Children’s Eyewitness Memory for Multiple Real‐Life Events

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.     

Learning about literacy: Children’s versions of the Literacy Hour

This article reports on an enquiry into the responses of a class of Year 1 children, aged 5‐6 years, to the first eight months of the National Literacy Strategy (NLS). Children were given incomplete drawings to represent the four parts of the Literacy Hour. In completing the drawings the children made their own interpretations of the Literacy Hour. They could choose to write thought or speech bubbles, draw faces and expressions, make written or dictated comments about the teacher and the children portrayed. The methodology enabled these young children to articulate detailed responses to their experience of a particular style of teaching. Each child documented a range of attitudes to and feelings about whole class teaching, group work and the plenary session. These insights, which were often challenging, put the emotional dimension of learning at the centre of their experiences of the NLS.     

The State of Play: Children’s Oral Culture,Literacy and Learning

This paper looks at the experiences of student teachers in relation to the oral culture of the playground. It suggests that in the year in which the National Literacy Strategy is being implemented, the language and lore of the playground remind us that there are a number of alternative literacies that children have access to outside the classroom. Student teachers recording these, saw ways in which children’s personal literacies might complement school literacy.     

Helping the In‐Group Feels Better: Children’s Judgments and Emotion Attributions in Response to Prosocial Dilemmas

Five‐ to 13‐year‐old European American children (N = 76) predicted characters’ decisions, emotions, and obligations in prosocial moral dilemmas. Across age, children judged that characters would feel more positive emotions helping an unfamiliar child from the racial in‐group versus out‐group (African American), happier ignoring the needs of a child from the racial out‐group versus in‐group, and greater obligation to help a child from the racial in‐group versus out‐group. Situations varied by whether the race of the needy child matched versus mismatched that of the focal character. With increasing age, children attributed more positive emotions to people who sacrifice their own desires to help needy others as well as became more discriminating about the situations that call for altruistic action.     

认知重评和表达抑制两种情绪调节策略及其神经基础

以认知重评和表达抑制为例,探讨这两种策略在情绪反应和神经基础上的异同。与表达抑制相比,认知重评能更好地降低情绪体验和行为表达,减少生理反应和交感神经系统的激活,降低杏仁核和内侧眶额皮层的激活水平;而表达抑制虽然能够降低情绪行为,但生理反应和交感神经系统的激活却会增强,内侧眶额皮层的激活程度也会增强。虽然在日常生活中,认知重评能更好地调节情绪,有利于人们的身心健康,但在遭遇极端负性事件时,表达抑制更可能作为保护性因素发生作用,有效维持人们的心理弹性。此外,提出进行无意识层面研究、发展研究范式、拓展研究范围及注重教育神经科学研究视角,将可能成为情绪调节策略及其神经基础的研究趋势。     

Taking Comics Seriously: Children’s Periodical Reading in England in the 1990s

Periodicals, that is newspapers, magazines and comics, have always represented a substantial proportion of children’s reading outside school. They have not always been accepted or considered as reading within schools. Martin Coles and Chris Hall here present the results of the most recent survey to shed light on the periodical reading which is actually happening among today’s children. They present some important findings which have the potential to alter significantly the ways teachers see this kind of reading and its possible contribution to the development of literacy.     

A Children’s Author Recognition Test: A Useful Tool in Reading Research

The relationship between exposure to print and reading ability is beginning to be well documented through the work of Stanovich and his colleagues (Cunningham and Stanovich, 1990; Stanovich and Cunningham, 1992; Cipielewski and Stanovich, 1992). In order to investigate exposure to print they have developed a number of measures which are reliable and effective including Author Recognition Tests. This paper discusses the development of a UK version of a Children’s Author Recognition Test and argues the need for developing culturally specific equivalents. A further study shows that a Children’s Author Recognition Test can be used as a tool for double checking self-reports by parents of the amount of reading they do with their children.     

Revisiting the Emergence of Young Children’s Literacy: One Child Tells Her Story

This article explores the progression of one child’s literacy from 4 months to 38 months. The emergence of literate behaviour is interpreted in the light of current theories such as those of Halliday and Dyson. One of the most significant aspects of this emergence is shown to be interaction with others in authentic literacy activities, a feature which has a number of implications for teachers and researchers alike.     

教育信息化时代乡村幼儿园教师移动学习支持策略研究

移动学习以其方便、灵活、自主、高效、丰富的特点,满足了乡村幼儿园教师终身学习、工余学习和个性化学习的需求。充分利用教育信息化时代提供的机遇和资源,通过建设面向乡村幼儿园教师的教育信息化教学服务平台,加大对乡村幼儿园教师信息化能力的培训,引领乡村幼儿园教师以移动学习促进专业发展,从而促进乡村学前教育师资水平的不断提升。     

大学课程设计自学指南:如何设计课程以促进意义深远的学习

作为大学老师,为了达到好的教学效果,我们必须能够做好两项活动,既要做好课程设计,又要做好师生互动.就这两项活动而言,我们的课程设计能力常常是制约因素.《创造意义深远的学习经历:大学课程整合设计方案》一书作者,美国奥克拉荷马大学教学发展项目部主任迪·芬克博士撰写了一份大学课程设计的自学指南,旨在给大家介绍一套系统有效的课程设计程式,帮助大家学会怎样进行课程设计.指南包括课程整合设计的三个主要阶段,每阶段包括开篇的介绍性评价,读者可以加以使用的工作簿,以及读者在课程设计过程中可以对自己提出的一些问题,以对自己的设计实践进行推敲.     

Children’s Responses to Interparental Conflict: A Meta‐Analysis of Their Associations With Child Adjustment

A meta‐analysis examined the relations between children’s adjustment and children’s cognitive, affective, behavioral, and physiological responses to interparental conflict. Studies included children between 5 and 19 years of age. Moderate effect sizes were found for the associations between cognitions and internalizing and externalizing behavior problems and self‐esteem problems, negative affect and behavioral responses and internalizing behavior problems, and behavioral responses and self‐esteem problems. Small to moderate effect sizes were found for the associations between cognitions and relational problems, negative affect and behavioral responses and externalizing behavior problems, and physiological reactions and internalizing and externalizing behavior problems. Effect sizes were, with 1 exception, larger for internalizing than for externalizing behavior problems. Age significantly moderated the majority of effect sizes.     

利用测试促进学习:记忆心理学的研究进展与教育启示

记忆心理学研究发现,测试不仅是评价先前学习效果的手段,它还可以改变长时记忆中的信息。与简单重复学习相比,学习过程中进行一次或几次不给予任何反馈的测试能显著促进学习内容的长时保持。测试对学习的促进获得了多方面实验证据的支持,对此研究者也提出了不同的理论解释,包括侧重于理论机制的记忆失用新理论和强调内在机制的精细提取假设。影响测试促进学习效果的因素则包括了测试次数、测试间隔时间、测试形式及测试后反馈等四个方面。在当前教学实践中,需要重视测试本身对学习的促进作用,如教师要学会合理利用课堂测试,培养学生学会和使用自我测试的学习策略,在设计教材与各类辅导书中的习题以及开发多媒体学习软件时要充分利用测试促进学习研究的发现等。     

Tracing the Cascade of Children’s Insecurity in the Interparental Relationship: The Role of Stage‐Salient Tasks

This study examined whether children’s difficulties with stage‐salient tasks served as an explanatory mechanism in the pathway between their insecurity in the interparental relationship and their disruptive behavior problems. Using a multimethod, multi‐informant design, 201 two‐year‐old children and their mothers participated in 3 annual measurement occasions. Structural equation modeling analyses indicated that coder ratings of children’s insecure responses to interparental conflict from a maternal interview predicted observer ratings of their difficulties with stage‐salient tasks (i.e., emotion regulation, autonomy, resourceful problem solving) 1 year later after controlling for initial stage‐salient task performance. Stage‐salient task difficulties, in turn, predicted experimenter reports of children’s behavior problems 1 year later. Associations remained robust in the broader context of other pathways hypothesized in prevailing developmental cascade models.     

Conversations Around Young Children’s Drawing: The Impact of the Beliefs of Significant Others at Home and School

Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school. Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings. Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts.     

Arts‐Based Educational Research in Museums: ‘Art for Learning Art’, an A/r/tographic Mediation

This article discusses forms of arts‐based mediation in museums that use creation as the primary tool in the learning process. We present four mediation experiences based on the arts‐based teaching methodologies promoted by the project ‘Art for Learning Art’. These experiences have been developed in four museums: the Centre Pompidou Málaga, the State Russian Museum in Málaga and the Espai d'Art Contemponeo [Center of contemporary art] in Castellón in Spain and the Modern Art Murilo Mendes Museum of Minas Gerais in Brazil. Four experiences in three cities of two countries that work in a methodology which involves participative and collaborative visitor connections with the works exhibited using arts‐based strategies. In all cases, the artistic works of the exhibitions are the conceptual basis for mediation proposals that are offered to the public in order to encourage participation. We link the aesthetic experience as the origin of the mediation process in two fundamental aspects: creation and appreciation. In the act of creative appreciation, most art education objectives are met. The actions and processes are directed by collaborative and contemporary creation strategies around two axes: museum educator‐artists in training and visitors‐artists as learners. In the four experiences that we present here, this confluence takes place. The four events have been adapted to the conditions of the place, public and art exhibitions, contributing new approaches to the model that has been promoted from the University of Granada since 2013.     

Social Information Processing,Moral Reasoning,and Emotion Attributions: Relations With Adolescents’ Reactive and Proactive Aggression

Connections between adolescents’ social information processing (SIP), moral reasoning, and emotion attributions and their reactive and proactive aggressive tendencies were assessed. One hundred mostly African American and Latino 13‐ to 18‐year‐olds from a low‐socioeconomic‐status (SES) urban community and their high school teachers participated. Reactive aggression was uniquely related to expected ease in enacting aggression, lower verbal abilities, and hostile attributional biases, and most of these connections were mediated by adolescents’ attention problems. In contrast, proactive aggression was uniquely related to higher verbal abilities and expectations of more positive emotional and material outcomes resulting from aggression. Discussion focused on the utility of assessing both moral and SIP‐related cognitions, and on the potential influence of low‐SES, high‐risk environments on these findings.     

Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama‐Sniezek’s Review

This article reviews research published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. The literature search is described. Fifteen studies are included in the review and are grouped according to the types of cooperative learning strategies that were examined. Sample characteristics, measures, findings, and effect sizes are reported in a table. Achievement outcomes are mixed. Cooperative learning strategies that incorporate individual accountability and group rewards are more likely to improve achievement of students with disabilities. However, design problems across the studies limit conclusions to be drawn about the efficacy of cooperative learning. More research is needed before it may be viewed as an effective strategy for students with disabilities.