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131.
Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology 总被引:2,自引:0,他引:2
In this article, we review modern work on interference and inhibition in cognition and behavior. We begin by briefly reviewing the historical and conceptual roots of this new body of work. Next we discuss five new theoretical frameworks that use the concepts of interference and inhibition to explain cognitive and behavioral phenomena. In the section that follows, we review evidence of individual and developmental differences in inhibition and susceptibility to interference in at-risk students. We then consider the implications of this new body of work for research on educational psychology by discussing six selected areas of research: intelligence, strategies, reading comprehension, logical and mathematical reasoning, self-regulated learning, and retention. In the next section, we explore four critical issues that pose significant challenges to research in inhibition and interference. Finally, we discuss the relevance of this work to educational practice by focusing on its implications for the curriculum and instruction. Throughout, our principal goal is to bring this new body of work to the attention of the readers of this journal and to show how it might be useful in guiding research and theory in educational psychology. 相似文献
132.
133.
Alice Mills 《Children‘s Literature in Education》2006,37(1):1-13
The Harry Potter series focuses upon the toilet as a site for heroic action and a threshold between worlds as well as a more
traditional place for boys to be bullied and girls to weep. This article offers a Kristevan reading of the toilets as abject
in Harry Potter, and shows how this concept helps us make sense of wider issues within the series, especially Harry’s uneasy
relation to the maternal.
Alice Mills is associate professor of literature and children’s literature at the University of Ballarat. She has edited two
collections of scholarly essays, on the grotesque and the unspeakable, and a number of anthologies of children’s literature.
Her research interests lie mainly in the psychoanalytic and Jungian interpretation of fantasy and the picture story book.
Briggs, Fungus the Bogeyman
Holzwarth and Erlbruch, The story of the little mole who knew it was
none of his business
Griffiths, The Day My Bum Went Psycho
Griffiths, Zombie Bums of Uranus 相似文献
134.
Hanna C. Gustafsson Anna S. Young Olivia Doyle Bonnie J. Nagel Kristen Mackiewicz Seghete Joel T. Nigg Elinor L. Sullivan Alice M. Graham 《Child development》2021,92(5):e749-e763
This study sought to advance understanding of the potential long-term consequences of the COVID-19 pandemic for child development by characterizing trajectories of maternal perinatal depression, a common and significant risk factor for adverse child outcomes. Data came from 393 women (86% White, 8% Latina; mean age = 33.51 years) recruited during pregnancy (n = 247; mean gestational age = 22.94 weeks) or during the first year postpartum (n = 146; mean child age = 4.50 months; 55% female). Rates of depression appear elevated, relative to published reports and to a pre-pandemic comparison group (N = 155). This study also provides evidence for subgroups of individuals who differ in their depressive symptom trajectories over the perinatal period. Subgroup membership was related to differences in maternal social support, but not to child birth outcomes. 相似文献
135.
Alice Sullivan Samantha Parsons George Ploubidis Richard D. Wiggins Francis Green 《British Educational Research Journal》2021,47(3):599-615
This article extends the evidence base on childhood circumstances, education and psychological distress. We examine the link between childhood advantage and disadvantage, the type of school attended during adolescence and psychological distress at ages 16 and 42. The analysis uses a large, population-based birth cohort study, the 1970 British Cohort Study (BCS70) (n = 17,198) using a structural equation modelling (SEM) approach. More advantaged young people were more likely to attend private schools, but we find no evidence for an effect of private schooling on psychological distress for men, and for women there was an association between private schooling and raised psychological distress at age 16. Having a university degree was associated with a modest reduction in psychological distress in mid-life. We establish that maternal psychological distress at age 10 was a risk factor for the offspring’s psychological distress both in adolescence and in mid-life, and adolescent psychological distress predicts psychological distress in mid-life. We conclude that schools which are academically successful do not necessarily provide wider benefits in terms of mental health. 相似文献
136.
137.
Ada?K.?H.?Pak Alice?Cheng-laiEmail author Ivy?F.?Tso Hua?Shu Wenling?Li Richard?C.?Anderson 《Reading and writing》2005,18(5):437-454
This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong
pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character
copying task. Children as young as 6 years of age were aware of character units and were able to apply visual chunking strategies
when processing characters. Children in higher grades performed better than those in lower grades on every character type,
and the types of errors they made revealed that their chunking level was higher than that of younger children. Differences
between ability groups emerged in second grade and vanished in fourth grade, suggesting that children with a lower reading
ability are slower to develop advanced chunking skills. 相似文献
138.
AbstractThis paper considers whether subject choice at 14–16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and studying two or more facilitating subjects at A-level. We use ‘Next Steps’, a study of 16,000 people born in England in 1989–1990, linked to administrative education records (the National Pupil Database). We find that students pursuing an EBacc-eligible curriculum at 14–16 had a greater probability of progression to all post-16 educational outcomes, while the reverse was true for students taking an applied GCSE subject. Curriculum differences did not explain the social class differences in post-16 progression, but an academic curriculum was equally valuable for working-class as for middle-class pupils. Pursuing an EBacc-eligible curriculum particularly strongly increased the chances of girls and white young people staying in the educational pipeline, whereas applied subjects were particularly detrimental for girls. An EBacc-eligible curriculum at age 14–16 increased the chances of studying subjects preferred by Russell Group universities at A-level. 相似文献
139.
Two experiments examined the relative effects of questions requiring decisions, statements providing the decision information to students, questions not requiring decisions, and control procedures on students' memory for chemistry text reading materials. Experiment 1 employed immediate recall. The results of Experiment 1 indicated that students who made and justified decisions about the contents recalled significantly more information than students in any other condition. In addition, students who answered questions that did not require decisions recalled significantly more of the content than students in the control or the statements conditions. No other contrasts reached significance. Experiment 2 employed delayed recall assessed one week after reading. The results confirmed those of Experiment 1. The overall results of the study are discussed in terms of an elaboration perspective on memory. 相似文献
140.
Alice M. Cruz 《The Journal of Academic Librarianship》2019,45(3):220-227
Diversity is a cornerstone of the library profession and the Association of College and Research Libraries (ACRL) has recently announced a renewed emphasis on diversity and inclusion. In response to this initiative, this paper will review the current academic literature relating to diversity initiatives in academic libraries. Specifically, it will discuss diversity as it pertains to staffing, culture, collections, services and programming. These five areas are good starting points for libraries to reflect on the current state of diversity at their institutions and plan for meaningful change. 相似文献