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Timothy N. Odegard Crystal M. Cooper James M. Lampinen Valerie F. Reyna Charles J. Brainerd 《Child development》2009,80(6):1877-1890
The present research examined the influence of prior knowledge on children’s free recall, cued recall, recognition memory, and source memory judgments for a series of similar real‐life events. Forty children (5–12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist‐based information to guide their memory performance than did younger children. However, younger children were able to use global gist to inform their source memory judgments, qualifying past word‐learning research. 相似文献
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“Broadcasting” is often cast as an outdated term—we are constantly told that we are in the midst of a digital/social media revolution that will make the unidirectional, mass communication model obsolete. In response, we argue that to consider the continued relevance of terms like “broadcasting” in an era of electronic media is to neither hastily disregard the legacy of these terms, nor cling to them too rigidly. In this special issue of the Journal of Broadcasting and Electronic Media written and edited by graduate students, we begin a new thread in the longstanding conversation about what it means for media to be “old” and “new.” While this distinction is not one we should take for granted, the articles in this issue all show how we can strategically approach the intricate intersections and interconnections of different media, old and new. As such, this issue collectively calls our attention not to the familiar trope of “old against new,” but rather to the tensions that arise around a “coming of age.” Presenting a wide range of international scholarship from graduate students across many different disciplinary backgrounds, topical literatures, methodological approaches, and theoretical frameworks, this special issue represents an emerging approach to what it means to study broadcasting in an era of electronic media. 相似文献
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Kara N. Moore James M. Lampinen David A. Gallo Eryn J. Adams Ana J. Bridges 《Child development》2018,89(1):219-234
This is the first reported study of children's use of two metacognitive strategies, recollection rejection and diagnostic monitoring, to reject misinformation. Recollection rejection involves the retrieval of details that disqualify an event, whereas diagnostic monitoring involves the failure to retrieve expected details. First (n = 56, age 7 years) and third graders (n = 52, age 9 years) witnessed a staged classroom interaction involving common and bizarre accidents, were presented with misinformation about the source of these events, and took a memory test. Both age groups used recollection rejection, but third graders were more effective. There was little evidence that diagnostic monitoring influenced responses for bizarre events, potentially because these events were not sufficiently bizarre in the context of the stereotype induction. 相似文献
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The building up of a non-university sector of highereducation in Finland was realised in a form of educationalexperiment. Polytechnic (ammattikorkeakoulu) reform contained atthe outset several elements of a genuine social experiment. Quitesoon the experimental set up was transformed into a reform inwhich experimental elements were minimal. The article exploresthe factors which hindered the realisation of experimental methodand raises general questions about the possibilities and limitsof social experiments. 相似文献
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Eeva-Kaarina Lampinen Aino-Maija Eloranta Virpi Lindi Juuso Väistö Niina Lintu 《European Journal of Sport Science》2017,17(4):462-472
We studied differences in physical activity (PA), sedentary behaviour (SB), and the types of PA and SB between Finnish girls and boys and children from different socioeconomic backgrounds (SES). We assessed PA, SB, parental education, and household income using detailed questionnaires in a representative population sample of 486 children (238 girls, 248 boys) aged 6–8 years. Girls spent on average 1.7 h/day and boys 2.0 h/day in total PA (p?=?0.002). Altogether 66% of girls and 54% of boys had less than 2 h of total PA per day (p?=?0.012). Girls had lower levels of unsupervised PA (45 vs. 54 min/day, p?=?0.001), supervised PA (1.5 vs. 1.9 h/week, p?=?0.009), and PA during school recess (1.8 vs. 1.9 h/week, p?=?0.032) than boys. Girls had higher levels of total SB (3.8 vs. 3.4 h/day, p?=?0.015) but lower levels of screen-based SB (1.5 vs. 1.9 h/day, p?<?0.001) than boys. Lower parental education and household income were associated with lower levels of supervised PA in girls (p?=?0.011 and p?=?0.008, respectively) and in boys (p?=?0.006 and p?=?0.003, respectively). Lower parental education and household income were also related to higher levels of screen-based SB in boys (p?=?0.005 and p?<?0.001, respectively) but not in girls. Girls have lower levels of total, unsupervised, and supervised PA, PA during recess, and screen-based SB but higher levels of total SB than boys. Lower parental education and household income are associated with lower levels of supervised PA in both genders and higher levels of screen-based SB in boys. 相似文献
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Osmo Lampinen 《Tertiary Education and Management》2013,19(4):311-321
Abstract The building up of a non‐university sector of higher education in Finland was realised in a form of educational experiment. Polytechnic (ammattikorkeakoulu) reform contained at the outset several elements of a genuine social experiment. Quite soon the experimental set up was transformed into a reform in which experimental elements were minimal. The article explores the factors which hindered the realisation of experimental method and raises general questions about the possibilities and limits of social experiments. 相似文献
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Christine E. Murray Autumn Lampinen Erin L. Kelley‐Soderholm 《Counselor Education & Supervision》2006,46(1):44-58
The authors present a rationale for incorporating service‐learning projects into courses that teach family systems theory. A model program is presented to provide an example of the objectives, practical considerations, and student responses to such a project. Recommendations for counselor educators are made based on experience with the model program and student feedback. 相似文献
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