Rapid automatic naming: Easy to measure,hard to improve (quickly)

One explanation for the relationship between serial rapid naming (SRN) and reading is that SRN affects the temporal proximity of the phonological activation of the letters in a word, which, in turn, influences the acquisition of orthographic knowledge. To test this hypothesis, a group of Dutch first grade children was trained in the rapid serial naming of letter sounds. In addition, a no-training control group and a serial addition training group were included. Various measures of SRN and of reading were administered to evaluate the effect of the training. Before the training, we found a symbol-specific relationship between SRN and reading: the relationship of reading with letter-sound naming was higher than its relationship with number naming. The training of serial letter-sound naming was not successful. In contrast, the serial addition training was highly effective. We conclude that it might be difficult to quickly improve the serial rapid naming of letter sounds in beginning readers.     

妈妈把我骂醒

过了一个星期，爸爸又带我们去逛街。他的步伐比上个星期轻快多了。他一句话也不说，到我们上个星期去的那间商店，拿出钱包。店主立刻把漂亮的布娃娃交给我。我乐不可支。爸爸的钱包又可以使用了！过后，我趁大家不注意时，小心翼翼地把万能钱包打开，想找出它万能的秘诀。灰色的钱包并没有什么特别。里面只装几张不同颜色的纸，和一些卡片。我又细心地查看一下，就发现在一旁，竟然贴着我的一张小小照片。我这才恍然大悟：原来，钱包万能的源头是我。从小，父母为了不给我太大的压力，没有要求我考很好的成绩，只希望我尽力就够了。但往往…     

我把蔷薇种在你的花园里

我心中的蔷薇早已盛开,外婆,我可以把它种在你的花园里吗?我常常想,天国的蔷薇是什么样子的。我不知道你在那儿看得到看不到蔷薇,大把大把的蔷薇。天国的花园也许只是用来种白玫瑰的,白得肃穆,白得庄重,白得让我流泪。你为什么就那么走了。匆匆的,来不及捧一大把蔷薇,那个时节,蔷薇还没有开放。看着那连花苞都没有的枯枝,我的眼泪欲流又止,等到蔷薇花开的时节,我一定会捧一大把到你的坟前。那是一个秋夜,你坐在微微烛光里,戴着安详的老花镜为我赶制一件棉衣,你的眼睛微微眯着,使那本来就很多的皱纹又露了出来。你熟练地拿出针线,只是怎么也…     

Evaluations, attributions, affect, and disciplinary choices in mothers at high and low risk for child physical abuse

OBJECTIVE: The present study investigated several components of a social information-processing model of child physical abuse. The main objective was to examine the extent to which high-risk, relative to low-risk, mothers differed in their evaluations, attributions, negative affect, and disciplinary choices for children's behavior, and to explore whether these differences may be expressed in interactions between risk status and mitigating information. METHOD: Nineteen high- and 19 matched low-risk mothers' evaluations of children transgressions, attributions, affect, and choices of disciplinary techniques were examined using six vignettes depicting a child engaging in moral, conventional, and personal transgressions. One-half of the vignettes contained mitigating information and one-half did not. High- and low-risk mothers were chosen based on their potential for physical child abuse. A three-factor (2 x 3 x 2) design was used to assess the dependent variables. RESULTS: As expected, high-risk, relative to low-risk, mothers reported more hostile intent, stable and global attributions, aversiveness, annoyance, and use of power-assertion discipline. A risk group by type of transgression interaction was found for evaluation and indifference and a risk group by mitigating information interaction was found for evaluation of wrongness, internal attributions, and aversiveness. A risk by type of transgression by mitigating information interaction was found for global/specific attributions, aversiveness, and indifference toward child transgressions. CONCLUSIONS: Results support a social information processing model of child physical abuse, which suggests that high-risk, compared to low-risk, mothers process child-related information differently and use more power-assertive disciplinary techniques.     

天堂与地狱之间——听魔戒三部曲电影原声碟

花了三年的时间看完一部电影,三个星期的时间重温这部小说,再用了三天的时间来听它的原声碟。一直都没有完全从电影的第三部The Return of theKing里走出来,虽然很早就看到Amazon和HMV在热闹的销售它的原声碟,但我就这么一直等着,等着自己从电影里走出来再去听,以免被记忆之中的电影画面招惹得再次落泪。拿到这张碟的那天,安大略省发布了入冬以来第一次暴风雪的警告。在风     

林俊杰,天才向前冲

Let's Party JJ属于两个家庭,一个是爸爸妈妈的家,另外一个就是海蝶这个大家庭了。     

人生真的无聊吗

人的一生总有感觉毫无意义、无所适从的时候。几乎每个人都有过灰心丧气的时候,在悲观失望时难免会蹦出一句：这人生真的太无聊了,太没有意义了!     

最爱言承旭

他出身贫寒,没有显赫的门第。父亲早逝,没有像别的孩子一样在父亲的严厉和关爱下长大。从小,他就是家里最不被重视的一员。他笑笑对访问他的主持人说:"小时候,我有一点点'动静',马     

Quality perinatal nursing education through coteaching

Collaboration in teaching can take different forms, including the model of coteaching. This educational strategy requires time, effort, commitment, and collaboration between partners in order to ensure an enhanced teaching and learning experience. Little has been written recently on the theory of coteaching. The literature does not address the subject of coteaching or team teaching from a combined theoretical and clinical perspective. Two professors in nursing sciences present their experience in coteaching over a 4-year period, covering a theoretical course and a clinical practicum at the basic baccalaureate level, as well as the supervision of clinical preceptors for this same practicum. They describe the conceptual, personal, and environmental conditions that enabled them to use this particular form of teaching at this point in their careers. They discuss how the concept works as well as the advantages and disadvantages from the perspective of professors, students, and preceptors. Recommendations are made for implementing such a strategy while minimizing the risks for the program, the teachers, the students, and the educational milieux. Their discussion may provide insight for programs that prepare childbirth educators.