Building Mind, Brain, and Education Connections: The View From the Upper Valley

ABSTRACT— This article describes the efforts of a small group of educators and researchers to build a model for making connections across mind, brain, and education. With a common goal of sharing, strengthening, and building useable knowledge about child and adolescent learning and development, we focused on questions of mutual interest to educators and researchers. We describe our efforts to develop a common vocabulary and language and to create opportunities for dialogue and discussion, including classes and talks for in-service and preservice teachers, research laboratories open to in-service and preservice teachers, local conferences that provided a context for educator and researcher interactions, and researcher outreach in the local education community at the administrative, classroom, and student levels. These activities represent concrete mechanisms by which links might be forged between educators and researchers within the context of Mind, Brain, and Education.     

音乐对大脑和智力发育影响的研究

原著作者综合了近期有关音乐教育的一些研究资料,向人们展示了音乐对儿童大脑发育和智力发展的诸多影响,尤其是列举了各种有关音乐的教育价值方面不同观点的研究材料,对于从事音乐教育工作的人们具有一定的借鉴意义。     

半刚性连接节点的类型及其受力性能

半刚性连接是目前常用的一种梁柱连接形式,以其施工方便、抗震性能好而得到推广.但是此类节点受力复杂,而且目前国内对此类节点的设计方法缺乏具体规范.本文给出了几种半刚性连接的类型以及梁柱连接的弯矩.转角曲线,考虑节点半刚性连接的线性模型,介绍了初始刚度的计算公式,从而为半刚性节点的设计和应用提供参考.     

Connections:

No abstract available for this article.     

Developmental Brain Research With Participants From Underprivileged Communities: Strategies for Recruitment,Participation, and Retention

Challenges associated with recruitment and retention of participants from underprivileged social communities, in addition to neuroscience researchers' unfamiliarity with these communities, possibly explain the limited number of individuals from these communities who participate in neuroscience research studies. The consequence is a scarcity of data in this fast‐growing segment of the population. In particular, developmental research involving children from ethnic minorities has yet to catch up with the number of studies available for middle‐class White children (Flores et al., 2002). This underrepresentation can lead to disparities in health and social services for children from these communities, as well as to a nonrepresentative knowledge base of child neurodevelopment. Developing and utilizing innovative and culturally sensitive approaches to recruiting participants from underprivileged communities can maximize their participation in research, as behavioral researchers have known for some time. Here, based on our experience recruiting low‐socioeconomic status (SES) Latino children from Los Angeles, we offer strategies to improve recruitment, involvement, and retention. We have a special focus on techniques relevant to recruiting for neuroimaging, which is associated with new challenges not faced to the same degree in research historically. Better inclusion of underrepresented children in research can ultimately lead to the development and improvement of effective public polices to support their needs, ranging from education to health care.     

H型钢梁柱外伸端板螺栓连接节点的性能研究

根据H型钢梁柱外伸端板螺栓连接节点的简化力学模型，提出用节点尺寸来计算节点初始转动刚度Ri的计算公式，通过与试验结果比较，验证了初始转动刚度Ri的计算公式的正确性；并对节点的破坏形式、抗震性能及影响节点初始转动刚度的因素进行了分析讨论。     

狗骨式刚性连接的滞回性能试验研究

通过对循环荷载作用下的狗骨式刚性连接节点的试验研究，分析了狗骨式刚性连接的滞回性能．试验结果表明：狗骨式刚性连接具有良好的延性和耗能能力，节点的转角都超过了0．03rad；焊缝强度和梁翼缘的削弱程度是影响节点滞回性能和极限承载力的决定因素．最后，根据试验结果提出了此类连接的设计和施工建议．     

空间半刚性钢框架的静力性能分析

对八个带双腹板顶底角钢连接以及外伸端板连接空间钢框架进行了非线性有限元分析,并与刚性连接空间钢框架进行了分析对比,从而探讨了空间钢框架的静力承载性能与节点刚度的关系,得到了不同节点刚度对空间钢框架位移和内力的影响结果以及随楼层变化半刚性连接对钢框架性能的影响。研究结果为半刚性连接空间钢框架在工程中的应用提供了一定的理论依据。     

Developmentally Appropriate Practice: Culture, Curriculum, Connections

This study explores the implications of developmentally and culturally appropriate practice for early childhood education. Selections from classroom journals and personal narratives of 30 early childhood educators are presented to provide the context for the examination of the use of developmentally appropriate practice as a curricular base for early childhood programs. The capability of developmentally appropriate practice to respond to cultural diversity is analyzed and several questions are addressed Whose experiences are represented by developmentally appropriate practice? Whose ways of knowing are validated by developmentally appropriate practice? Teachers participating in this study noted that developmentally appropriate practice often failed to acknowledge the roles of culture, care-taking, inter-connectedness, and multiple ways of knowing in the teaching-learning experiences of young children. Their voices add the critical perspective of the practitioner to the consideration of what constitutes "appropriate" early childhood curriculum.     

Developmentally Appropriate Practice: Culture,Curriculum, Connections

This study explores the implications of developmentally and culturally appropriate practice for early childhood education. Selections from classroom journals and personal narratives of 30 early childhood educators are presented to provide the context for the examination of the use of developmentally appropriate practice as a curricular base for early childhood programs. The capability of developmentally appropriate practice to respond to cultural diversity is analyzed and several questions are addressed Whose experiences are represented by developmentally appropriate practice? Whose ways of knowing are validated by developmentally appropriate practice? Teachers participating in this study noted that developmentally appropriate practice often failed to acknowledge the roles of culture, care-taking, inter-connectedness, and multiple ways of knowing in the teaching-learning experiences of young children. Their voices add the critical perspective of the practitioner to the consideration of what constitutes "appropriate" early childhood curriculum.     

Value Profiles During Middle Childhood: Developmental Processes and Social Behavior

Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior.     

儿童身体隐喻理解发展特征

研究了小学儿童身体隐喻理解发展特征.采用自制隐喻理解成绩量表,以某县城小学二、四、六年级共168名学生为被试,考察儿童身体隐喻和非身体隐喻解释成绩.结果表明,小学儿童非身体隐喻的理解成绩优于身体隐喻的理解成绩,对源域不熟悉的隐喻的理解水平高于对源域较为熟悉的隐喻的理解水平;儿童中年级开始理解隐喻,中年级隐喻理解受是否熟悉源域具体特征的影响最大;随着年龄增长,儿童非身体隐喻和身体隐喻的理解不断发展但发展的速度不一样.     

发展性阅读障碍的脑机制研究

阅读障碍是指词汇加工能力受损;而发展性阅读障碍是个体成长中出现的阅读障碍。一般从认知角度和生理基础角度出发研究阅读障碍的成因。通过对生理基础取向研究的回顾我们发现,发展性阅读障碍者阅读过程中的障碍存在脑部机能缺陷,主要包括脑电异常和脑功能异常。未来的研究应更加关注阅读障碍的定义,使之明确化;研究方法和手段要多元化;要开展多学科合作研究。     

发展性计算障碍——脑与认知科学研究的新成果及其对教育的启示

发展性计算障碍是儿童认知发展过程中较常发生的一类特异性障碍,对学生的学习和心理行为发展均有重要影响。依据认知模块化的观点,发展性计算障碍可以分为不同类型,目前主要有按阶段与按表征两种分法。近年来,有关研究在脑与认知科学领域取得较大进展,有关结果表明发展性计算障碍不仅与脑的单侧化有关,同时也与特定脑区在代谢与结构上的异常有关。目前在我国,研究者与广大教育实践工作者尚未对此引起足够的重视,有关研究尚未充分开展,为此,我国应加快在该方面的科学研究、干预与教育培养工作。     

Neuroscience, Play and Early Childhood Education: Connections, Implications and Assessment

Paralleling the works of Cambourne’s Conditions of Literacy Learning (The Reading Teacher, 54(4), 414–429, 2001), Copple and Bredekamp’s (Developmentally appropriate practice in early childhood programs serving children from birth though age. National Association for the Education of Young Children, Washington, 2009) Developmentally Appropriate Practices and the findings from the field of Neuroscience this article explores the important components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of young children in order to help strengthen their neurological networks. The article concludes its exploration with the role of “mirror neurons” in the learning environment and how they affect the young child's mood, emotions, and empathy.     

Connections: A Collaborative Design Project

This is a study of the Connections project; a collaborative design exercise between Birmingham School of Architecture and Landscape, and local primary schools. It explains the processes and outcomes of this annual collaborative design exercise, in which students of architecture join forces with primary school children, to explore connections between architecture, and various subjects of the National Curriculum. It shows how graphical learning methods, from architectural education, have been adopted successfully across the curriculum at primary level. Three phases of the project, and their different kinds of graphic communication, are identified. Learning in each of these is explored with supporting evidence from students’ diaries and interviews with teachers. Two examples of recent project work are used to show processes and outcomes. The first, a Science and Architecture project, demonstrates how methods of working gave a clear relationship between abstract ideas, and representational models and drawings. The second illustrates quality of outcomes, and depth of understanding in an Art and Architecture project. Finally the study introduces ongoing research, based on the Connections project experience, which addresses the scope of learning at both curriculum levels.     

发展性心理咨询中大学生自我改变拖延行为分析与策略

在高校的发展性心理咨询中,咨询效果达不到预期,原因主要是大学生来访者自我改变拖延行为明显。针对大学生发展性心理咨询的特点,分析其自我改变拖延行为的原因,从自我管理能力的提高上应对自我改变拖延行为。     

论理科教师科学本质教学行为的发展性评价

培养学生适当理解科学本质是科学教育的目标之一。实现这一目标的关键是理科教师具有相应的科学本质教学行为。理科教师科学本质教学行为可以从显性教学目标、具有认识论水平的教学主题、显性区别观察和推论、注重知识产生方式、反思性评价活动、评价性作业等六个方面进行发展性评价。发展性评价的实施主要在理科教师科学本质教学行为自我监控系统指导下进行。