Pathways from prematurity and infant abilities to later cognition

This study examined the relation of information processing in 7-month-old preterms (<1750 g at birth) and full-terms to Bayley Mental Development Indexes (MDIs) at 2 and 3 years. The infant measures were drawn from four cognitive domains: attention, speed, memory, and representational competence. Structural equation modeling showed that these measures of infant information processing mediated the effects of prematurity, and that there was a cascade of effects, with infant processing speed influencing memory and representational competence, which in turn influenced later MDI. This study shows that infant information processing mediates the effect of prematurity on later cognition, and delineates pathways whereby infant abilities relate to one another and to later outcome.     

Infants' use of synchronized visual information to separate streams of speech

In 4 studies, 7.5-month-olds used synchronized visual-auditory correlations to separate a target speech stream when a distractor passage was presented at equal loudness. Infants succeeded in a segmentation task (using the head-turn preference procedure with video familiarization) when a video of the talker's face was synchronized with the target passage (Experiment 1, N = 30). Infants did not succeed in this task when an unsynchronized (Experiment 2, N = 30) or static (Experiment 3, N = 30) face was presented during familiarization. Infants also succeeded when viewing a synchronized oscilloscope pattern (Experiment 4, N = 26), suggesting that their ability to use visual information is related to domain-general sensitivities to any synchronized auditory-visual correspondence.     

利用β-环糊精及其衍生物分离手性化合物

综述了β－环糊精及其衍生物在手性化合物拆分中的应用及其分离机理。     

Using XML to separate content from the presentation software in elearning applications

TechTrends - This paper has shown how XML (extensible Markup Language) can be used to mark up content. Since XML documents, with meaningful tags, can be interpreted easily by humans as well as...     

Using XML to separate content from the presentation software in elearning applications

Summary This paper has shown how XML (extensible Markup Language) can be used to mark up content. Since XML documents, with meaningful tags, can be interpreted easily by humans as well as computers, they are ideal for the interchange of information. Because XML tags can be defined by an individual or organization, XML documents have proven useful in a variety of areas including chemistry, mathematics, music, literature, graphics, eCommerce and educational technology. This paper demonstrated a simple example of how XML could be used for developing eLearning applications where the content and presentation software can be separated from one another. This separation facilitates the maintenance, reuse and repurposing of both the content and the presentation software     

Using strategy maps to prioritize learning and performance improvement agendas

There are best practices that organizations can employ to link their learning initiatives to corporate strategy. Human capital and human performance technology (HPT) professionals need to push their organizations to embrace a performance improvement agenda that is linked to strategy, and organizations need to include a learning representative in the strategic development process. If the human capital or HPT professional and CEO work together toward a common goal, the business can achieve the greatest benefit from learning initiatives.     

Visual and cognitive processes contribute to age-related improvements in visual selective attention

Children (N = 103, 4–9 years, 59 females, 84% White, c. 2019) completed visual processing, visual feature integration (color, luminance, motion), and visual search tasks. Contrast sensitivity and feature search improved with age similarly for luminance and color-defined targets. Incidental feature integration improved more with age for color-motion than luminance-motion. Individual differences in feature search ( = .11) and incidental feature integration ( $$ = .06) mediated age-related changes in conjunction visual search, an index of visual selective attention. These findings suggest that visual selective attention is best conceptualized as a series of developmental trajectories, within an individual, that vary by an object's defining features. These data have implications for design of educational and interventional strategies intended to maximize attention for learning and memory.     

Relative and absolute thinking in visual estimation processes

This study has two main goals: (1) to investigate the processes involved in visual estimation (part I of the study), and (2) to investigate the processes of judgment in visual estimation situations, which mostly involved proportional reasoning (part II). The study was conducted with 9-year old children in the third grade. Four strategies were expressed by the children in visual estimation situations. Exposure to a unit in the Agam project, designed to enhance visual estimation capabilities resulted in changes in the children's strategies. These changes reflected the processes by which children overcame their limited ability to process visual information. The development of proportional reasoning was investigated through a series of judgment situations. Although, as was expected, most of the children showed an additive behavior, these situations stimulated some children towards qualitative proportional reasoning, where easy/difficult considerations played an important role.     

Using mobile devices to enhance inquiry-based learning processes

Technological advances offer the possibility of using mobile devices to enrich learning environments with multimedia content. Although physical experiments play a key role in science learning, little is known about integrating multimedia learning in physical experimental processes, especially in realistic classroom settings. In our approach, students use tablets to investigate motion with an application providing multiple representations of the measurement data. We present the results of a cluster-randomized controlled study with high school students (average age = 15.6, N = 286) conducted between 2017 and 2018 in 11 secondary schools in Germany. Conceptual understanding of physics, cognitive load, and assessment of teacher behavior were surveyed. Multilevel regression analysis revealed that this approach leads to a significant reduction of extraneous cognitive load and to greater conceptual knowledge. A confirmatory path analysis revealed that these effects can be traced back to the treatment and are not significantly influenced by teacher behavior.     

An integrated model of emotion processes and cognition in social information processing

Literature on the contributions of social cognitive and emotion processes to children's social competence is reviewed and interpreted in the context of an integrated model of emotion processes and cognition in social information processing. Neurophysiological and functional evidence for the centrality of emotion processes in personal-social decision making is reviewed. Crick and Dodge's model is presented as a cognitive model of social decision making, and a revised model is proposed into which emotion processes are integrated. Hypotheses derived from the proposed model are described.     

运用ArcGIS和RTK技术实现旧图数字化管理

以RTK技术灵活的控制点三维坐标采集方式,结合运用ArcGISDesktop9.2软件,实现了旧图数字化的管理,为GIS的应用开发提供了方便。在研究开发福建客家土楼资源管理信息系统中,以永定初溪土楼群旧地形图为例,经过对旧图的扫描、加载,结合RTK测量的坐标数据,进行地理参考转换,实现了具有地理坐标系统的数字化地图,为系统研究开发所需的数字化资料提供了重要的保障。     

Using visual strategies simultaneously to support students with learning disabilities in mathematics

We provide insight into how multiple visual strategies can be used simultaneously to increase access to and success with challenging mathematics at the secondary level for students with learning disabilities. Drawing on a teaching philosophy based on recognising student strengths and needs, we argue the potential benefits of using visual strategies during instruction and intervention to best meet student needs. Examples from our work with a high school student with a learning disability are presented to provide insight into how visual strategies can increase understanding and success with mathematics as it becomes more abstract at the secondary level. We urge practitioners and researchers to explore the benefits of incorporating simultaneous visual strategies into secondary mathematics learning.     

Using situated cognition theory in researching student experience of the workplace

It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means of an investigation of the vacation work experiences of a group of South African final‐year civil and chemical engineering students. Issues of race and gender appeared prominently and spontaneously in focus group and interview data. An analysis of these data using the situated cognition framework allowed for a deeper understanding of these issues and their impact on learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self‐worth. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 415–431, 2004     

Using visual support in preschool phonemic segmentation training

In an earlier training study we found that the use of visual support in phonemic segmentation training provided no additional value for poor readers and spellers from schools for children with learning disabilities, having problems segmenting speech (Kerstholt, van Bon & Schreuder 1994). Previous research (e.g., Hohn & Ehri 1983) suggests, however, that visual support – such as alphabet letters – does facilitate the segmentation teaching of preschoolers. Hence, it was expected that visual support would be beneficial in phonemic segmentation training only prior to formal reading and spelling instruction. The purpose of the present study was to test this expectation. One group of preschoolers was trained in phonemic segmentation with diagrams and alphabet letters as visual support, another group was trained without visual help. Results show the preschoolers to improve their phonemic segmentation, reading and spelling skill significantly. It made no difference, however, whether the children were trained in phonemic segmentation with or without the help of visual support. The findings of the present study and those of our earlier study indicate visual support to be useful in phonemic segmentation training only under certain conditions. It is suggested that differences in orthographic properties of the languages involved may explain the difference between the Anglo-Saxon studies that did show an additional effect of letters and a number of Dutch studies that did not.