Faces Do Not Capture Special Attention in Children With Autism Spectrum Disorder: A Change Blindness Study   总被引：1，自引：0，他引：1  

Yukiko Kikuchi  Atsushi Senju  Yoshikuni Tojo  Hiroo Osanai  Toshikazu Hasegawa 《Child development》2009,80(5):1421-1433

Two experiments investigated attention of children with autism spectrum disorder (ASD) to faces and objects. In both experiments, children (7- to 15-year-olds) detected the difference between 2 visual scenes. Results in Experiment 1 revealed that typically developing children ( n  = 16) detected the change in faces faster than in objects, whereas children with ASD ( n  = 16) were equally fast in detecting changes in faces and objects. These results were replicated in Experiment 2 ( n  = 16 in children with ASD and 22 in typically developing children), which does not require face recognition skill. Results suggest that children with ASD lack an attentional bias toward others' faces, which could contribute to their atypical social orienting.  相似文献   

Correction to: Science and education across cultures: another look at the Negev Bedouins and their environmental management practices     

Saito  Carlos Hiroo 《Cultural Studies of Science Education》2019,14(3):797-797

Cultural Studies of Science Education - In p. 986, second paragraph should read, “For example, Chris Andersen (1997) described how Basarwa (Bushman) collected water while living in the...  相似文献   

Teachers’ Self Training Activities on Computer Networks in Japan     

Hiroo Saga 《Educational Media International》2013,50(4):182-184

Abstract

In‐service teacher training programmes in Japan are conducted by various organizations including local education boards, the Education Ministry, and public foundations. Pre‐service teacher training is extensively offered at national, public and private colleges and universities. These formal programmes fulfil the basic needs of teachers and they have little link to distance education systems. Teachers’ spontaneous energy to teach themselves is now directed towards using personal computer networks and the Internet. These telecomputing activities are reviewed and future directions suggested  相似文献   

Does Gaze Direction Modulate Facial Expression Processing in Children With Autism Spectrum Disorder?     

Hironori Akechi  Atsushi Senju  Yukiko Kikuchi  Yoshikuni Tojo  Hiroo Osanai  Toshikazu Hasegawa 《Child development》2009,80(4):1134-1146

Two experiments investigated whether children with autism spectrum disorder (ASD) integrate relevant communicative signals, such as gaze direction, when decoding a facial expression. In Experiment 1, typically developing children (9–14 years old; n  = 14) were faster at detecting a facial expression accompanying a gaze direction with a congruent motivational tendency (i.e., an avoidant facial expression with averted eye gaze) than those with an incongruent motivational tendency. Children with ASD (9–14 years old; n  = 14) were not affected by the gaze direction of facial stimuli. This finding was replicated in Experiment 2, which presented only the eye region of the face to typically developing children ( n  = 10) and children with ASD ( n  = 10). These results demonstrated that children with ASD do not encode and/or integrate multiple communicative signals based on their affective or motivational tendency.  相似文献   

Teachers’ beliefs about literacy practices for young children in early childhood education and care settings     

Hiroo Matsumoto  Miho M. Tsuneda 《International Journal of Early Years Education》2019,27(4):441-456

ABSTRACT

This study aimed to investigate the characteristics of early literacy beliefs held by early childhood education and care (ECEC) teachers in Japan by developing a novel scale. We believed that overviewing ECEC teachers’ beliefs about early literacy from ecological perspectives would contribute to understanding the underlying factors influencing the quality of early literacy instruction and involvement in ECEC. To this end, 349 ECEC and 45 primary school teachers were asked to complete a two-part questionnaire dealing with (1) ECEC teachers’ literacy beliefs and (2) teachers’ general pedagogical beliefs. Exploratory factor analysis extracted three sub-categories of literacy belief – Direct instruction, Natural development, and Social interaction – and two sub-categories of general pedagogical belief – Adult-centred and Child-centred – and the relations between these sub-categories and background factors were then discussed. The results implied that considering the ecological perspectives of ECEC teachers affords a better understanding of effective practices to facilitate the early literacy experiences of young children in ECEC settings beyond differences in their educational tradition concerning early literacy. These perspectives include the influence of the educational tradition in each region, how ECEC teachers differ from primary school teachers, and the values shared by a particular ECEC facility.  相似文献