排序方式： 共有109条查询结果，搜索用时 281 毫秒
1.
Tolar TD Lederberg AR Gokhale S Tomasello M 《Journal of deaf studies and deaf education》2008,13(2):225-240
Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-six 2.5- to 5-year-olds who had no previous exposure to signs were required to match iconic signs to pictures of referents. Whereas few of the 2.5-year-olds recognized the meaning of the iconic signs consistently, more than half of the 3.0-year-olds and most of 3.5-year-olds performed above chance. Thus, the ability to recognize the meaning of iconic signs gradually develops during the preschool years. Implications of these findings for sign language development, receptive signed vocabulary tests, and the development of the ability to interpret iconic symbols are discussed. 相似文献
2.
In seven experiments, 2 squirrel monkeys were given choices between arrays of food that varied in the quantity offered. In Experiments 1-5, the monkeys were offered choices between quantities of the same food that varied in a 2:1 ratio. The squirrel monkeys failed to show the temporal myopia effect or a decrease in preference for the larger quantity as the absolute number of food items offered increased. Even when given choices of 8 versus 16 peanuts and 10 versus 20 peanuts, both monkeys significantly preferred the larger quantity. An examination of the monkeys' rates of consumption indicated that 20 peanuts were consumed over a 1- to 2-h period, with eating bouts separated by periods of nonconsumption. In Experiments 6A, 6B, and 7, food was either pilfered or replenished 15 min after an initial choice, so that choice of the smaller quantity led to more total food in the long run. These manipulations caused both monkeys to reduce choice of the larger quantity, relative to baseline choice. The results suggest that squirrel monkeys anticipated the future consequences of their choices. 相似文献
3.
Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions. 相似文献
4.
Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network 总被引：2，自引：0，他引：2
Haudek KC Kaplan JJ Knight J Long T Merrill J Munn A Nehm R Smith M Urban-Lurain M 《CBE life sciences education》2011,10(2):149-155
Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community. 相似文献
5.
As secondary students’ interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students—and more particularly the disadvantaged students—to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen as a possible answer. However, the differential effects of Web-based inquiry on disadvantaged students have barely been studied. To bridge this gap, this study deals with the implementation of a Web-based inquiry project in 19 secondary classes and focuses specifically on gender, achievement level, and academic track. Multilevel analysis was applied to uncover the effects on knowledge acquisition, inquiry skills, and interest in science. The study provides quantitative evidence not only that a Web-based collaborative inquiry project is an effective approach for science learning, but that this approach can also offer advantages for students who are not typically successful in science or who are not enrolled in a science track. This approach can contribute to narrowing the gap between boys and girls in science and can give low-achieving students and general-track students an opportunity to develop confidence and skills for learning science, bringing them to a performance level that is closer to that of high-achieving students. 相似文献
6.
Tammy J. Rhine Dawna M. Milligan Lynne R. Nelson 《Community College Journal of Research & Practice》2013,37(6):443-453
Community college students transferring to a 4-year college or university face a variety of challenges. Social and academic issues can pose potential hurdles to graduating with a bachelor's degree for these students. Community colleges and 4-year institutions must work closely together to create more efficient and effective partnerships for students transitioning through the higher education system. This article makes suggestions for community college staff and faculty members to help transfer students successfully transition into university life and complete a bachelor's degree. 相似文献
7.
Tammy Iftody 《Teachers and Teaching》2013,19(4):382-397
As a means of exploring what ‘learning through experience’ in teacher education might look like, situated self-narration is both conceptualized and performed here as the discursive practice through which already familiar and remembered experience may re-presented and re-organized from a forward-looking vantage point. Drawing on poststructuralist views of language and subjectivity and framed by a “pedagogy of possibility” (Simon, 1992), situated self-narration involves three main discursive strategies: interruption, interrogation and interpretation. By way of illustration, I use memory to interrupt my relationship to the dominant narrative of ‘English Teacher as avid reader’ and interrogate my everyday experiences of being a girl as mediated by popular culture, in both cases, drawing on a poststructuralist understanding of identity as an evolving constellation of discursive practices and foregrounding the distinctive qualities of one’s experiences as a possible source of agency. I consider the pedagogical possibilities of such identity work in the context of English teacher education, specifically in terms of teaching theory through the back door (Luke, 1993). I engage what it means to say that the way we “word the world” matters (St. Pierre, 2000) through my own interpreted experience as an evolving yet situated subjectivity; a consciousness-that-teaches. 相似文献
8.
Bensley L Ruggles D Simmons KW Harris C Williams K Putvin T Allen M 《Child abuse & neglect》2004,28(12):1321-1337
BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth. 相似文献
9.
The goal of this study was to examine the impact of a culturally appropriate HIV prevention and sexual empowerment curriculum workshop on female college students at a Hispanic-serving institution in the USA. Female participants in the Somos Fuertes: Strong Women Making Healthy Choices curriculum (n = 175) from a variety of ethnicities completed pre- and post-surveys during the academic years 2007–2008, 2008–2009, and 2009–2010. Paired t-tests were conducted to examine pre- and post-results on five scales: perceived sexually transmitted infection (STI) risk, perceived HIV risk, intended use of barriers during sex, effective communication skills, and behavioural self-efficacy. The analyses showed significant differences with at least medium effect sizes for all variables except perceived STI risk. The evaluation results demonstrate that the workshop offers a viable curriculum to implement on college campuses interested in affecting change related to HIV prevention strategies in a multicultural female population. 相似文献
10.
In 2 experiments, we examined pre-school, grade 1, and grade 3 children's metamemory about long-term retention. Specifically, we examined beliefs about the type of information most likely to be forgotten and beliefs about the impact of suggestions and retroactive interference on memory. Children made and explained paired-comparison judgments concerning the differential forgetting of peripheral versus central information, whether misinformation effects would arise from suggestions by others, and whether retroactive interference would arise from experiencing two similar events. The major findings were that ( a ) most children believed that events central to a story would be retained better than peripheral details; ( b ) in preschool and first grade, children believed that memory was invulnerable to suggestion (from a parent or a sibling), but in third grade, children believed suggestion could adversely affect memory; ( c ) most preschoolers believed that retroactive interference effects would not occur, whereas most first and third graders acknowledged that they would; ( d ) older children believed that both suggestibility and interference were less likely given a retention interval of several months compared to 1 day; and ( e ) in explaining their beliefs, children assigned sensory-behavioral factors a major causal role in determining what would be remembered over the long term. These results are discussed in terms of the development of beliefs about memory and the mind in general. 相似文献