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51.
52.
Anne Watson O'Reilly 《Child development》1995,66(4):999-1010
Previous research suggests that young children have difficulty producing actions with imagined objects (pantomimes): They frequently substitute a body part to represent the object involved in the action. This response has also been observed in neurologically impaired adults. Study 1 examined the comprehension and production of pantomimes in 3- and 5-year-old children and normal adults to explore further this aspect of representational ability. Results indicate that young children not only have difficulty producing imaginary object representations in contrast to normal adults, they also have difficulty comprehending imaginary object representations and are better at comprehending pantomimes with a body part representation. The results from the pantomime comprehension task were replicated in Study 2 with 3- and 4-year-olds. These findings are discussed in the context of the development of representational ability as children demonstrate increasing independence from concrete environmental support in their knowledge about actions. 相似文献
53.
D. R. Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):41-62
In this paper, three sociological models or theoretical templates for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) interactionist models. The paper then discusses how each model can be applied to what is here called educational redress. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed Compensatory Education Programmes. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of educational redress strategies.
Zusammenfassung In diesem Artikel werden drei soziologische Modelle oder theoretische Schablonen für die Analyse der Sozialstruktur umrissen: (a) das Struktur-Konsens-Modell, (b) das Konfliktmodell und (c) das Wechselwirkungsmodell in seinen verschiedenen Varianten. Dann wird untersucht, wie jedes dieser Modelle auf den Bildungsausgleich angewandt werden kann, insbesondere auf die Ausgleichsstrategien für Kinder im Vorschulalter, die gewöhnlich mit Kompensierende Erziehungsprogramme bezeichnet werden. Anschliessend wird beschrieben, wie Protagonisten jedes dieser Modelle diese Programme analysieren und wie sie mit Hilfe der anderen Modelle vorgenommene Analysen kritisieren würden. Weiterhin wird ausgeführt, dass die drei Modelle Formalisierungen der unter Laiengruppen verbreiteten Vorstellungen von der Gesellschaftsordnung darstellen, und dass selbst Pädagogen ihr Gesellschaftsmodell gewöhnlich nicht klar definieren. Zum Schluss spricht der Verfasser seine Ansicht aus, dass die Soziologie durch die obigen Elemente zum Verständnis der Bildungsausgleich-Strategien beitragen kann.
Résumé Dans ce rapport sont décrits trois modèles sociologiques ou échantillons theoriques pour l'analyse de l'ordre social: (a) le modèle ordre-consensus, (b) le modèle conflit et (c) les modèles interactionnistes. Le rapport examine ensuite comment pouvoir appliquer chaque modèle à ce qu'on appelle ici redressement éducatif. Sont mentionnés particulièrement les stratégies de redressement que l'on adresse aux stratégies pour enfants d'âge préscolaire, appelées habituellement Programmes d'éducation compensatoire. Le rapport montre ensuite comment les défenseurs de chaque modèle aborderaient l'analyse de ces programmes, et comment ils critiqueraient les analyses des autres modèles. On montre que les trois modèles sociologiques sont situés dans — et sont en fait des formalisations — des conceptions courantes de structure sociale qu'ont tacitement les membres laïques de la société, et que même les éducateurs professionnels ne rendent typiquement pas leur modèle de la société très explicite. Enfin, l'auteur est convaincu que les éléments susmentionnés constituent ce que les sociologues peuvent ajouter à la compréhension des stratégies de redressement éducatif.相似文献
54.
Maternal Interactions and Self-Reports Related to Attachment Classifications at 4.5 Years 总被引:1,自引:0,他引:1
Building on attachment theory and infancy research, this study examines relations between maternal style and attachment patterns in early childhood. Mothers of children classified as Secure at 4.5 years were rated higher than mothers of Insecure children on positive mood, meshing, enjoyment of child, and providing a relaxed home atmosphere. In a laboratory joint task, they had a higher frequency of monitoring, planning, and affirming and also received higher ratings for providing a sensitive framework. Compared with all other mothers, mothers of Avoidant children monitored less and planned less but reported themselves in a better light on 3 temperament scales as well as a depression scale. Mothers of Ambivalent children rated themselves as the most depressed and anxious and the least satisfied with their marriages. Their interactions at home were characterized by friction. Mothers of Controlling children rated themselves as least irritable and anxious, but in the laboratory they affirmed less, enjoyed the task less, and provided a less sensitive framework than all other mothers. 相似文献
55.
56.
The Effects of a Student Sampling Plan on Estimates of the Standard Errors for Student Passing Rates
Examined in this study were three procedures for estimating the standard errors of school passing rates using a generalizability theory model. Also examined was how these procedures behaved for student samples that differed in size. The procedures differed in terms of their assumptions about the populations from which students were sampled, and it was found that student sample size generally had a notable effect on the size of the standard error estimates they produced. Also the three procedures produced markedly different standard error estimates when student sample size was small. 相似文献
57.
1 hypothesis about children's developing conception of the mind is that preschoolers are limited to an understanding that persons have internal, mental contents like thoughts and beliefs, whereas older children and adults conceive of the mind itself as an independent, active structure or processor. Adults' conception of the mind in this independent active fashion seems evident in their use of personified mental metaphor (e.g., "My mind tricked me"). 3 studies examined the development and consolidation of this active, personified view. Study 1 provided an analysis of natural language data regarding 1 child's uses of vision words such as see and look from age 2 1/2 to 8 years. We examined the child's use of such words to refer literally to perception (e.g., "I see the TV") and also to refer nonliterally to active mental processes such as comprehension and inference (e.g., "I see what you mean"). Studies 2 and 3 examined 6-, 8-, and 10-year-olds' comprehension and production of mental metaphors. In a metaphor comprehension task, we asked children to interpret personified metaphoric statements about the mind (e.g., "My mind wandered") and 3 comparison domains, mechanics (e.g., "The car is dead"), nature (e.g., "The wind is howling"), and emotion (e.g., "Her heart was smiling"). In an explanation task, we asked children to explain the processes underlying the making of both instant photos and mental images. The findings reveal a developing ability to interpret and produce statements personifying the mind and provide considerable evidence about children's movement toward a conception of the mind as an independent entity deserving reference and conceptualization in its own right. 相似文献
58.
Graduation patterns were examined for 905 deaf students (1990-1998) at the National Technical Institute for the Deaf. Students with higher reading and language skills had the best overall graduation percentage. Comparison of recipients of different degrees--bachelor of science (BS) versus fine arts (BFA); associate of applied science (AAS) versus occupational studies (AOS)--showed 92% of BS and 82% of AAS graduates reading at the 9th-grade level or above, versus 65% of BFA and 47% of AOS graduates. Interestingly, 80% of non-degree-earning students read at the 9th-12th grade levels; in absolute terms, they outnumbered graduates with similar reading skills in the AAS and BFA programs combined, and in the BS program. This indicates a need for improved counseling, placement, and retention strategies. Students performed similarly across degree categories, regardless of curriculum requirements and difficulty. Only non-degree-earning students had significantly lower grade averages. 相似文献
59.
McMahon Mary Bimrose Jenny Watson Mark Abkhezr Peyman 《International Journal for Educational and Vocational Guidance》2020,20(3):523-542
International Journal for Educational and Vocational Guidance - Combining quantitative career assessment with narrative career counselling is a career counselling challenge. The Integrative... 相似文献
60.
We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context. 相似文献