改善孤独症儿童随班就读状况的个案研究

本文运用个案研究方法,对一名孤独症儿童进行为期5个月的研究。通过观察法、访谈法、调查问卷等方法,分析探讨了孤独症儿童随班就读的成功教育经验,并为特殊教育人士、孤独症儿童家长、普通小学的老师提供了适当建议。     

Working memory, fluid intelligence, and science learning

A review of the history of working memory (WM) studies finds that the concept of WM evolved from short-term memory to a multi-component system. Comparison between contemporary WM models reveals: (1) consensus that the content of WM includes not only task-relevant information, but also task-irrelevant information; (2) consensus that WM consists of phonological and visuospatial components; (3) consensus that short-term memory storage is a function of WM; (4) disagreement as to whether an independent executive control is a necessary WM component; and (5) disagreement as to whether the control function is active or passive. Methods for measuring WM differed across studies with a preponderance of various dual-tasks; little psychometric work has been done on these measures. Correlational studies supported a close relationship between WM and measures of fluid intelligence and science achievement, but we found no experimental studies on the impact of WM training on science achievement. Finally we suggest how WM research findings may be applied to improve fluid intelligence and science achievement.     

What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools?

The last decade has seen a groundswell of developments in educational policy in the UK relating to inclusive education for students with special educational needs (SEN). However, whether government policy has been fully implemented in schools remains a concern. The experience of students with autistic spectrum disorders (ASDs) provides an excellent case in point. An increasing number of such students are now educated in mainstream schools, but the limited research in this area has indicated that their experience of school is often marked by bullying, social isolation and anxiety. In light of this, the aim of the current study was to examine the extent to which inclusive educational policy was actually reflected in the practices of four mainstream secondary schools. An exploratory case study approach was adopted, utilising interviews with pupils, teachers, other school staff (e.g., senior managers, learning support assistants) and parents, observations of lessons and other contexts (e.g., lunch time), and document analysis. Our findings highlighted a number of school practices which acted as facilitators or barriers to students’ learning and participation, some of which were generic to SEN provision, and some of which appeared to be specific to those on the autistic spectrum. A discussion of these is presented to enable further understanding of, and inform practice relating to, the inclusion process for students with ASDs.     

Informing the public? UK newspaper reporting of autism and Asperger's syndrome

An extensive survey of five leading UK newspapers reveals wide-ranging variation in coverage, from a tendency to rely on medical establishment sources in some to an apparently pro-choice, anti-establishment campaign in others but, generally, a neglect of the perspective of articulate autistics themselves. Based on an enhanced content analysis of all (179) reports on autism or Asperger's syndrome, over the 12 months of 2006, in The Daily Telegraph (London), Daily Mail (London), The Sun (London), Herald (Glasgow) and Daily Record (Glasgow), the findings are discussed using Hermann and Chomsky's Propaganda Model and Shoemaker and Reese's Hierarchy of Influences Model .     

自闭症谱系障碍人士前瞻记忆研究现状与展望

由于前瞻记忆与自闭症谱系障碍(ASD)人士的社会交流障碍存在较大的关联,近十几年来,研究者对前瞻记忆的能力和特点进行了初步的探索。研究发现,自闭症个体前瞻性记忆中,基于时间和基于事件任务的记忆能力是分离的。这不仅进一步说明自闭症谱系障碍人士的前瞻记忆与其执行功能关系密切,同时,也在一定程度上预示了ASD人士生态性前瞻记忆研究前景,根据ASD人士记忆特点进行现实和模拟相结合的行为干预的可行性。     

唐氏综合症患者的语言与短时记忆特点研究现状

唐氏综合症是一种常见的遗传疾病 ,国外对其研究深入广泛 ,在语言和记忆方面的研究也较为系统 ,但国内对该领域的研究却非常少见。本文将论述国外在唐氏综合症患者的语言和记忆方面的研究结论 ,以及干预和训练方面的研究成果 ,以便为国内研究提供借鉴和参考。     

工作记忆、注意与一般液态智力

许多研究表明工作记忆与智力,注意与智力,工作记忆与注意之间都存在着密切的联系。然而,不同的研究得出不同的结论：工作记忆与选择注意之间具有显著相关,而与维持注意相关不显著：一般液态智力与维持注意相关显著,而与选择注意相关不显著。本研究对这方面的实证研究进行总结分析,得出工作记忆、注意与一般液态智力之间的关系与其所选用的测试材料及其所应用的注意评定测验有关。     

“I Like That He Always Shows Who He Is”: The perceptions and experiences of siblings with a brother with autism spectrum disorder

Semi‐structured interviews were used to explore the perceptions and experiences of eight typically developing siblings in middle childhood who had a brother with autism spectrum disorder (ASD). The interviews were analysed using interpretative phenomenological analysis (IPA). The analysis yielded five main themes: (i) siblings’ perceptions of the impact of their brother’s condition on their lives, (ii) siblings’ perceptions of the attitudes of others, (iii) siblings’ tolerance and acceptance towards their brothers, (iv) positive attitudes and experiences, and (v) siblings’ views on support for themselves and their brothers. These exploratory findings can be used to inform future larger scale studies and quantitative research. Initial implications for practice focus on issues related to enhancing the development of support services for siblings of children with ASD.     

What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence

Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students.     

Intellectually capable but socially excluded? A review of the literature and research on students with autism in further education

As autism is a social learning disability it is a disadvantage in any social setting such as a classroom. The 1990s saw a surge of young people diagnosed with autism who are now approaching college age; indeed there is evidence that students with autism are becoming a significant cohort in further education. However, anecdotal evidence suggests that such students are often the subject of substantial barriers due to a general lack of awareness and understanding of autism, and its educational implications. We report here the results of our review – for the Dudley College – of literature and research relating to autism in further education. After setting the scene, we highlight key research findings and guidance from the literature on how to break down barriers.     

亚纯函数的Borel例外值和级的关系

讨论亚纯函数的 Borel 例外值与级的关系。得到:如果f(z)是|z|< ∞的亚纯函数,其级有限,而且存在三个判别复数a_1,a_2,a_3满足则f(t)的级≤λ。     

Young people with high‐functioning autism and Asperger's syndrome planning for and anticipating the move to college: what supports a positive transition?

For many young people in England, the move into continuing education involves a transfer from the school where they were educated to a further education college. For those with high‐functioning autism or Asperger's syndrome, this can be a challenging process. Past research has demonstrated some of the problems that these young people can encounter. This article by Wendy Mitchell and Bryony Beresford, both based in the Social Policy Research Unit at the University of York, adds to the evidence base by describing how best to support these young people, focusing specifically on ‘young person endorsed’ practice. Data are gleaned from qualitative interviews with 18 young people with high‐functioning autism/Asperger's syndrome. Findings reveal that young people welcomed the involvement of practitioners; however, specific forms of help and knowledge were particularly valued. In addition, it was parents, as opposed to professionals, who typically emerged as the most significant and valued source of support. Implications for practice are discussed, including the support needs of parents.     

论融合教育的困境——基于四维视角的分析

人权运动推动下产生的融合教育一直是学界争论不休的话题。在中西方不同的文化背景下,融合教育的内在生成机制和外在演进方式也有所不同,面临着多维的困境,制约着融合教育的深入发展。因此我们有必要从融合教育理解的不同视角、融合教育理念的不同层面、融合教育理论的不同成分、融合教育理想实现的不同路径来探讨融合教育所面临的各种困境,以期获得对融合教育更丰富和深层的了解。     

试论新闻评论的特殊价值

新闻评论的特殊价值主要表现为它对于个人的三个层面的意义：一是作为个人获得群体认同的手段;二是作为个人内省和自律的方式;三是作为个人自我实现的途径。在社会走向成熟的民主与法治的进程中,新闻评论的特殊可能而且应当得到强化,它对于新闻评论乃至整个新闻传播的社会功能有着积极的影响。     

内蒙古2种菜蝽种内不同个体EST同工酶比较

采用PAGE电泳技术对内蒙古横纹菜蝽(EurydemagebleriKolenat)、菜蝽(Eurydemadominulus(Scopoli))2个种以及同种内不同性别、个体间EST同工酶进行比较研究 ,结果表明 ,2种菜蝽的EST同工酶谱中均有各自的特征酶带。聚类图显示 ,2种菜蝽同种不同个体、性别间存在差异 ,且性别差异大于个体差异 ,但小于种间差异     

Relationships between reading,phonological skills and language development in individuals with Down syndrome: A five year follow-up study

This article is based on language, memory andreading information gathered for a five yearfollow-up study of 30 children and adolescentswith Down syndrome, aged from 10 to 24 years atthe end of the study. At Time 1, 10individuals were classified as readers but byTime 2 this number had risen to 16. Readers significantly outperformed non-readerson tests of nonverbal ability, languagecomprehension and production, phonologicalmemory and phonological awarenesss. However,some of these differences could be accountedfor by readers' significantly lower hearingthresholds. Phonological memory and earlyletter knowledge at Time 1 were significantpredictors of reading scores for Time 2readers, after controlling for age, nonverbalability and corresponding Time 1 readingscores. There was no evidence that learning toread had a significant impact on later languagecomprehension, but early reading skills may besignificant predictors of MLU five years later,after controlling for age, nonverbal abilityand hearing.