Encoding Effects on First-Graders' Use of Manipulatives

The effects of prior encodings of manipulatives (red and blue plastic chips) on children's ability to use them as representations of quantity were tested. First graders (N = 73) were assigned to four conditions in which the encoding of plastic chips was experimentally manipulated. All children then participated in an addition activity that relied on the chips' quantitative representations. Children who were given quantitative encodings were better able to use the chips with meaning relative to those who played with them during the encoding phase. Children who perceived the chips as toys after encoding were similarly hindered on their ability to use them as quantities. The findings suggest that prior encodings are predictive of children's quantitative representations of manipulatives.     

Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play

Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child‐centered, playful learning programs facilitate learning more than other methods, 4‐ to 5‐year‐old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate “sense‐making,” such as guided play, undergird shape learning.     

Measuring Beliefs in Centimeters: Private Knowledge Biases Preschoolers' and Adults' Representation of Others' Beliefs

A novel task, using a continuous spatial layout, was created to investigate the degree to which (in centimeters) 3‐year‐old children's (N = 63), 5‐year‐old children's (N = 60), and adults' (N = 60) own privileged knowledge of the location of an object biased their representation of a protagonist's false belief about the object's location. At all ages, participants' knowledge of the object's actual location biased their search estimates, independent of the attentional or memory demands of the task. Children's degree of bias correlated with their performance on a classic change‐of‐location false belief task, controlling for age. This task is a novel tool for providing a quantitative measurement of the degree to which self‐knowledge can bias estimates of others' beliefs.     

Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs

Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in the quantity and quality of mathematical support children receive in the home and in parent beliefs about early mathematical development and then compares both with children's performance on a comprehensive mathematics assessment. Participants included 90 children in their 1st year of preschool (2 years before kindergarten entry) and 88 children in their prekindergarten year (the year just prior to kindergarten entry). Both cohorts were balanced for SES and gender. The results suggested minimal SES-related variation in mathematical support received in either cohort but clear SES differences in parents’ beliefs about early mathematical development. Middle SES parents of children in both cohorts held higher expectations in terms of skills they expected children to possess by age 5, as well as a more accurate understanding of which skills are within the developmental range of most children by age 5. These differences accounted for unique variance in children's scores on the mathematics assessment. Practice or Policy: Implications are discussed.     

Enhancing Established Counting Routines to Promote Place-Value Understanding: An Empirical Study in Early Elementary Classrooms

Understanding place value is a critical and foundational competency for elementary mathematics. Classroom teachers who endeavor to promote place-value development adopt a variety of established practices to varying degrees of effectiveness. In parallel, researchers have validated models of how young children acquire place-value understanding. Faced with competing demands, teachers may resist abrupt, disruptive, or time-intensive changes to existing practices. In this study, we explore ways of introducing changes in pedagogical supports that minimally disrupt existing classroom routines that nonetheless offer potential gains in children’s understanding of base-ten number concepts. Specifically, we examine the impact of modifying how teachers demonstrate and discuss representations of the ten-for-one structure during the familiar “Days in School” counting routine on young children’s place-value understanding. We report on a 2-year longitudinal study of a cohort of students beginning in grade one, conducted in nine classrooms across a control school and a treatment school. We describe the modifications in the counting routine and report the results of children’s development of base-ten number concepts. The percentage of children who identified base-ten number concepts was three times higher for the children in the treatment group than for the children in the control group. Moreover, nearly twice as many children in the treatment group as compared with the control group advanced beyond a concatenated single-digit conception by the end of second grade when counting two-digit quantities. We conclude with a discussion of the implications of our findings for early elementary mathematics education more generally.     

Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematical Skills

This study focuses on three main goals: First, 3‐year‐olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematical skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematical performance. Finally, the relation between spatial assembly skill and socioeconomic status (SES), gender, and parent‐reported spatial language was examined. While children's performance did not differ by gender, lower SES children were already lagging behind higher SES children in block assembly. Furthermore, lower SES parents reported using significantly fewer spatial words with their children.     

知识经济背景下新建本科院校创业教育的实施

创业教育是知识经济的要求。当前新建本科院校人才培养具有重知识传授轻能力培养的特征,不能适应当前知识经济和创新时代的要求。新建本科院校要提高毕业生在就业市场的竞争力,实现其教育产品的价值,必须根据创业教育理念的要求,突破传统教育观念,从课程体系、教学内容、教学方法、考试评价、教学管理方式等方面进行改革,以促进创业教育的实施。     

Preschoolers' Funds of Knowledge Displayed Through Sociodramatic Play Episodes in a Bilingual Classroom

Funds of knowledge displayed by young children during sociodramatic play in a two-way bilingual preschool classroom are identified. Twelve preschoolers participated in a microethnographic study of children's language and culture in a small rural community of South Texas. The study sought to identify cultural elements or traits of Mexican American children exhibited during sociodramatic play. The cultural traits identified as funds of knowledge include language, values and beliefs, ways of discipline, and the value of education, among others. It is suggested for teachers to use sociodramatic play as a tool to observe children and learn about their funds of knowledge in order to implement a culturally reflective curriculum.     

The Effects of Literacy Play Interventions on Preschoolers' Play Patterns and Literacy Development

This study investigated the effects of two types of intervention on preschoolers' play patterns and literacy development. Theme-related literacy materials were added to the dramatic play areas used by 32 children in one teacher's morning and afternoon preschool classes. The two classes were randomly assigned to different treatments: (a) Materials Only, in which literacy materials were available in play areas, but no attempt was made by the teacher to encourage children to use the materials in their play; and (b) Materials Plus Adult Involvement, in which the teacher used suggestions and modeling to encourage children to incorporate the literacy materials into their dramatic play. Before and after the 20-week treatment period, assessments were made of the children's free play behavior and literacy development. Six months later, the literacy assessments were administered for a third time. Quantitative and qualitative play observations revealed that the Materials Plus Involvement treatment was more effective in encouraging literacy-related play than the Materials Only intervention. Analysis of the literacy assessments indicated that, while both groups made significant gains over time, there were no significant between-group differences.     

应用知识管理提高网络学习绩效初探

本文基于知识管理的基本思想,分析影响网络学习绩效的因素,从提高学习者的学习动机、学习能力和建设网络学习环境的角度,对如何利用知识管理的思想提高网络学习绩效进行讨论,并提出利用知识管理思想提高网络学习绩效的建议。     

隐性知识对网络学习效果影响的实验研究

基于隐性知识理论创设不同的网络学习情境,采取分组对比实验的方法,研究隐性知识对网络学习效果的影响。研究结果表明:蕴含不同程度隐性知识的资源所创设的学习情境影响着学习者的成绩,其中蕴含知识隐性程度相对比较高的学习资源对提高网络学习效果有着积极的影响;同时,影响网络学习效果的因素还有学习者原有的知识基础、对实验任务的兴趣程度、网络学习环境的适应性和学习过程中的沟通与交流情况,以及对学习过程和结果的自我评价等。在研究的基础上,提出改善网络学习效果的具体建议。     

镧掺杂对富锂锰基正极材料电化学性能的影响

高能量密度富锂锰基正极材料是非常有前景的锂离子电池正极材料,然而差的倍率性能和长循环过程中严重的电压衰减制约其商业化应用.通过少量镧对Li_(1.2)Mn_(0.75)Ni_(0.25)O_2正极材料进行了掺杂改性.电化学测试结果表明,少量的镧掺杂Li_(1.2)[Mn_(0.75)Ni_(0.25)]_(0.99)La_(0.01)O_2材料具体优秀的倍率性能,当电流密度为5 C时,Li_(1.2)[Mn_(0.75)Ni_(0.25)]_(0.99)La_(0.01)O_2电极仍然可提供185.5 mAh g^(-1)放电比容量.在0.5 C倍率循环100次后容量保持率为76.5%.此外,循环过程中电压衰减也得到了有效的缓解.电化学性能的改善与镧掺杂后减少的晶格氧释放和扩大的锂层间距密切相关.因此,镧掺杂改性是改善富锂锰基正极材料结构稳定性和电化学性能的一种非常有前途的方法.     

Preschoolers' Saving Behavior: The Role of Planning and Self-Control

Planning and self-control were examined in relation to preschoolers' (41- to 74-months) saving behavior. Employing a marble run paradigm, 54 children participated in two trials in which they could use their marbles immediately on a less desirable run, or save for a more desirable run. Twenty-nine children received the opportunity to create a budget. On Trial 1, children in the budgeting condition saved significantly more than did children in the control condition, and their planning ability related to saving (after controlling for age and language). Those who consistently budgeted at least one marble for the more desirable run were more likely to save. Control children's performance improved across trials, with no between-condition differences on Trial 2. Self-control was not related to saving.     

学前儿童焦虑状况的追踪研究

本研究采用问卷法分别于2005年6月、2006年6月对346名4—5岁学前儿童的焦虑状况进行了追踪研究。结果显示：（1）一年之后,学前儿童的焦虑水平明显下降;（2）从两次测查的情况看,学前儿童最高水平的焦虑症状为躯体伤害恐惧,其次为分离焦虑,再次为社交恐惧和广泛性焦虑,最低水平的为强迫性神经症障碍;（3）5岁组儿童第一次测查的焦虑水平存在显著的性别差异,男孩的焦虑水平高于女孩,而5岁组儿童第二次测查的焦虑水平以及4岁组儿童第一次和第二次测查的焦虑水平都无显著的性别差异。     

Studies on the Formation of Perceptually Based Basic-Level Categories in Young Infants

A series of experiments examined the abilities of 3- and 4-month-old infants to form categorical representations to exemplars of natural kinds–cats and horses. These experiments also permitted assessment of the relative exclusivity of these representations—the extent to which they exclude exemplars from contrasting basic-level categories from the same superordinate category. We found that categorical representations could be formed for horses that excluded cats, zebras, and giraffes, and for cats that excluded horses and tigers but not female lions. Lions were, however, excluded from the representations of cats in 6- and 7-month-old infants. Evidence was also obtained for 2 a priori preferences for members of one category over another. The discussion examined the roles of similarity between the exemplars of the contrasting categories and those of the tested category on estimates of exclusivity and of spontaneous preferences on the formation and exclusivity of categorical representations.     

隐性知识共享绩效影响因素实证研究

构建产学研合作中隐性知识共享绩效影响因素概念模型,并以晋城职业技术学院与其产学研合作企业为例,采用相关分析和层次回归分析方法进行实证研究,结果显示:隐性知识共享能力直接影响隐性知识共享绩效;隐性知识共享氛围和产学研合作主体之间的亲密关系对隐性知识共享意愿产生正向影响;隐性知识共享意愿在隐性知识共享氛围、产学研合作主体之间的亲密关系与隐性知识共享绩效之间起到中介作用。     

Human Performance Technology and Knowledge Management: A Case Study

ABSTRACT As organizations respond to competitive environments and strive to enhance performance, knowledge management (KM) has increasingly become a strategic activity. A KM strategy entails consciously helping people share and put knowledge into action. A key challenge is how to develop and implement KM solutions that provide performance support to knowledge workers and seamlessly integrate KM into business processes. We propose that human performance technology (HPT) provides a systematic framework to help guide KM initiatives. Specifically, HPT provides a holistic view of a knowledge worker's performance environment by considering the complex interdependencies between the organizational context, business processes, and individual performers. Via a case study, we describe and illustrate how HPT guided one organization in its journey to identify the content and structure to best support performance and manage knowledge in a core business process. Based on the case study, we offer lessons for other firms on how HPT can be used to guide KM initiatives.     

Effects of Knowledge Maps and Prior Knowledge on Recall of Science Lecture Content

The effects of three types of lecture aids on students' recall of two college-level biology lectures were compared. Students heard audiotaped lectures while viewing either knowledge maps, outlines, or lists of the key terms presented on overhead transparencies. Free-recall tests revealed that listeners with low prior knowledge of biology learned the most when knowledge maps accompanied the lecture and the least when key terms were listed. For listeners with high prior knowledge, however, the opposite was true. An analysis of recall coherence revealed that learners recalled significantly fewer fragmented facts after viewing maps or outlines than after viewing lists. Prior knowledge was a significant factor in all analyses. Results are interpreted in terms of Mayer's cognitive model of assimilation encoding.     

Activation of Background Knowledge for Inference Making: Effects on Reading Comprehension

Failure to activate relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in general. This idea was supported in an experimental study comprising 16 sixth-grade classes (N?=?236) randomly assigned to experimental or control conditions. In the experimental condition, students' contribution to “gap-filling” inferences with expository texts were made explicit by means of graphic models and inference-demanding questions. After eight 30-min sessions, a large training effect was found on students' inference making skills with a substantial and sustained transfer effect to a standard measure of reading comprehension. The effects were not mediated by students' motivation, decoding ability, vocabulary, or nonverbal IQ.