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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.
How communities support innovative activities: an exploration of assistance and sharing among end-users 总被引：3，自引：0，他引：3
This study contributes to our understanding of the innovation process by bringing attention to and investigating the process by which innovators outside of firms obtain innovation-related resources and assistance. This study is the first to explicitly examine how user-innovators gather the information and assistance they need to develop their ideas and how they share and diffuse the resulting innovations. Specifically, this exploratory study analyzes the context within which individuals who belong to voluntary special-interest communities develop sports-related consumer product innovations. We find that these individuals often prototype novel sports-related products and that they receive assistance in developing their innovations from fellow community members. We find that innovation-related information and assistance, as well as the innovations themselves, are freely shared within these communities. The nature of these voluntary communities, and the “institutional” structure supporting innovation and free sharing of innovations is likely to be of interest to innovation researchers and managers both within and beyond this product arena. 相似文献
3.
Sonali Nag 《International Journal for Educational and Vocational Guidance》2011,11(2):125-137
This paper examines the hidden challenges experienced by individuals with special needs during the transition years between
school and work. An assessment framework is proposed that covers domains of difficulties, developmental tasks during the transition
years, the matrix of support within the home-community-institutions ecosystems, and the individual’s personal profile of schooling
experience, academic attainments, interests, aptitudes and sense of self-determination. The paper ends with a model for intervention
addressing self-efficacy and the social cognitive environment of the individual. 相似文献
4.
Pushpa Durgawale P. S. Shukla Sonali Mishra 《Indian journal of clinical biochemistry : IJCB》1999,14(2):241-244
An unexpected increase in erythrocyte osmotic resistance during viral hepatitis in two patients prompted study of effects
of hepatitis (in Karad) on osmotic resistance. The test was performed by placing erythrocytes in saline solutions of decreasing
osmolarity and osmotic fragility defined in terms of the saline concentration at which hemolysis begins. Study included 44
infected subjects (acute viral hepatitis non-A non-B). All forty four infected subjects showed abnormal results when compared
to normal subjects. increased erythrocyte osmotic resistance i.e. hemolysis begins between 0.45% to 0.40% of NaCl and is completed
between 0.25% to 0.20% NaCl, whereas in normal subjects. hemolysis begins between 0.50% to 0.45% NaCl and is completed between
0.35% to 0.30% NaCl. Osmotic resistance was observed with increase in total bilirubin (mean±SD) (4.6 ±3.6), direct bilirubin
(3.0±2.5), SGOT (58.8±55.5) SGPT (114.2±150.3) activity. Physiologic shifts in erythrocyte osmotic resistance may be due to
changes in membrane lipid ratio. 相似文献
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6.
The alphasyllabary of Kannada comprises more than 400 symbols called akshara; each symbol is visuo-spatially complex with a consistent representation at the dual levels of the syllable and the phoneme.
We investigated reading difficulties in Kannada among 8–12 year old children by conducting a between-groups followed by a
case series analysis. We compared the children with reading difficulties with same age competent readers and younger readers
who were similar in language level, matched on measures of vocabulary, syntactic processing, and morphological processing.
Reading difficulties were characterized by poor akshara knowledge. Concomitant impairments were in syllable and phoneme level
phonological skills, in rapid naming and in oral language skills. The case series analysis highlighted the variability of
profiles among poor readers with the most common impairments being in akshara knowledge and phonological processing. Sub-groups
of poor readers showed additional deficits in oral language, rapid naming, and visual processing skills. Together our findings
indicate that the core deficit associated with reading difficulty in the alphasyllabary of Kannada is in the phonological
domain. However, accompanying deficits in related skills, including visual processing, can further inhibit reading attainment.
The findings from this study support a multifactorial model of reading development. 相似文献
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8.
Sonali Shah Cheryl Travers John Arnold 《Journal of Research in Special Educational Needs》2004,4(3):122-132
There has been much debate concerning the pros and cons of special and mainstream education for young people with a disability. This paper adds data to this debate by reporting the educational experiences of 20 high-achievers with congenital disabilities who live in the United Kingdom and were born between 1950 and 1970. It presents personal accounts of the high-achievers' perceptions of how their education, which was either purely in special schools, in mainstream schools or a combination of both, had influenced their transition to adulthood. While those who attended special school considered it to provide a supportive environment that permitted the cultivation of their personalities without the constraints of non-disabled barriers, many others thought it prevented them as disabled children from interacting with non-disabled peers, thus inhibiting social integration between the disabled and non-disabled world. This was the main perceived advantage of mainstream education although problems of physical access meant that some choices were out of reach. The findings highlight how both special and mainstream education can be compatible with career success of individual disabled people. The paper implies that a combination of the two systems may be needed to facilitate disabled students to develop psychologically, socially and cognitively at the rate of their non-disabled peers, and proposes that link schools and partial integration could contribute to the achievement of such goals. 相似文献
9.
We report the associations between phonological awareness and orthographic knowledge in readers of alphasyllabic Kannada. Less fluent 9- to 12-year-olds with lower orthographic knowledge were at floor on phoneme tasks, but more fluent readers, with greater orthographic knowledge, showed significant phonemic awareness. Orthographic knowledge, phoneme awareness, and RAN were independent predictors of reading rate and, together with syllable awareness, predicted individual differences in reading accuracy. Taken together, we suggest that increasing alphasyllabic literacy promotes a dual representation at the syllable and phoneme level and that the analytic processes involved in acquiring orthographic knowledge and mappings with phonology are a universal aspect of reading development across languages. 相似文献
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