabulary to the quality of written argumentation and explanation. For this study, 126 Chilean 8th grade students produced an argumentative text and an explanatory text about the same topic. In addition, their academic vocabulary was assessed with the S-AVoc-T test and their CALS with the S-CALS-I test. Results show that both CALS and academic vocabulary are significantly and positively correlated with both writing tasks. Even though these instruments make different contributions to the predictive models in each discursive genre, a Principal Component Analysis revealed that the model that best explains writing quality are those which combine both language variables, namely Spanish Core Academic Language and Vocabulary Skills (S-CALVS). In argumentation, the S-CALVS model explains 29% of the variance, after controlling by gender. In contrast, in explanation, S-CALVS explains 35% of the variance. It is concluded that it is relevant to develop situated writing in each discursive genre and, upon that basis, to work with both CALS and academic vocabulary, because they have a specific impact on academic texts writing. 相似文献
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José Eugenio Ortega Jaime Iglesias José Miguel Fernández José Antonio Corraliza 《Infancia y Aprendizaje》2013,36(21):83-96
ResumenEl presente informe analiza la expresión emocional de los ciegos congénitos mediante una codificación muscular de los movimientos faciales. Esta expresión, de carácter más involuntario, es semejante a la de los videntes. En cambio, los sujetos invidentes tienen una expresividad menor y menos diferenciada en las poses voluntarias. Los resultados, que confirman los hallazgos de autores anteriores, apoyan la existencia de dos fuentes de información en el desarrollo emocional: una de naturaleza genética, que explicaría las semejanzas en la expresión emocional o involuntaria, y otra ambiental, que daría cuenta de las diferencias en la expresión voluntaria. Por último, se plantean las consecuencias de este trabajo para las distintas disciplinas psicológicas. 相似文献
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Olivia Levrini Eugenio Bertozzi Marta Gagliardi Nella Grimellini Tomasini Barbara Pecori Giulia Tasquier Igal Galili 《Science & Education》2014,23(9):1701-1731
The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students’ views and knowledge were investigated by questionnaires prior to and after the lecture and in special discussions held in each class. They revealed a variety of attitudes and views which allowed inferences about the potential of the DC framework in an educational context. The findings and interpretation indicate the positive and stimulating impact of the lecture and the way in which DC-based approach to knowledge organization makes physics at school cultural and attractive. 相似文献
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Wild botanic gardens consist of natural or semi-natural land remnants immersed in large urban areas or botanic gardens, which are managed for purposes of biodiversity preservation and public recreation. In Latin America, they tend to be affected by budget limitations; however, they serve as valuable resources that permit the development of innovative environmental education programmes. Specifically, we are considering the appropriateness of implementing critical environmental education and socio-constructivist programmes. As for practical considerations, it is important to include diverse epistemologies, and therefore, strategies or procedures characteristic of science teaching, such as problem-based learning, together with other characteristics of social activism and popular education initiatives, such as assemblies or meetings, and others characteristic of more traditional and indigenous worldviews, such as celebrations of the earth. In this way, Latin American wild botanic gardens may play a role in constructing environmentally responsible societies and the nurturing of a culture of reflective inquiry. 相似文献
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Eye gaze is an important communicative signal, both as mutual eye contact and as referential gaze to objects. To examine whether attention to speech versus nonspeech stimuli in 4- to 5-month-olds (n=15) varies as a function of eye gaze, event-related brain potentials were used. Faces with mutual or averted gaze were presented in combination with forward- or backward-spoken words. Infants rapidly processed gaze and spoken words in combination. A late Slow Wave suggests an interaction of the 2 factors, separating backward-spoken word+direct gaze from all other conditions. An additional experiment (n=15) extended the results to referential gaze. The current findings suggest that interactions between visual and auditory cues are present early in infancy. 相似文献
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Massimiliano Castellani Pierpaolo Pattitoni Antonello Eugenio Scorcu 《Journal of Cultural Economics》2018,42(1):45-56
Using a unique hand-collected dataset comprising all auctions held by a major Italian auction house in Italy from 1994 to 1997 and including confidential information on reserve prices, we find empirical evidence in support of several studies in cultural economics literature that reserve prices are set in a range of approximately 75 % of low presale estimates. 相似文献
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In studies carried out in the 1980s the algebraic symbols and expressions are revealed through prealgebraic readers as non-independent texts, as texts that relate to other texts that in some cases belong to the reader’s native language or to the arithmetic sign system. Such outcomes suggest that the act of reading algebraic texts submerges the reader into a network of intertextual relations derived from that reader’s prior mathematics and linguistic experiences. In this article we propose an analytical perspective of algebraic activity that is based on intertextuality and that makes it possible to advance our knowledge concerning the production of sense in said activity. In particular, we resort to the notion of intertextuality as a means of theoretically describing and explaining sense production processes in the learning of two algebraic methods: the Cartesian Method (for the algebraic solution of word problems) and the Substitution Method (for the solution of systems of two linear equations with two unknowns). We support our arguments via a series of episodes of empirical study interviews with secondary school students, in order to demonstrate the pertinence and relevance of carrying out their analysis from the perspective proposed. 相似文献