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Previous research has found that children engage in Level 2 visual perspective-taking, that is, the understanding that others may see things in a different way, between 4 and 5 years of age (e.g., J. H. Flavell, B. A. Everett, K. Croft, & E. R. Flavell, 1981). This ability was reexamined in 36-month-olds using color filters. In Experiment 1 (N = 24), children had to recognize how an object looked to an adult when she saw it through a color filter. In Experiment 2 (N = 24), a novel production test was applied. Results of both studies show that 36-month-olds know how an object looks to another person. The discussion focuses on the psychological requirements of visual perspective-taking and its relation to other "theory of mind" abilities, such as the distinction between appearance and reality and understanding false belief. 相似文献
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Simonsmeier Bianca A. Peiffer Henrike Flaig Maja Schneider Michael 《Research in higher education》2020,61(6):706-724
Research in Higher Education - Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on... 相似文献
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The study investigated if 2.5‐year‐olds are susceptible to suspense and express tension when others' false expectations are about to be disappointed. In two experiments (N = 32 each), children showed more tension when a protagonist approached a box with a false belief about its content than when she was ignorant. In Experiment 2, children also expressed more tension when the protagonist's belief was false than when it was true. The findings reveal that toddlers affectively anticipate the “rude awakening” of an agent who is about to discover unexpected reality. They thus not only understand false beliefs per se but also grasp the affective implications of being mistaken. The results are discussed with recourse to current theories about early understanding of false beliefs. 相似文献
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Florian Klapproth Henrike Kärchner Sabine Glock 《Journal of Experimental Education》2018,86(2):173-194
The results of two experiments demonstrate that preservice teachers made biased school-placement recommendations depending on student's ethnicity, which on average penalized students from an ethnic minority. Moreover, additional information that was supposed to disconfirm ethnic stereotypes (religious affiliation in Experiment 1, number of missed school days in Experiment 2) led to more high-track recommendations for low-achieving minority students and to fewer high-track recommendations for high-achieving minority students. Conversely, stereotype-disconfirming information exerted little or no influence on the recommendations for high-achieving native students but worsened recommendations for low-achieving students. The results were interpreted as being based either on subtyping (predominantly for minority Turkish students) or subgrouping (predominantly for majority German students) of ethnic stereotypes. 相似文献
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Academics are increasingly expected to produce concrete and directly applicable solutions to hard-to-solve ‘real-world problems’ such as poverty, development, and environmental degradation. However, conventional assessments of the impact of science on society have not yet been adequately adapted to capture the diverse effects of this type of problem-centred research. Drawing on a case study of a large-scale project on (un)sustainable consumption, this paper demonstrates the range, complexity and potential long-term nature of impact in interdisciplinary sustainability research. It thus supports arguments for alternative approaches to impact assessment that question conventional views of translating scientific knowledge into action, value the multi-directionality of science-society relations and recognise diverse forms of engagement between scientists and non-scientific actors through non-academic channels and outputs. The paper also challenges common (mis)conceptions of work practices in a university context by demonstrating the highly innovative and inclusive nature of much sustainability research that seeks to address the needs of diverse communities of actors. It is argued that only radically different ways of conceptualising and measuring short-, medium- and long-term impacts can capture the success or otherwise of social-scientific and interdisciplinary sustainability research. 相似文献
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Bob Spalding Bodo Januszewski Vera Pokorna Eduard Rodigas Henrike Schulte Ward Van de Vijver 《欧洲特需教育杂志》2013,28(3):256-269
ABSTRACT This article outlines the current state of development of special needs support and consultancy in four European countries: Holland, the Czech Republic, England and Wales, and Germany. Models of consultancy particular to the individual countries are also described. An attempt is made by the authors to determine the key features which allow for a common development in special needs support and consultancy work. They suggest that this might provide the basis for further critical 相似文献
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