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1.
The role of vision was examined as infants prepared to grasp horizontally and vertically oriented rods. Hand orientation was measured prior to contact to determine if infants differentially oriented their hands relative to the object's orientation. Infants reached for rods under different lighting conditions. Three experiments are reported in which (1) sight of the hand was removed (N = 12), (2) sight of the object was removed near the end of the reach (N = 40, including 10 adults), and (3) sight of the object was removed prior to reach onset (N = 9). Infants differentially oriented their hand to a similar extent regardless of lighting condition and similar to control conditions in which they could see the rod and hand throughout the reach. In preparation for reaching, infants may use the current sight of the object's orientation, or the memory of it, to orient the hand for grasping; sight of the hand had no effect on hand orientation. 相似文献
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Educational conditions for children in Third World countries are considerably inferior to conditions in industrialized countries. One important effort to improve conditions has been major textbook-development projects financed by international organizations, including the World Bank. This article looks at the success of such projects and the possible reasons for problems. Then it addresses two crucial questions: Why have these major textbook-development projects ignored instructional development? What could instructional development offer these projects? 相似文献
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Peer review feedback, developed to assist students with increasing the quality of group reports and developing peer review skills, was added to a master’s level Climate Change Policy and Planning unit. A pre- and post-survey was conducted to determine whether students found the process a valuable learning opportunity: 87% of students responding to the post-review survey indicated they saw benefit in both developing and receiving peer review feedback. Peer review design minimising the potential for plagiarism resulted in low levels of student concern surrounding plagiarism. Marks allocated by students were valid (consistent with the lecturer) and were generally reliable; however, distribution of marks had a higher variance where group report quality was low. Training on completing the peer review template could result in more reliable feedback. Consistent with the literature, the feedback developed during the peer review process focused on style and presentation preferentially to content. Seven out of eight group reports improved between report submissions, with all groups responding to peer review feedback. Peer review feedback and changes made to group reports indicated students had limited capacity to judge the quality of referencing and critical analysis. 相似文献
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In a variety of fields, particularly human service occupations, the management of emotion is a precondition of employee and client well being. Based on qualitative data from participant observation and interviews, this study examines how firefighters are socialized to manage feelings and emotional displays. It concludes that firefighters recognized a need to manage their own emotions and those of their clients in order to deliver adequate service. Veteran firefighters facilitated the use of emotion labor techniques among newcomers by considering the emotion management knowledge and capabilities of job candidates during employee selection processes, providing habituated emotional events, and reinforcing customer service expectations. Newcomers actively participated in their own socialization to local emotion expectations through observational information seeking, retrospective surveillance, and performance of a normative newcomer role demeanor. The article concludes by offering practical and theoretical implications. 相似文献
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In response to the rise of collaborative learning within education, two teacher educators redesigned their courses to explore the complexities of pedagogy within a New Learning framework. Multi‐age grouping provided opportunities for pre‐service teachers to work with others from different year levels on an interdisciplinary assessment task. As a result of this approach to teaching and learning, pre‐service teachers were challenged and resistance arose. These acts of student resistance provided opportunities for examining the dynamics and complexity of collaborative learning and the implications this has for teachers in new times. In particular, it explores the tension around intervening and ignoring students' resistances created by engaging in new learning pedagogy. 相似文献
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