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101.
Caroline Pearson 《Literacy》2004,38(1):32-39
This article describes work undertaken with a class of Scottish Primary Six children (aged 10) that encouraged them to write humorous stories. It reflects on the impact of different teaching approaches, in particular exploring how teacher‐led input combined with opportunities for peer talk might serve to influence children's writing. The aims were first, to investigate whether, through ‘mini lessons’, children's story schemas could be expanded to include ideas about incongruity, and second, to discover how independent talking in pairs might encourage children to take up and reformulate ideas given in the initial teacher‐led input. During the sessions following the ‘mini lessons’, many opportunities for paired talk were offered. These were found to lead to a reinterpretation of ideas of incongruity, and to affect the selection and devising of voices for characters. The children's talk often gave evidence of a marked ability to describe humour and act it out orally, but analysis of the written stories reveals difficulties in writing down comic events. This has implications for the role of the teacher in finding ways to intervene sensitively to introduce new strategies. 相似文献
102.
Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献
103.
The SALOMON system automatically summarizes Belgian criminal cases in order to improve access to the large number of existing and future court decisions. SALOMON extracts relevant text units from the case text to form a case summary. Such a case profile facilitates the rapid determination of the relevance of the case or may be employed in text search. In a first important abstracting step SALOMON performs an initial categorization of legal criminal cases and structures the case text into separate legally relevant and irrelevant components. A text grammar represented as a semantic network is used to automatically determine the category of the case and its components. In this way, we are able to extract from the case general data and to identify text portions relevant for further abstracting. It is argued that prior knowledge of the text structure and its indicative cues may support automatic abstracting. A text grammar is a promising form for representing the knowledge involved. 相似文献
104.
Innovation in regions: What does really matter? 总被引:5,自引:0,他引:5
The literature on systems of innovation conceptualises innovation as an evolutionary and social process of collective learning. But three main questions remain open: is this learning process rather internal or external? What are the boundaries of this process? Is this social process voluntary or rather unintended? This paper strives to tackle those questions by analysing the determinants of regional innovative levels in French manufacturing industries. By estimating a knowledge production function we find that building external interactions is of greater importance than developing internal innovative competences. Second, unintended knowledge flows have less influence on regional innovative performance than deliberate ones. Lastly, the French innovation system looks regional rather than sectoral. 相似文献
105.
Network structure, self-organization, and the growth of international collaboration in science 总被引:12,自引:0,他引:12
Different approaches have been used to analyse international collaboration in science but none can fully explain its rapid growth. Using international co-authorships, we test the hypothesis that international collaboration is a self-organising network. Applying tools from network analysis, the paper shows that the growth of international co-authorships can be explained based on the organising principle of preferential attachment, although the attachment mechanism deviates from an ideal power-law. Several explanations for the deviation are explored, including that of the influence of institutional constraints on the mechanism of self-organisation. 相似文献
106.
107.
Caroline Gipps 《Prospects》1998,28(1):31-44
This article examines the traditional roles of assessment and the current demands for assessment to ‘gear up’ education systems in response to global economic changes. It argues that in the next millennium, and with the information revolution, it will be important to foster higher order skills and good learning strategies in a high proportion of our students. The article goes on to consider, set against the critical relationship among high-stakes testing, teaching and learning, the nature of high-quality assessment programmes. It will present evidence of impact of the national assessment programme on teaching in England and Wales in the United Kingdom. 相似文献
108.
109.
Marianne S. Meyer Frank B. Wood Lesley A. Hart Rebecca H. Felton 《Annals of dyslexia》1998,48(1):89-114
The Rapid Automatized Naming Test (Denckla and Rudel 1974) was studied cross-sectionally in an sample of kindergartners (n=342) at-risk for reading disability (Study 1), and longitudinally in an n=160 epidemiological normal sample of children tested in first, third, fifth, and eighth grades (Study 2). Study 1 showed
faster absolute naming speeds for those with near perfect untimed alphabet recitation, but the stronger and more orderly relation
(at r=.31, p<.0001) was between three levels of alphabet recitation accuracy and the relative number/letter naming speed advantage (ratio
of mean number/letter naming speed minus mean color/object naming speed over mean color/object naming speed). In Study 2,
the number/letter advantage was already strongly present by first grade, and did not increase significantly thereafter, but
absolute naming times improved steadily across grades in an exponential decay function. In this sample, the relative number/letter
advantage was not related to reading level. However, the absolute color/object naming speed was strongly related to reading
level and vocabulary across grades. Norms for the Rapid Automatized Naming Test based on the epidemiological normal sample
tested in Grades 1, 3, 5, and 8 are presented in the appendix. 相似文献
110.