排序方式： 共有4条查询结果，搜索用时 0 毫秒
1
1.
2.
The issue of being 'practical' presents a continuous challenge, because student teachers' meanings for that word tend to be in sharp contrast to meanings that allow inquiry and are connected to personal and cultural histories. Instructor and student perspectives elucidate the struggle to find a compromise within this tension in the form of a particular narrative exercise assigned in a foundations course of a teacher-training programme. Investment of identity and performative language were required in order to construct collaboratively a narrative repertoire of techniques and strategies that was practical in a non-technical sense. 相似文献
3.
A Developmental and Cross‐cultural Study on the Interpersonal Cognition of Swedish and Japanese Children 总被引：1，自引：1，他引：0
Keiko Moriya 《Scandinavian Journal of Educational Research》2013,57(3):215-227
The interpersonal cognition of Japanese children is compared with that of Swedish children in an attempt to understand how far sex‐inequality in society influences the interpersonal cognition of children. The findings support the view that the sex‐difference observed in Japanese children is the result of the sex‐inequality in the Japanese society: the sex‐difference observed in Swedish subjects is smaller in comparison with that of Japanese subjects and is insignificant in the older children. The development of emotional and conjectural cognition of Japanese children is affected by the interpersonal relations peculiar to Japanese society. 相似文献
4.
A 2 × 2 factorial experiment was conducted in a licking-suppression situation to test if a rat could count the number of shocks given in a 5-min session under signaled and unsignaled shock conditions. Groups F received three .7-sec grid shocks per session throughout 80 sessions, whereas Groups V received, on any day, one, two, three, four, or five shocks, with a mean of three shocks. The rats’ counting ability was assessed in terms of the post-third-shock acceleration of licking. The results of this measure were compared between Groups F and Groups V on test days in which both groups received three shocks with the identical shock sequence. There was no evidence that rats could count under either signaled or unsignaled shock conditions. The basal rate of licking was less in groups run under the unsignaled shock condition than under the signaled shock condition. The effect of fixed/variable shock frequency upon basal rate of licking was not significant. The results are discussed with reference to the optimal shock density view of Davis and Memmott (1982). 相似文献
1