Classroom Animals Provide More Than Just Science Education

Keeping classroom animals is a common practice in many classrooms. Their value for learning is often seen narrowly as the potential to involve children in learning biological science. They also provide opportunities for increased empathy, as well as socio-emotional development. Realization of their potential for enhancing primary children’s learning can be affected by many factors. This paper focuses on teachers’ perceptions of classroom animals, drawing on accounts and reflections provided by 19 participants located in an Australian primary school where each classroom kept an animal. This study aims to progress the conversation about classroom animals, the learning opportunities that they afford, and the issues they present. Phenomenographic analysis of data resulted in five categories of teachers’ perceptions of the affordances and constraints of keeping classroom animals.     

More Than Just Facts: Promoting Civic Media Literacy in the Era of Outrage

Amid rising concerns about “fake news,” efforts have emerged to explain the spread and impact of misinformation on youth civic engagement. These efforts have focused primarily on the role of social media in exposing youth to factually inaccurate civic information and the factors that influence the ability to discern the accuracy of such information. A less explored aspect has been the impact of the rise of “outrage language,” defined as language that evokes strong emotional responses (e.g., fear, anger, disgust) that communications scholars have documented as playing a larger role in political discourse over the past few decades (Berry &; Sobieraj, 2014 Berry, J., &; Sobieraj, S. (2014). The outrage industry: Political opinion media and the new incivility. New York, NY: Oxford University Press. [Google Scholar]). This article draws on three recent studies of digital media and youth civic engagement to discuss (a) the role of participatory media in exposing youth to outrage language in civic discourse, (b) the challenges of balancing attention to the emotional and factual elements when participating in online civic discourse, and (c) how the development of online counterpublics through high school classrooms can help students create models of productive online discourse. The article concludes with suggestions for future research and educational interventions that address the challenges associated with outrage language.     

PSY More Than A Miracle

2012年可谓是“鸟叔年”,凭借一曲《江南Style》,PSY不仅在年末的颁奖礼上拿下各种音乐奖项,带着他那全球大热的“骑马舞”,在2012年的最后一天,PSY也飞赴纽约与众星一同闪亮迎接崭新的2013。     

Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability

ABSTRACT

There is growing interest in the link between implicit statistical learning (SL) and reading ability. Although learning to read involves both auditory and visual modalities, it is not known whether reading skills might be more strongly associated with auditory SL or visual SL. Here we assessed SL across both modalities in 36 typically developing children and 36 healthy adults using the classic triplet-learning paradigm. Auditory SL was significantly associated with sentence reading fluency (Woodcock Johnson III Test of Achievement) in the combined sample of children and adults after controlling for age and nonverbal intelligence. In further analysis of the child data, auditory SL was significantly associated with nonword reading accuracy (Woodcock Reading Mastery Test), a relationship which appeared to be mediated by phonological processing abilities (Comprehensive Test of Phonological Processing). These findings suggest that auditory SL might contribute more strongly to certain aspects of reading development compared to visual SL.     

Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others

This study examined age-related differences in the effectiveness of two generative learning strategies (GLSs). Twenty-five children aged 9–11 and 25 university students aged 17–29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age × Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example-based learning correlated with children’s analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age.     

More Than Manga

This paper describes a partnership project between Hazel Grove High School, Stockport and Cornerhouse Gallery, Manchester, during June 2001. In celebration of National Children’s Art Day, all year 10 students (14–15 year olds) spent a full day at the Cornerhouse, engaging with different types of manga (the Japanese word for comic). Pupils explored its diversity and developed their own storyboards and graphic styles. Pupils worked alongside artist, Adela Jones, with each pupil making their own sculptural comic book at school the following week. All artwork produced was exhibited either at the Cornerhouse or at school in celebration of the project. This was a unique experience for all pupils and staff, and the outcomes of the project exceeded all expectations.     

More Than Little

当最新一季的日剧《无法坦诚相对》将题材瞄准了微博，当很多明星都在念念叨叨要更新的不再是博客，而是微博时，似乎整个世界都掀起了微博的狂潮。Easy独家专访7组人气艺人，为你送上第一手私房微博密语。     

More Than Vigilance

The wholesome practice of free public school education is a great heritage for the budding generations. Free education has become one of the several main bearings around which the wheels of our democratic society revolve. Regardless of any transitory disillusionments growing out of our experiences with the institution of education, we readily agree that it is founded upon the highest principles known among men. We have a common faith in its indefatigable efforts to promote truth and light. It has been exalted by our vested faith to the position of torchbearer to illuminate the uncharted road ahead. Socrates in his wildest, hopeful dreaming could not have envisioned an institution so uniquely principled and strangely idealistic. Keeping this thought in mind, that education is unquestionably a great heritage and our faith in it has been well placed, we may proceed to criticize its tendencies without fear of overemphasizing its faults. It will necessarily be the criticism of the new, untried, unfledged neophyte, somewhat distracted and bewildered by the complex action of education.     

张根硕 不只是花美男

从曾经的“最美丽小朋友”到现在的新一代韩流小天王,是那部《原来是美男啊》让张根硕红出韩国。走向亚洲．但这样的成绩绝不是凭借《美男》的一蹴而就。越了懈越发现,张根硕其人,比他饰演的种种角色更精彩。     

文学翻译:艺术性强于科学性

对翻译本质的争论由来已久,但多是总的概括。本文在赞成翻译综合派认为翻译既是科学又是艺术的基础上,提出了文学翻译应更重视艺术性的观点,并从文学翻译的复杂性、文学作品的社会作用以及诗歌翻译“可译”与“不可译”三方面来加以论证。     

Group Membership Influences More Social Identification Than Social Learning or Overimitation in Children

Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children's team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes.     

The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers

ABSTRACT

This special issue bundles a set of eight empirical studies and one review article that explore the role of statistical learning (SL) mechanisms (both domain-specific and domain-general) in supporting word reading and spelling development, and vice versa. In this introduction to the special issue, we worked to summarize the extent to which studies support our hypotheses relating SL to reading and spelling development while pointing out inconsistencies across studies that require us to refine and rethink our hypotheses.     

Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers

The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months–5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.     

小议more than

本文从语法的角度分析、探讨more than的用法及翻译。     

Software Is More Than Games

在信息时代里成长的年轻一代，一方面很早就结识了网络的虚拟世界．另一方面在校园的学习中，很少能深入了解电脑背后的故事。很多学生沉浸在网游、网络小说等虚拟环境中，但是真正的电脑高手可不是玩游戏。本文就从一个高中生过渡到大学生的主观角度．简单介绍了电脑软件的世界。