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251.
Visual input during development seems crucial in tactile spatial perception, given that late, but not congenitally, blind people are impaired when skin‐based and tactile external representations are in conflict (when crossing the limbs). To test whether there is a sensitive period during which visual input is necessary, 14 children (age = 7.95) and a teenager (LM; age = 17.38) deprived of early vision by cataracts, and whose sight was restored during the first 5 months and at age 7, respectively, were tested. Tactile localization with arms crossed and uncrossed was measured. Children showed a crossing effect indistinguishable from a control group (Ns = 28, age = 8.24), whereas LM showed no crossing effect (Ns controls = 14, age = 20.78). This demonstrates a sensitive period which, critically, does not include early infancy. 相似文献
252.
Cristina Barros Elena Lloret Estela Saquete Borja Navarro-Colorado 《Information processing & management》2019,56(5):1775-1793
A new approach to narrative abstractive summarization (NATSUM) is presented in this paper. NATSUM is centered on generating a narrative chronologically ordered summary about a target entity from several news documents related to the same topic. To achieve this, first, our system creates a cross-document timeline where a time point contains all the event mentions that refer to the same event. This timeline is enriched with all the arguments of the events that are extracted from different documents. Secondly, using natural language generation techniques, one sentence for each event is produced using the arguments involved in the event. Specifically, a hybrid surface realization approach is used, based on over-generation and ranking techniques. The evaluation demonstrates that NATSUM performed better than extractive summarization approaches and competitive abstractive baselines, improving the F1-measure at least by 50%, when a real scenario is simulated. 相似文献
253.
Joiner Keith F. Rees Leanne Levett Britt Sitnikova Elena Townsend Dijana 《Learning Environments Research》2021,24(3):423-449
Learning Environments Research - To provide ongoing learning for busy professionals, universities are increasingly offering postgraduate opportunities by distance and online. This research examined... 相似文献
254.
This study examined how global learning teams utilized technology in a virtual collaboration to solve complex problems. The study offers an in-depth explanation of why and how the learning teams used technology to support computer-mediated communication. A model of technology application at different stages of virtual collaborative process is proposed. The model can be used to maximize potential of global teams and facilitate further integration of virtual collaboration into university curricula. Time difference and lack of nonverbal cues were identified as challenges the global teams faced. The benefits of virtual collaboration were the opportunities to: learn how to use technology in a meaningful way; practice using technology to solve problems; and broaden one's perspective by communicating with people from different cultures. 相似文献
255.
256.
In many historical and monumental Italian buildings, frescoes or stuccoes of artistic and historical value are present on the lower surface of flat light vaults, made by wooden arches, reeds and plaster. These vaults are often suspended by wooden or metallic ties to the upper bearing structures. When differential settlements of the wooden arches happen (i.e.: due to a bad working of their hangings) cracks appear on these precious surfaces. This paper experimentally and numerically investigates on this issue, pointing out which constructive parameters mainly influence the cracking behaviour of the frescoed or stuccoed lower surface, and thus providing guide lines for designing compatible conservation and retrofitting interventions. 相似文献
257.
Elena Barbera 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):342-357
This paper presents an alternative application of e-portfolio in a university student assessment context. A concept based on student collaboration (called netfolio) is developed, that differs from the classical e-portfolio concept. The use of a netfolio, a network of student e-portfolios, in a virtual classroom is explained through an exploratory study. A netfolio is more than a group of e-portfolios because it offers students a better understanding of learning objectives and promotes self-revision through participation in assessment of other students' learning, as indicated through their portfolios. Class student e-portfolios are interconnected in a unique netfolio such that each student assesses their peers' work and at the same time is being assessed. This process creates a chain of co-evaluators, facilitating a mutual and progressive improvement process. Results about teachers' and students' mutual feedback are presented and the benefits of the process in terms of academic achievements are analysed. 相似文献
258.
Stephen J. Frost Nicole Landi W. Einar Mencl Rebecca Sandak Robert K. Fulbright Eleanor T. Tejada Leslie Jacobsen Elena L. Grigorenko R. Todd Constable Kenneth R. Pugh 《Annals of dyslexia》2009,59(1):78-97
Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the
segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from 6
to 10 years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech
tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior
temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending
on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend
the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers
and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on
the path toward successful literacy acquisition.
相似文献
Stephen J. FrostEmail: |
259.
Adam J. Zolotor Desmond K. Runyan Michael P. Dunne Dipty Jain Helga R. Péturs Clemencia Ramirez Elena Volkova Sibnath Deb Victoria Lidchi Tufail Muhammad Oksana Isaeva 《Child abuse & neglect》2009,33(11):833-841
ObjectiveTo develop a child victimization survey among a diverse group of child protection experts and examine the performance of the instrument through a set of international pilot studies.MethodsThe initial draft of the instrument was developed after input from scientists and practitioners representing 40 countries. Volunteers from the larger group of scientists participating in the Delphi review of the ICAST P and R reviewed the ICAST C by email in 2 rounds resulting in a final instrument. The ICAST C was then translated and back translated into six languages and field tested in four countries using a convenience sample of 571 children 12–17 years of age selected from schools and classrooms to which the investigators had easy access.ResultsThe final ICAST C Home has 38 items and the ICAST C Institution has 44 items. These items serve as screeners and positive endorsements are followed by queries for frequency and perpetrator. Half of respondents were boys (49%). Endorsement for various forms of victimization ranged from 0 to 51%. Many children report violence exposure (51%), physical victimization (55%), psychological victimization (66%), sexual victimization (18%), and neglect in their homes (37%) in the last year. High rates of physical victimization (57%), psychological victimization (59%), and sexual victimization (22%) were also reported in schools in the last year. Internal consistency was moderate to high (alpha between .685 and .855) and missing data low (less than 1.5% for all but one item).ConclusionsIn pilot testing, the ICAST C identifies high rates of child victimization in all domains. Rates of missing data are low, and internal consistency is moderate to high. Pilot testing demonstrated the feasibility of using child self-report as one strategy to assess child victimization.Practice implicationsThe ICAST C is a multi-national, multi-lingual, consensus-based survey instrument. It is available in six languages for international research to estimate child victimization. Assessing the prevalence of child victimization is critical in understanding the scope of the problem, setting national and local priorities, and garnering support for program and policy development aimed at child protection. 相似文献
260.
Elena Luchkina James L. Morgan Deijah J. Williams David M. Sobel 《Child development》2020,91(5):e1119-e1133
This study examined how inferences about epistemic competence and generalized labeling errors influence children’s selective word learning. Three- to 4-year-olds (N = 128) learned words from informants who asked questions about objects, mentioning either correct or incorrect labels. Such questions do not convey stark differences in informants’ epistemic competence. Inaccurate labels, however, generate error signals that can lead to weaker encoding of novel information. Preschoolers retained novel labels from both informants but were slower to respond in the Inaccurate Labeler condition. When the test procedure was not sensitive to the strength of information encoding, children performed above chance in both conditions and their response times did not differ. These results suggest that epistemic-level inferences and error generalizations influence preschoolers’ selective word learning concurrently. 相似文献