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Learning about emotions is an important part of children's social and communicative development. How does children's emotion-related vocabulary emerge over development? How may emotion-related information in caregiver input support learning of emotion labels and other emotion-related words? This investigation examined language production and input among English-speaking toddlers (16–30 months) using two datasets: Wordbank (N = 5520; 36% female, 38% male, and 26% unknown gender; 1% Asian, 4% Black, 2% Hispanic, 40% White, 2% others, and 50% unknown ethnicity; collected in North America; dates of data collection unknown) and Child Language Data Exchange System (N = 587; 46% female, 44% male, 9% unknown gender, all unknown ethnicity; collected in North America and the UK; data collection dates, were available between 1962 and 2009). First, we show that toddlers develop the vocabulary to express increasingly wide ranges of emotional information during the first 2 years of life. Computational measures of word valence showed that emotion labels are embedded in a rich network of words with related valence. Second, we show that caregivers leverage these semantic connections in ways that may scaffold children's learning of emotion and mental state labels. This research suggests that young children use the dynamics of language input to construct emotion word meanings, and provides new techniques for defining the quality of infant-directed speech. 相似文献
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Anat Zohar Noa Schwartzer Pinchas Tamir 《International Journal of Science Education》2013,35(7):769-782
An important question which is often overlooked addresses the nature and quantity of higher‐order thinking activities when teachers are not explicitly ‘teaching for thinking’ but rather acting and behaving routinely. This study investigates the scope and nature of tasks demanding students’ application of higher‐order thinking skills while studying biology in junior and senior high schools in Israel. The method used is the collection and analysis of questions asked by teachers during classroom discourse, in homework assignments and in tests. The main findings show: (a) that the frequency of higher‐order thinking questions in biology class discourse in Israel is approximately 20%; (b) that the cognitive level of teachers’ questioning in HS is higher than in JHS; (c) that the matriculation exam has a strong influence on tests given by teachers; and (d) that while inquiry questions permeated HS testing they are less salient in HS class discourse, indicating the need for remedial treatment which should include the integration of more inquiry‐oriented pedagogies into classroom practice. 相似文献
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The study examined children and adolescents’ ability to improve root spelling in Hebrew words by paying attention to phonological, semantic and orthographic properties of priming roots. One hundred and fifty 8, 9, 10, 11 and 15-year olds were administered two spelling tests in Hebrew. The same 40 target words were used in both tests, each word containing a root with at least one homophonous letter. Target words were matched one-to-one with 40 priming words containing the same root. The pool of prime-target word pairs was classified into two major groups:Words containing genuine root primes, and words containing false root primes. In the first test, participants had to spell the 40 target words. In the second test they had to spell the same words, each primed by its written genuine or false match. Results showed that unprimed spelling improved with age. Priming – both genuine and false – improved spelling performance significantly, especially in younger grades, but genuine priming was more effective. Spellers were able to overcome phonological opacity in root primes and to take root semantics into account. This finding testifies to the robustness of the root as a unified morphological entity in Hebrew and to children’s ability to make use of their knowledge of lexical and morphological organization in learning to spell.We thank Dominiek Sandra, Harald Baayen and an anonymous reviewer for their important and constructive comments on an earlier version of this paper. 相似文献
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Pinchas Tamir 《Interchange》1993,24(1-2):73-86
Unity and diversity are best reconciled by Darwin's Theory of Evolution. Two major dilemmas related to the study of Evolution are described. The first, concerning pedagogy, can be solved by teaching the topic at an elementary level in the middle school so that the Theory may serve as an advanced oragnizer and returning with in-depth study in the last two years of high school. The second, concerning Faith, is a sensitive issue. Some successful approaches are discussed. The place of Darwin's Theory in the all-elective high school biology curriculum is described as well. The role of the Theory regarding explanations is especially highlighted. 相似文献
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Cognitive preference, a cognitive style acquired through life and learning experiences and representing a distinct orientation to the processing of information, is related to creativity in this study. Significant correlations were observed between cognitive preference and verbal creativity but not with figural creativity as measured by the Torrance Test of Creative Thinking. 相似文献
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Pinchas Tamir 《科学教学研究杂志》1983,20(9):815-823
The Self Lesson Report Form (SLRF) was designed as an alternative either to direct classroom observation or to commonly used questionnaires in which students and/or teachers report on general practices used in their classes. In the SLRF teachers report what happened in their last lesson. Certain items are structured while others are open. A special procedure was developed for the analysis of the open answers. A high level of reliability was obtained by comparing results of teachers' and observers' reports on the same lesson. Two hundred and fifty SLRF's were analyzed and the results are reported to illustrate the kind of information which can be obtained with this instrument. It was found that, on the average, junior high science classes in Israel are inquiry oriented, have abundance of discussions and hands-on laboratory activities which are closely supervised by the teachers. 相似文献