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Behrmann BL 《The Journal of perinatal education》2003,12(3):vi-vx
In the first of a two-part article, the author recounts the childbirth experiences of her mother and grandmother, as well as her own, providing a view of three distinct eras and revealing profound changes in how American culture manages and understands birth. 相似文献
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Lars Behrmann Elmar Souvignier 《European Journal of Psychology of Education - EJPE》2013,28(3):1023-1044
Teachers’ pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers’ pedagogical content beliefs were then related to their students’ reading achievement gains. In contradiction to previous findings, the results demonstrate direct-transmissive beliefs to be positively related with student achievement. Finally, whether there is an influence of practical teaching experiences on the development of pre-service teachers’ pedagogical content beliefs was examined. For that reason, the belief development during the 6-month period was compared between pre-service teachers with and without teaching experience. Results show teaching pre-service teachers’ beliefs to have developed away from constructivistic positions and toward a direct-transmissive direction. The beliefs of student teachers without teaching experience, on the contrary, tended to slightly develop in diametrically opposed directions. Implications of the results are discussed. 相似文献
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K. Suzanne Scherf Marlene Behrmann Ruth Kimchi and Beatriz Luna 《Child development》2009,80(1):162-177
The developmental trajectory of perceptual organization in humans is unclear. This study investigated perceptual grouping abilities across a wide age range (8–30 years) using a classic compound letter global/local (GL) task and a more fine-grained microgenetic prime paradigm (MPP) with both few- and many-element hierarchical displays. In the GL task, contrary to adults, both children and adolescents exhibited a classic local bias. In the MPP, all 3 age groups evinced a bias to individuate the few-element displays; however, the ability to encode the global shape of the many-element displays at the short prime durations increased with age. These results indicate that the full process of garnering shape information from perceptual grouping, which is essential for the ability to do fast and efficient object recognition and identification, develops late into adolescence. 相似文献
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