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Lynn S. Liben 《Child development》2008,79(6):1600-1605
This article introduces a collection of essays on continuity and discontinuity in cognitive development. In his lead essay, J. Kagan (2008) argues that limitations in past research (e.g., on number concepts, physical solidarity, and object permanence) render conclusions about continuity premature. Commentaries respectively (1) argue that longitudinal contexts are essential for interpreting developmental data, (2) illustrate the value of converging measures, (3) identify qualitative change via dynamical systems theory, (4) redirect the focus from states to process, and (5) review epistemological premises of alternative research traditions. Following an overview of the essays, this introductory article discusses how the search for developmental structures, continuity, and process differs between mechanistic‐contextualist and organismic‐contextualist metatheoretical frameworks, and closes by highlighting continuities in Kagan’s scholarship over the past half century. 相似文献
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Mark Freeman 《Interchange》2007,38(3):223-243
This essay calls attention, first, to some of the significant discontinuities between life and literature, living and telling. Perhaps foremost among them is the fact that while living takes place now, in the present moment, telling must await the passage of time. This element of delay, it is argued, underscores the potential importance of narrative: in the context of moral life especially, it can serve a kind of rescue function, allowing for a measure of insight often unavailable in the flux of the moment. These discontinuities between life and literature notwithstanding, it is maintained herein that there also exist deep continuities between life and literature, and that literature can illuminate life precisely because it articulates and binds those features of experience that reach for narrative. By spelling out these continuities, we open the way toward deepening our understanding of the narrative fabric of life itself. 相似文献
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The study investigated the effects of three EMR placement models on children's social and affective development. The Barclay Classroom Climate Inventory (BCCI) was administered to 45 randomly selected classes from a population of 115 classes representing Self-Contained (SC), Selected Academic Placement (SAP), and Learning Center (LC) models. For SAP and LC children, BCCI assessments were obtained in both EMR and regular class settings. The BCCI data comprised self, peer, and teacher expectations. Results indicated that the SC setting resulted in the strongest support in terms of acceptance, and the SAP-EMR settings resulted in the fewest suspected problems. Thus it appears that stronger social support systems exist and fewer problems emerge for the children who are placed with others of similar cognitive ability. 相似文献
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A close association between affective expression and cognitive development was demonstrated in a longitudinal study of 14 Down's syndrome infants. It was found that the Down's syndrome infants laughed to groups of stimulus items in the same order as did previous samples of normal infants. Although the process was delayed by several months, the retarded babies too laughed first at physically intrusive items and only later to items calling for greater cognitive sophistication. In addition, cognitive developmental status, assessed by the Bayley and Uzgiris-Hunt scales, paralleled and was predicted by the level of affective development. Predictive and concurrent correlations between Bayley mental scores and various indices of affectivity ranged from .68 to .92. There was striking individual consistency across affective, mental, and motor measures, suggesting the organized nature of retarded development. Finally, since Down's syndrome infants frequently smiled under conditions when normal babies would laugh, a role for tension production, in addition to cognitive factors, was suggested in accounting for the behavior of these infants. 相似文献
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Continuities in Emotion Understanding from Three to Six Years 总被引:12,自引:0,他引:12
As part of a longitudinal study, 47 children who were tested on their understanding of basic emotions when they were 3 years old were tested again at 6 on their understanding of conflicting emotions. Significant stability in individual differences was found over this 3-year period. Antecedents to emotion understanding at 3 continued to be significantly related to children's understanding at 6, including participation in discourse about causality, positive interaction with older siblings, and language ability. Girls outperformed boys, and there was a suggestion that the girls' understanding of emotions was more closely associated than the boys' with the quality of their sibling relationships. Children's concurrent reports of negative experiences at home and at school were related to their sensitivity to the experience of ambivalent emotions. The results are discussed with respect to the social origins and implications of this core aspect of children's social-cognitive development. 相似文献
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Tertiary Education and Management - My book, CreatingEntrepreneurial Universities, based onmid-1990s research in five Europeanuniversities, set forth five ``pathways oftransformation'' by... 相似文献
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Pirkko Remes 《Scandinavian Journal of Educational Research》2013,57(4):295-304
This study is based on the hypothesis of futurology stating that future images influence in many ways the present activities and decision‐making of both individuals and communities. The purpose was to forecast various possible future developments in adult education based on future images of adult educators (N = 117) working in Finnish institutions of vocational education. The information was gathered by mailed questionnaires which were collected at training sessions arranged by regional governments for adult educators. The data contained 832 future images. Threatening and desirable images associated with the functions and resources of adult education were most frequent. There were least mentions regarding continuities and the organization and process of education. 相似文献
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《Journal of moral education》2012,41(2):133-136
Abstract This paper briefly reports a large‐scale replication undertaken in 1981 of a smaller study, carried out in 1976/7 and reported in this journal in 1979. The instrument used was developed by the Eppels in the early 1960s to tap five dimensions of moral values. In the main, the conclusions of the 1979 paper are reinforced, namely that the structure of moral thinking is much as in the early 1960s and that substantive differences over time are small. In addition, the most recent study enables some tentative conclusions to be drawn about differences due to sex, age, social class, school type and geographical location. 相似文献
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In the 1960s and 1970s many researchers in the USA noted the prevalence of gender stereotypes in books for children. Numerous studies showed that females were typically portrayed as passive, dependent and generally incapable, and that males were typically portrayed as active, independent and generally competent. Stereotype patterns were consistent across a variety of reading materials, including picture‐books, fiction for older readers and school‐books. Some researchers questioned what the potential effects of such stereotypes might be on readers, but few examined these questions empirically. A review of this literature led us to question whether increased awareness about the potentially harmful effects of gender stereotypes had led to their elimination from books intended for young readers. This paper describes the data we collected on a set of picture‐books. We found that while the prevalence of stereotypes has decreased somewhat, the decreases in quantity and in kind have not been statistically meaningful. A discussion of the effects of gender stereotypes on affective development and on cognitive development is also presented. 相似文献
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In this study, 434 children and adolescents completed the Control-,Agency-, and Means-ends beliefs Interview (CAMI). Moreover, we asked for current mood-state and achievement-related affect after success and failure at school. There was no gender difference in achievement-related affective expression in children (9 and 10 years old), but there was a substantial difference in adolescents (15 and 16 years old), boys reporting less affect than girls. A different pattern emerged for the impact of affect on achievement-related beliefs. Again, children did not show any gender difference. In adolescents, however, boys' current mood-state was related to agency beliefs to a higher extent than girls' current mood state. Thus, boys, in comparison to girls, may develop inhibition of affective expression, but over the same span, they continue to base agency beliefs on their current mood-state whereas girls do not. 相似文献
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对于文学发展的认识,可以在通与变的视野中,从纵向的时间维度进行深入考察,并结合古今中外众多学者对于文学发展观的论述,可以大致梳理出三种主要的文学发展模式:直线型、循环型、累积型.但不应将文学的发展模式僵化为进化论意义上的发展,而可以将其理解为一个逐渐展开的过程. 相似文献
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WING-WAH LAW 《比较教育学》1996,32(3):377-394
Since 1949, the higher education systems in mainland China and Taiwan have been developed in disparate geopolitical and social contexts, but have faced similar dilemmas between economic and cultural tasks. The dilemma has lasted in China for more than two centuries and nowadays can also be located in many developing industrializing countries. The article offers the concept of 'fortress state' to explain how between 1949 and 1995 these two were affected by both domestic and international factors. In particular, the role of higher education as an agent of both political socialization and economic modernization is analyzed in the context of the transformations in the two contemporary Chinese societies. The article also examines how cultural traditions, the upholding of a national belief system, nation building and the foreign relations of mainland China and Taiwan help maintain the two-century old tension between economic modernization and the preservation of a cultural and national identity. 相似文献
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David Skidmore 《British Journal of Educational Studies》1999,47(1):3-16
This paper surveys a sample of current research into the education of pupils with learning difficulties. Examples of the three major established research traditions are discussed, namely the psycho-medical, organisational and sociological traditions. It is argued that much of this work seeks to extend the theoretical framework associated with one or another of these traditions, but fails to overcome the common limitation of reductionism. An emerging current of work is identified which adopts an anti-reductionist perspective. The characteristics of the new approach are illustrated, and a specific need for further search within this framework, focusing on the dynamics of the school development process, is identified. 相似文献
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The present study employed a Pavlovian-instrumental-transfer paradigm to investigate the role of conditioned fear in appetitive discrimination learning. Each of three Pavlovian training procedures was used to establish a conditioned fear excitor (CS+), a “neutral” CS (CSo), and a conditioned fear inhibitor (CS?). Then, the CSs were administered to rats in the three groups contingent upon the rewarded response in a difficult visual discrimination. In addition, half of each group received shock punishment for each incorrect response. Relative to CSo, CS+ facilitated performance in contrast to the usual interfering effect of conditioned suppressors; conversely, CS? retarded performance even when its reinforcing action (fear inhibition) was potentiated by punishment for the incorrect response. These results, together with other findings showing a reversed outcome when the CSs are administered for the incorrect response, indicate that Pavlovian conditioning comprises both general signaling and affective functions, the former reflecting a basic “expectancy” or nominal type of cognitive processing in the rat. 相似文献
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中国校长培训政策的延续与变革(1989-2009) 总被引:4,自引:0,他引:4
在学校改进和教育变革中,校长扮演着日益重要的角色,而校长培训则被视为成功实现学校改进与教育变革的重要策略之一.有关校长培训的政策则体现了国家对校长培训的基本理解、要求与期望.本文梳理了中国1989年至2009年间所颁布的各类有关校长培训的政策文件,从国家对校长培训的定位、校长培训的责任分担与制度建设、校长培训的内容三个维度剖析了二十多年来中国校长培训政策的延续与变革,在此基础上对中国大陆校长培训的性质进行解读,提出校长培训正处于关键的转型期,需要深入反思国家在校长培训发展中的角色定位,从而在政策制定与实施中更好地促进校长领导力的发展. 相似文献
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有效发挥教学中的情感因素 总被引:1,自引:0,他引:1
传统教学中,情感因素没有得到足够的重视。目前,多数教师虽然认识到了教学中情感因素的重要性,但存在不少认识误区。在澄清有关误解的基础上,探讨了有效发挥情感因素的一些教学策略。 相似文献