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21.
This paper not only makes a contribution to the mosaic of scientific knowledge of the brain and nervous system, but suggests
implications of practical value. Observant, experienced teachers know empirically that some youngsters learn best, and perhaps
only, when seated front-center, right before the teacher’s desk. Such children need to have the eye contact, or to be in quick
arm’s reach, or to have distractions screened out. Drs. Bakker and Van Rijnsoever give evidence here that, for many children,
taking in and remembering the message is dependent on their physical placement to catch most effectively the stream of sound.
This is important to consider in the popular open classroom. Although many children can adapt readily to less-than-perfect
physical learning conditions, for some we must “re-invent the wall,” not to climb, but to provide a place to call “home.”
The theoretical re-inforcement presented in this paper proves that such boundaries can also provide source and direction for
sound as part of some children’s currently needed sensory security and enhance the efficiency of their auditory intake.
Editor 相似文献
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Two rhesus monkeys learned the auditory abstract concept ofsame/different. They were trained with 38 different environmental and natural sounds, which were arranged in different combinations as training progressed. Upon transfer to 138 different novel stimuli, they performed as well (78.8% correct) on the first exposure to the novel stimuli as they did (77.3%) with their training stimuli. The comparatively large set of training sounds, contact with the sound source, and a special fading procedure are thought to have contributed to the monkeys’ being able to learn this concept. Implications for species’ similarities/differences in cognitive processing are discussed. 相似文献
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In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable
Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the
sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did
not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative
conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence
of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative
conditioning is not mediated by contingency learning. 相似文献
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Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring
literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA)
in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general
cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated
that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent.
RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found
uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly
associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development
of English-speaking preschool children. 相似文献
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安东尼·布莱尔 《中山大学学报论丛》2011,4(1)
"非形式逻辑"作为逻辑的子领域,最初出现于1970至1980年代的美国和加拿大,本文意在回顾非形式逻辑发展的早期历史进程.本文假定,当我们从历史的角度来考察时,非形式逻辑的本质能够得以阐明.因此,我将以观念史领域的评论作为出发点.之所以不从理论的要素谈起并把历史留给历史学家,其中一个理由在于"非形式逻辑"这个词并不指示一个理论.非形式逻辑部分地可看作是某个思潮,部分地可当作一种论证研究进路,部分地涉及到对逻辑之本质的看法,这些都可以通过考察非形式逻辑的发展史来加以理解.本文的第一部分追溯了非形式逻辑的兴起,概括了其思想史和社会史,并评述了其早期发展中的主要人物、教科书,以及主要的论旨及其社会化.第二部分简要描述了<逻辑的自我辩护>这本教科书中的一些革新.第三部分简要涉及非形式逻辑与其它领域的早期互动. 相似文献
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