Understanding Early Inhibitory Development: Distinguishing Two Ways That Children Use Inhibitory Control     

Andrew Simpson  Daniel J. Carroll 《Child development》2019,90(5):1459-1473

Inhibitory control is the capacity to suppress inappropriate responses. It is central to many aspects of development, most notably executive function and effortful control. Despite its importance, however, there are significant gaps in our understanding of inhibitory control’s early development, and several findings that remain hard to explain. Here, a new account of inhibitory control is presented, explaining previous findings by distinguishing between two distinct ways that inhibitory control is used. According to this “Strength/Endurance” account, inappropriate responses which are highly prepotent tax inhibitory strength; whereas inappropriate responses which remain active for a long time tax inhibitory endurance. The developmental trajectories of these two aspects of inhibitory control, and their separate impacts on broader development, are discussed.  相似文献   

Transferring technology to the small manufacturing firm: A study of technology transfer in three countries     

Thomas J. Allen  Diane B. Hyman  David L. Pinckney 《Research Policy》1983,12(4):199-211

Case histories were compiled of 100 instances of technological change in 102 manufacturing companies in eight industries in Ireland, Spain and Mexico. The cases are analyzed for the source of initial ideas and for sources of technology employed in resolving major problems.Technology is found to flow principally through informal channels within industries. Very little information was obtained from the formal mechanisms or institutions normally considered central to the technology transfer process.Foreign subsidiaries obtain the greatest proportion of their technology from their parent firms. Surprisingly, they are found to have several channels of technology blocked to them, which are more readily available to domestic firms. Domestic firms, in many ways have easier access to foreign technology than do the subsidiaries of multinational firms.Product and process innovations originate in somewhat different quarters. Process innovations are slightly more likely to be based on foreign technology; product innovations are more likely to be based on domestic technology.The results reported in the present paper are very similar in many ways to results reported previously in Brazil and Australia.  相似文献   

From divergent evolution to witting cross-fertilisation: the need for more awareness of potential inter-discursive communication regarding students' extended historical writing     

James Edward Carroll 《Curriculum Journal》2017,28(4):504-523

History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage, incoordination and replication. Furthermore, two concurrent but largely disconnected discourses have developed and promulgated initiatives relevant to students’ extended historical writing: ‘genre theorists’ and the ‘history teachers’ extended writing movement’. Despite certain goals held in common participants in the two discourses have tended to talk past one another with concomitant issues in resourcing. Unsystematic, cross-fertilisation between the discourses has led to cycles of genre theory being collectively discovered, forgotten, and rediscovered by history teachers with knowledge not being built cumulatively. Furthermore both discourses have independently developed similar initiatives in a form of convergent evolution resulting in duplication of labour. Finally, divergent evolution has occurred where genre theorists have advocated approaches that are increasingly redundant for history teachers’ requirements. A more activist stance is therefore required to ensure meaningful inter-discursive communication between genre theorists and the history teachers’ ‘extended writing movement’ to ensure efficacy in developing approaches to improving students’ extended historical writing.  相似文献   

Legal teaching methods to diverse student cohorts: a comparison between the United Kingdom,the United States,Australia and New Zealand     

Diane Kraal 《Cambridge Journal of Education》2017,47(3):389-411

This article makes a comparison across the unique educational settings of law and business schools in the United Kingdom, the United States, Australia and New Zealand to highlight differences in teaching methods necessary for culturally and ethnically mixed student cohorts derived from high migration, student mobility, higher education rankings and host governments promoting educational services. The approach of grounded theory is used, drawing data from instructor interviews and class observations of their teaching styles. While instructors from universities with higher numbers of international students are under pressure, the findings indicate there are positive consequences that result from these settings. Outcomes include experimentation in teaching methods, increases in the use of technology and more teacher training. There are concerns about English-language entry tests, a possible reputational risk for the higher education industry. This research contributes to the debate on changes in teaching methods that result from student mobility towards English-medium universities.  相似文献   

IV. MOTHERS’ AND FATHERS’ PARENTING PRACTICES WITH THEIR DAUGHTERS AND SONS IN LOW- AND MIDDLE-INCOME COUNTRIES     

Marc H. Bornstein  Diane L. Putnick 《Monographs of the Society for Research in Child Development》2016,81(1):60-77

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Women Scientists in Academia: Geographically Constrained to Big Cities, College Clusters, or the Coasts?   总被引：1，自引：0，他引：1  

Stephen Kulis  Diane Sicotte 《Research in higher education》2002,43(1):1-30

Women scientists in academia have been shown to be less geographically mobile than their male counterparts, a factor that may exacerbate gender inequities in faculty representation, tenure, and salary. This study examines the extent to which the jobs of academic women scientists are disproportionately concentrated in large cities, areas with many colleges and universities, and regions where most doctorates are granted. We also investigate whether jobs in these locations affect salary, tenure, full-time faculty status, and employment outside one's field of training in ways that differ for women and men. Our analysis is guided by arguments that geographic constraints on women's mobility are rooted in social factors, such as gender roles and mate selection patterns. Data are drawn from over 13,000 faculty respondents in the national Survey of Doctoral Recipients, representing 22 science and engineering disciplines and over 1,000 4-year colleges or universities. Regression analysis reveals that, irrespective of their family status, women faculty are more likely than their male counterparts to reside in doctoral production centers, areas with large clusters of colleges, and large cities. Responsibility for children intensifies women's geographic concentration more than marriage does and in ways that differ from men. Geographic concentration also appears generally more harmful to women's careers than to men's. Women in doctoral production centers are less likely to have tenure and more likely to work part time; those in larger cities are more likely to be in jobs off the tenure track. Locales with many colleges appear to present somewhat better career prospects for women.  相似文献   

The impact of self beliefs on post-secondary transitions: The moderating effects of institutional selectivity     

Diane Cardenas Elliott 《Higher Education》2016,71(3):415-431

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The Newspaper: A learning tool for teacher trainees and pupils in the development of literacy skills     

Hanne Lambley  Diane Pettle  Alison Rance 《Literacy》1992,26(3):37-39

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The applicability of selected evaluation models to evolving investigative designs     

Nick L. Smith  Diane M. Hauer 《Studies in Educational Evaluation》1990,16(3)

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Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics     

Aisling Leavy  Mairead Hourigan  Claire Carroll 《International Journal of Science and Mathematics Education》2017,15(3):509-526

This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school mathematics curricula compared to the earlier cohort who experienced traditional curricula. Attitudes were determined by administering Aiken’s Revised Mathematics Attitude Scale (Aiken, 1974). Analyses indicate generally positive attitudes on entry to ITE. The earlier cohort demonstrated greater Enjoyment of Mathematics while the later cohort exhibited higher scores on the Value of Mathematics scale.  相似文献