The development of children's strategies for the social control of emotion

It has been shown that young children can recognize emotional states in their peers, that they understand many of the antecedents of emotion, and they are motivated to change negative emotional states in others. The present study examined children's ability to nominate strategic social action that would alter the ongoing emotional state of a peer. Children of 3 ages--5, 8, and 12 years of age--viewed a picture of a young child actually experiencing happiness, sadness, anger, or in a neutral state. In a portion of instances, information was also provided about the social or nonsocial experience that led to the target child's state. The strategies children nominated fell into a small set of agonistic (nurturant) and antagonistic (aggressive) behaviors intended to change positive or negative states. With increasing age, children tended to nominate a greater proportion of verbal strategies, social strategies (with the exception of strategies nominated to change anger), and strategies that directly addressed the cause of another's emotional state.     

Effects of visual grouping strategies of computer-animated presentations on selective attention in science

The effects of visual grouping strategies involving animated and static graphic presentations on selective attention were studied. Also studied was the ability of students to learn a scientific rule presented incidentally in an animated sequence. A total of 39 fourth-graders participated in an introductory lesson on Newton's laws of motion. Two levels of Visual Presentation (Static Graphic, Animated Graphic) were crossed with two levels of Visual Grouping (Grouped, Ungrouped). A within-subjects factor consisted of two levels of Learning Intent (Intentional, Incidental). Results showed that students given animated presentations of lesson content outperformed students receiving static presentations, but only when the animated lesson frames were presented in groups, or “chunks,” of textual and visual sequences. Results also showed that students were able to successfully extract information pertaining to an application of Newton's second law incidentally presented in animated sequences. These latter results replicate earlier findings.     

The facilitation of selective attention in preschoolers

Allocation of attention was examined on a selective attention task in which some items were relevant (i.e., their locations should be remembered) and some were irrelevant. 100 4- and 5-year-olds formed 4 experimental conditions and 1 control group. 3 experimental groups had 1 added feature to aid selectivity (fewer stimuli, increased perceptual salience of the difference between relevant and irrelevant stimuli, or extra reminders of the locations of relevant and irrelevant stimuli). The fourth experimental condition included all features. A story and explicit instructions identified which objects were relevant. During study times, children opened doors (marked with cages or houses) of a box to reveal animals or household objects. Selectivity (opening mainly relevant doors) was high, compared to previous studies using no story with 6-year-olds, even in the control condition. Selectivity increased significantly beyond the level in the control condition only when all facilitative features were combined. Selectivity was not significantly related to recall. This outcome, in conjunction with previous research, suggests a lag between the production of a strategy and its facilitative effect on recall.     

The development of children's art

Pupils transferring to secondary school are positive about science and look forward to practical work. The research reported here explored Y6 and Y7 pupils' perceptions of practical science in school and the world of work.

Pupils at both ages saw practical work as a natural and enjoyable consequence of scientific endeavour and of use to society. They made a number of links between school science and the work of scientists. Y6 pupils were more likely than Y7 pupils to link practical science with product testing and to future careers. The findings of the research and further thinking about KS2/3 transition are used to point out useful features that might help design bridging work in science.     

非母语环境下儿童英语听说能力培养策略探讨

儿童英语听说能力培养,应从儿童语言习得的基本理论入手,采用TPR教学法,适当运用英文童谣、英文动画片以及英文绘本等形式,激发儿童学习兴趣培养儿童英语听说能力。     

幼儿园对幼儿自我保护能力的培养策略

幼儿自我保护能力是指幼儿对安全的认识、理解及其对外界环境中各种安全因素的敏感性、判断及回避等方面的能力。我们应该通过丰富的安全教育内容、多样化的教育手段,培养孩子的安全意识和自我保护能力,让幼儿有独立面对和避免危险的能力。     

Impulse control or selective attention: Remedial programs for hyperactivity

The purpose of the present study was to compare various cognitive treatment approaches for ameliorating the difficulties of hyperactive children on tasks requiring sustained vigilance and accuracy. Differential training techniques comparing training in attention to inhibitory control indicated that a combination of attentional and inhibitory control strategies was most efficacious in enhancing cognitive performance of these children. The findings from the present research further were interpreted to support the hypothesis suggesting that problems with impulse control and attention occur concurrently in hyperkinetic children, although remediation in attentional deploying strategies is necessary for enhancing cognitive performance of these children. The results from this study further indicated that training hyperkinetic children solely in inhibitory control simply is not sufficient for enhancing cognitive performance.     

The relationship of visual attention to children's comprehension of television.

The study experimentally tested the relationship between visual attention and comprehension of a TV program. 72 5-year-old children watched a 40-min version of the TV program "Sesame Street." Half the children viewed the program in the presence of a variety of toys and half viewed without toys. The children were then tested for their comprehension of the program. Although visual attention to the TV in the no-toys group was nearly twice that in the toys group, there was no difference between the groups in comprehension. There were, nevertheless, significant within-group correlations between visual attention and comprehension even for questions concerning only auditorily presented material. The results were interpreted as indicating that in a normal TV viewing setting, variations in the comprehensibility of the TV program may determine variations in children's attention to the TV.     

The search for structural principles in children's manipulative play: a parallel with linguistic development.

Our study investigated the role of 3 structural principles--hierarchical complexity, interruption, and role change--in the development of children's construction play. The 3 principles are formally parallel to dimensions of language structure. Children from 2 to 6 were required to use varying combinations of structural features in order to build a series of modeled constructions. Predictions about the order of difficulty of our constructions, formulated on the basis of their constituent structural features, were confirmed by the results. Hierarchical complexity and role change, features of "deep structure", added significantly to the difficulty of a construction strategy. Interruption, a "surface-structure" feature, had, in contrast, a minimal effect. The results lend further support to the notion of a cognitive organization common to language and other modes of behavior.     

Young children's knowledge and strategies for comparing sizes

This study examined the knowledge and strategies that young children used for comparing sizes of geometric figures. Sixty-nine children from the ages 3 to 6 years were asked to compare sizes of geometric figures and their placement and adjustment strategies were observed. The children were also presented with strategies for comparing sizes and asked to choose the most effective one. As a result, children showed four different patterns of uses of strategies and judgments. Differences among children showing the four patterns (referred to as clusters 1–4) were summarized as follows: (a) children in clusters 2–4 made correct judgments for the relative sizes of figures placed on one another, (b) children in clusters 3 and 4 very often used the strategy of adjustment based on two dimensions, (c) only children in cluster 4 very often used the strategies of superimposition and adjustment based on two dimensions at the same time and made more correct judgments for the relative areas of two figures; and (d) children in cluster 4 selected as effective the strategy of adjusting figures based on two dimensions.     

转型期高校人事制度改革的过渡性特征与制度重构

转型时期的高校人事制度改革具有过渡性特征,应以渐进性、多样性、中心性、中和性为策略进行制度重构,来协调受益者、决策者、受损者三者之间的关系。当前,高校人事制度改革的突破口是实施教师聘任制。     

The development of children's understanding of intensive quantities

Researchers have been aware for some time of the differences between extensive and intensive quantities but the significance of these differences has not been recognized in mathematics curricula. In England children are provided with many opportunities in their first few years in school to manipulate, measure and reason about extensive quantities but have virtually no opportunity to do the same with intensive quantities. This paper contrasts extensive and intensive quantities and describes the obstacles to primary school children's understanding of intensive quantities: the need to consider two variables simultaneously and the difficulty of understanding inverse relations between variables. Study 1 shows that children have considerable difficulty in using inverse relations reasoning. Study 2 shows that this form of reasoning is more difficult in the context of intensive than extensive quantities problems. Implications for education are considered and examples of experiences with intensive quantities that could provided in school are presented.     

The development of children's knowledge of temporal structure

Adults have a rich understanding of a number of time systems, but little is known about how this knowledge develops. 3 experiments were conducted to test a model in which the first representations of the days of the week and months of the year have verbal-list properties, and these are later supplemented by image representations. In Experiments 1 and 2, fourth or fifth graders could judge forward relative order for these contents, but not until adolescence could backward order judgments be made accurately. In Experiment 3, fourth graders used a serial process to solve a categorical distance judgment task, whereas older groups shifted to a process with more rapid access to information about the position of remote items. The results are interpreted as supporting the 2-stage model and appear inconsistent with a number of alternative models.     

相似性分离:选择性注意中干扰和抑制关系研究

选择性注意的研究是当今信息加工理论框架的一个中心概念,而抑制是当前选择性注意研究的前沿焦点。作为注意的机制———抑制在注意选择中对分心物是如何起作用的?抑制和干扰是一种什么关系?实验结果显示:抑制和干扰之间是一种正相关,抑制随干扰的变化而变化。     

New strategies for learning geography: a tool for teachers' professional development in England and The Netherlands

Following a constructivist view on learning and based on the work of Adey and Shayer a group of teachers and lecturers in geographical education from north‐east England developed some successful strategies to stimulate pupils' thinking skills. At the start of this century the ideas reached The Netherlands. This article presents the results of a survey among Dutch geography teachers who participated in an in‐service training about thinking skills strategies for geography. Did these teachers really use the strategies in their classrooms after the in‐service training? What kind of impact had it on their opinions about the usability of the strategies, their beliefs about students' learning and about their own teaching? This study shows that, in line with experiences in England, most Dutch geography teachers appreciate the thinking skills strategies as a good way to stimulate students' and their own learning.

Animés d'une vision constructiviste de l'enseignement et de l'apprentissage, et sur la base des travaux d'Adey et Shayer, un groupe d'enseignants et de chargés de cours du Nord‐Est de l'Angleterre dont la discipline est la géographie ont mis au point plusieurs stratégies efficaces pour stimuler les aptitudes de réflexion des élèves. Au début des années 2000, leurs théories sont parvenues jusqu'aux Pays‐Bas. Le présent article présente les résultats d'une étude menée auprès de professeurs de géographie néerlandais qui ont suivi une formation ‘in‐service’ sur les stratégies de développement des aptitudes de réflexion pour la géographie. Les professeurs ont‐ils réellement utilisés les stratégies dans leurs classes à l'issue de la formation? Quel type d'impact cette dernière a‐t‐elle eu sur leur opinion quant à l'utilité des stratégies? Cette étude révèle que la plupart des professeurs de géographie apprécient les stratégies de développement des aptitudes de réflexion et qu'elles constituent un bon moyen de stimuler les élèves et leur apprentissage de cette discipline.

Siguiendo un punto de vista constructivista del aprendizaje y basándose en la obra de Adey y Shayer, un grupo de maestros y profesores de educación geográfica del noreste de Inglaterra desarrolló con éxito algunas estrategias para estimular las habilidades de pensamiento de los alumnos. A principios de este siglo, estas ideas llegaron a los Países Bajos. El presente artículo ofrece los resultados de un estudio realizado entre profesores de geografía holandeses que participaron en un curso de formación durante el trabajo sobre estrategias para estimular las habilidades de pensamiento para la geografía. ¿Utilizaron estos profesores realmente las estrategias en sus clases una vez finalizada la formación? ¿Cómo influyó ésta en sus opiniones sobre la aprovechabilidad de las estrategias? El presente estudio demuestra que la mayoría de los profesores de geografía consideran que las estrategias dirigidas a las habilidades de pensamiento son una buena manera para estimular tanto el aprendizaje de los alumnos como su propio aprendizaje.

Nach einer konstruktiven Untersuchung im Unterrichtsbereich und unter Zugrundelegung des Werkes von Adey und Shayer entwickelte eine aus Geografie‐Lehrern und ‐Lehrbeauftragten bestehende Gruppe aus Nordostengland erfolgreiche Strategien, um die Denkfähigkeiten der Schüler und Schülerinnen anzuregen. Zu Beginn dieses Jahrhunderts erreichten die Ideen die Niederlande. In diesem Artikel werden die Ergebnisse einer Untersuchung bei niederländischen Geografielehrern dargelegt, die an einem Lehrerfortbildungskurs über Denkfähigkeitsstrategien für den Geografieunterricht teilnahmen. Haben diese Lehrer wirklich die Strategien in ihren Klassenräumen nach dem Fortbildungskurs genutzt? Wie wirkte sich dieser Kurs auf ihre Meinungsbildung zur Brauchbarkeit der Strategien aus? Diese Studie zeigt, dass die meisten Geografielehrer die Denkfähigkeitsstrategien als gutes Mittel zur Anregung des Lernens der Schüler‐ und Schülerinnen und ihres eigenen Lernens schätzen.