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Three experiments explored 5- and 7-month-old infants' intermodal coordination of proprioceptive information produced by leg movements, and visual movement information specifying these same motions. The visual information took the form of point light information for leg and feet movements, with visual displays presented in upright, ego-centered on-joint (Experiment 1, N = 48); upright, ego-centered off-joint (Experiment 2, N = 48); and inverted, observer-centered off-joint (Experiment 3, N = 48) orientations. Measures of preferential looking indicated intermodal perception in infants of both ages while seeing on-joint, ego-centered orientations, and for 7-month-olds (and possibly 5-month-olds) while seeing off-joint, ego-centered displays; neither age group demonstrated intermodal perception for off-joint, observer-centered displays. These results suggest that coordination of visual and proprioceptive inputs is constrained by infants' information processing of the displays, and have implications for infants' growing understanding of their self-movement and the development of knowledge of the self. 相似文献
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Tamsin Meaney Tony Trinick Uenuku Fairhall 《Journal of Mathematics Teacher Education》2009,12(6):445-462
Professional development comes in many forms, some of which are deemed more useful than others. However, when groups of teachers
are excluded, or exclude themselves, from professional development opportunities, then there is an issue of social justice.
This article examines the experiences of a group of teachers from a Māori-medium school who attended a mathematics teacher
conference. By analysing the teachers’ sense of belonging through their ideas about engagement, alignment and imagination,
we are able to describe how different kinds of relationships influence the inclusion/exclusion process. This leads to a discussion
about what can be done by the teachers as well as conference organisers to increase these teachers’ likelihood of attending
further conferences in the future. 相似文献
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