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近年来,研究对婴儿的视觉注意进行了大量研究,得到很多有价值的发现。这些发现围绕婴儿注意功能的4个方面,即警觉、空间定向、对物体特征的注意和内源性注意,描述了婴儿视觉注意的发展过程.婴儿出生时,身上已分化出各种注意功能的初级形式,但是,每种注意功能都有不同的发展时期。主要表现在:从出生到2个月,婴儿的警觉状态发生并发展;从2或3个月6个月左右,婴儿的空间定向和物体注意功能有很大的变化;从5或6个月以后,婴儿的内源性注意功能变化明显。 相似文献
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Dr John Edwards 《Research in Science Education》1990,20(1):66-74
Science teachers tend to operate as if knowledge is the major area and ignorance is a minor appendage. In fact, ignorance
is the dominant, and rapidly expanding, area. This paper argues for greater emphasis on helping students to recognise and
deal productively with ignorance, uncertainty and the unknown.
Specializations: how people think, teaching thinking, design and analysis of teaching materials, ignorance. 相似文献
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William J. Davis 《The Educational forum》2013,77(2):122-132
The goals of today's school athletic programs are vastly different from the original intentions of the administrators who established the first interscholastic athletic teams. For athletics to be anything more than a drain on school and taxpayer resources, these programs must undergo serious changes. 相似文献
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梁光焰 《涪陵师范学院学报》2005,21(3):26-28
区域学必须关注本地学的独有特征。但对于重庆学的研究,人们却过多关注重庆特有的自然地理环境下的巴渝明,把重庆学描绘成封闭的盆地学,从而忽略了重庆学的突围意识和接纳意识。这是重庆学的另一重要特征,它们成为重庆学的生存机制和发展机制。 相似文献
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杨汉麟 《黄冈师范学院学报》2006,26(2):47-53
历史上许多有识之士对幼儿教育多有论述,其意见弥足珍贵;但幼儿教师教育(或称师范教育)则是随着近代幼儿社会(及公共)教育的产生而发展起来的。早期的幼教师资通过学徒制、“从做中学”、师训班等形式培养,19世纪中叶后,随着社会发展,逐渐改由幼师培养,并不断提升办学层次。现当代的幼儿教师培养呈现多种格局,包括中专、大专、本科以及研究生教育等4种。发展趋势是不断扩大或调整幼教师资培训机构,朝完全由大学乃至研究生院培养方向发展。 相似文献
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Auditory Frequency Resolution in Human Infancy 总被引:1,自引:0,他引:1
Frequency resolution is a fundamental capacity of the auditory system that underlies the perception of all complex sounds. The development of this capacity has not been well characterized in humans. This investigation used a nonsimultaneous pulsation threshold technique to examine the development of infant frequency resolution. Psychophysical tuning curves were obtained for 3- and 6-month-olds and for adults at either 500, 1,000, or 4,000 Hz. Both the sensation level and the sound pressure level of the stimulus were varied for adults to determine the contribution of stimulus intensity to age differences in frequency resolution. At 500 and 1,000 Hz, 3- and 6-month-olds' tuning curve widths were equivalent to adults'. At 4,000 Hz, the 3-month-olds' tuning curves were broader than those of 6-month-olds and adults, even when absolute sound pressure level was equivalent. The maturation of psychophysical frequency resolution in infants is discussed in terms of the general development of the auditory system and of nonsensory factors that might contribute to age differences in performance. 相似文献
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Two experiments investigated whether infants can use their rich social knowledge to bind representations of individual objects into larger social units, thereby overcoming the three‐item limit of working memory. In Experiment 1, 16‐month‐olds (n = 32) remembered up to four hidden dolls when the dolls had faced and interacted with each other in pairs, but not when they faced and interacted with the infant, suggesting that infants chunked the dolls into social pairs. In Experiment 2 (n = 16), infants failed to remember four dolls when they faced each other without interacting, indicating that interaction between the dolls was necessary to drive chunking. This work bridges a gap between social cognition and memory by demonstrating that infants can use social cues to expand memory. 相似文献
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Finding our inner voices: Rediscovering scholarship 总被引:1,自引:0,他引:1
Joseph M. Moxley 《Innovative Higher Education》1996,20(3):183-199
This essay explores the need to reconsider how we define, reward, and support scholarship, and the philosophical foundation of what a scholar really is. Noting that only 10 to 15% of the professoriate regularly publish, the author questions if some faculty become stymied and distanced from their work because of the gap that exists between what they want to do and what their institutions expect them to do. Could more faculty find their voices as scholars and public intellectuals if universities and colleges ascribed more value to the scholarships of teaching, practice, and service? The surprising results of a survey of members of the Professional and Organizational Development Network in Higher Education are included. 相似文献
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Infants' (N = 276) ability to learn from television under seminaturalistic conditions was examined in five experiments with 12-, 15-, and 18-month-olds. In all experiments, an adult performed a series of specific actions with novel stimuli. Some infants watched the demonstration live, and some infants watched the same demonstration on television from prerecorded videotape. Infants' ability to reproduce the target actions was then assessed either immediately or after a 24-hour delay. Infants of all ages exhibited imitation when the actions were modeled live. There were age-related and task-related differences, however, in infants' ability to imitate the same actions modeled on television. The role of perceptual, attentional, and cognitive development in the ability to learn from television is discussed. 相似文献
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All languages employ certain phonetic contrasts when distinguishing words. Infant speech perception is rapidly attuned to these contrasts before many words are learned, thus phonetic attunement is thought to proceed independently of lexical and referential knowledge. Here, evidence to the contrary is provided. Ninety‐eight 9‐month‐old English‐learning infants were trained to perceive a non‐native Cantonese tone contrast. Two object–tone audiovisual pairings were consistently presented, which highlighted the target contrast (Object A with Tone X; Object B with Tone Y). Tone discrimination was then assessed. Results showed improved tone discrimination if object–tone pairings were perceived as being referential word labels, although this effect was modulated by vocabulary size. Results suggest how lexical and referential knowledge could play a role in phonetic attunement. 相似文献
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郑志明 《河北北方学院学报(社会科学版)》2011,(5):30-33
通过细致的史实考察与文本分析,重新发现了周桂笙译文集《新庵谐译初编》在中国翻译史上的重大价值。首先,该书上卷收录的《一千零一夜》与《渔者》两篇译文均译自阿拉伯文学经典《一千零一夜》,且均为首次译成中文。其次,该书下卷收录的15篇译文中至少有11篇译自《格林童话》,且均是首次译为中文。因此,该译者及其作品值得关注。 相似文献
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Long-Term Memory for a Single Infancy Experience 总被引:1,自引:0,他引:1
Children's memory of a single infant experience was evaluated. Children in the experimental groups (N = 16 for 2.5-year-olds; N = 8 for 1.5-year-olds) had participated at 6.5 months in a study of auditory localization where they reached in the light and dark for a sounding object. They were reintroduced to the laboratory and the dark procedure they had experienced on that one occasion either 1 or 2 years previously. The first 5 trials were uninstructed; for the remaining 5 trials, children were instructed to find the sounding object. For half of the older group, a potential reminder of the infant procedure was introduced. The original infant rattle was sounded for 3 sec out of reach in the dark one-half hour prior to test trials. Equal numbers of age-matched inexperienced control subjects were also tested. The older children with infant experience reached and grasped the sounding object significantly more overall, and on instructed trials, than age-matched control children. Experienced 2.5-year-olds were also more likely to remain in the testing situation than children in the control group. The reminder facilitated uninstructed performance of the experienced children. Instructions to reach were helpful to all subjects. We conclude that children remembered aspects of a single experience that occurred when they were 6.5 months of age. 相似文献
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The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences
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Isabel A. Vöhringer Thorsten Kolling Frauke Graf Sonja Poloczek Ina Fassbender Claudia Freitag Bettina Lamm Janina Suhrke Johanna Teiser Manuel Teubert Heidi Keller Arnold Lohaus Gudrun Schwarzer Monika Knopf 《Child development》2018,89(2):370-382
The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues. 相似文献
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The relation of positive affect to attention and learning was examined in 5-, 7-, and 9-month-olds (N = 84). Affect and attention were assessed while the infants inspected a photograph. Affect was rated globally, for overall mood, and specifically, for amount of time smiling. Attention was indexed by the duration of the infant's longest (or peak) look, a measure previously linked to differential cognitive performance. At all ages, positive affect (shown by approximately half the infants) was associated with long look durations and slower learning, as assessed on a task in which infants learned to distinguish a familiar face from a series of novel faces. By contrast, neutral affect was associated with short looks and faster learning. Affect and look duration had synergistic effects, in that learning was faster than expected for infants who displayed both short looks and neutral affect. These findings are compatible with adult research that links positive affect to less analytical processing, and provide the first evidence that affect may be associated with the speed of processing differences implicated in short and long looking. 相似文献
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Sarah Lloyd-Fox Anna Blasi Agnes Volein Nick Everdell Claire E. Elwell Mark H. Johnson 《Child development》2009,80(4):986-999
The capacity to engage and communicate in a social world is one of the defining characteristics of the human species. While the network of regions that compose the social brain have been the subject of extensive research in adults, there are limited techniques available for monitoring young infants. This study used near infrared spectroscopy to investigate functional activation in the social brain network of 36 five-month-old infants. We measured the hemodynamic responses to visually presented stimuli in the temporal lobes. A significant increase in oxyhemoglobin was localized to 2 posterior temporal sites bilaterally, indicating that these areas are involved in the social brain network in young infants. 相似文献
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Is Visually Guided Reaching in Early Infancy a Myth? 总被引:4,自引:0,他引:4
Rachel K. Clifton Darwin W. Muir Daniel H. Ashmead Marsha G. Clarkson 《Child development》1993,64(4):1099-1110
The issue examined was whether infants require sight of their hand when first beginning to reach for, contact, and grasp objects. 7 infants were repeatedly tested between 6 and 25 weeks of age. Each session consisted of 8 trials of objects presented in the light and 8 trials of glowing or sounding objects in complete darkness. Infants first contacted the object in both conditions at comparable ages (mean age for light, 12.3 weeks, and for dark, 11.9 weeks). Infants first grasped the object in the light at 16.0 weeks and in the dark at 14.7 weeks, a nonsignificant difference. Once contact was observed, infants continued to touch and grasp the objects in both light and dark throughout all sessions. Because infants could not see their hand or arm in the dark, their early success in contacting the glowing and sounding objects indicates that proprioceptive cues, not sight of the limb, guided their early reaching. Reaching in the light developed in parallel with reaching in the dark, suggesting that visual guidance of the hand is not necessary to achieve object contact either at the onset of successful reaching or in the succeeding weeks. 相似文献