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11.
Development of the ability to distinguish communicative intention and literal message meaning 总被引:2,自引:0,他引:2
Children's ability to distinguish the literal meaning of a message and the speaker's communicative intent was investigated in 2 experiments. First- and second-grade children evaluated brief referential communication messages for ambiguity under 2 conditions. In an informed condition, the children knew which referent the speaker had intended. In an uninformed condition, they did not know the intended referent. 2 communication systems were used. In Experiment 1, the messages were written on cards and read to the child; in Experiment 2, a novel communication system was used. The developmental pattern of results was similar for both studies. The results showed that the first graders in the informed condition often claimed that an ambiguous message could not refer to a referent the speaker had not meant, whereas children in the uninformed condition were able to detect the referential ambiguity of the message. There were no condition differences for the second graders. The results suggest that young children's ability to analyze the literal meaning of a message is affected by the accessibility of the speaker's communicative intent and that children may develop a general ability to analyze representations of communicative intention. 相似文献
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医学院校课程整合的经验教训:学生、课程负责人与改革领导者的观点 总被引:1,自引:0,他引:1
美国医学院校的课程整合改革方兴未艾.加州大学旧金山分校医学院从2001级新生开始对课程体系进行大幅调整,本研究调查了该校参与改革的不同群体,包括教育改革的领导者、受到直接影响的学生、新建课程的负责人等对课程改革的态度,了解其对课程整合实施一年内的成绩和挑战的看法.结果表明,他们对跨学科教学、跨学科系室协作、课程关联的建立、课程内容的排序及框架构建等四个主题有相同的看法,也有不小的分歧. 相似文献
13.
Margo L Brewer Helen Flavell Franziksa Trede Megan Smith 《International Journal of Leadership in Education》2018,21(5):580-592
Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts. 相似文献
14.
Development of knowledge about the appearance-reality distinction 总被引:13,自引:0,他引:13
J H Flavell F L Green E R Flavell 《Monographs of the Society for Research in Child Development》1986,51(1):i-v, 1-87
7 studies of the acquisition of knowledge about the appearance-reality distinction suggest the following course of development. Many 3-year-olds seem to possess little or no understanding of the distinction. They fail the simplest Appearance-Reality (AR) tasks and are unresponsive to efforts to teach them the distinction. Skill in solving simple AR tasks is highly correlated with skill in solving simple perceptual Perspective-taking (PT) tasks; this suggests the hypothesis that the ability to represent the selfsame stimulus in two different, seemingly incompatible ways may underlie both skills. Children of 6-7 years have acquired both skills but nevertheless find it very difficult to reflect on and talk about such appearance-reality concepts as "looks like," "really and truly," and "looks different from the way it really and truly is." In contrast, children of 11-12 years, and to an even greater degree college students, possess a substantial body of rich, readily accessible, and explicit knowledge in this area. 相似文献
15.
The Development of Children's Knowledge about Inner Speech 总被引:1,自引:0,他引:1
John H. Flavell Frances L. Green Eleanor R. Flavell and James B. Grossman 《Child development》1997,68(1):39-47
Two studies demonstrated that preschool children have little knowledge and awareness of inner speech. Study 1 showed that, in contrast to 6-to7-year-olds and adults, 4-year-olds usually did not infer that a person silently engaged in such intrinsically verbal mental activities as reading, counting, or recalling items from a shopping list was saying things to herself. They also tended to deny that covert speech is a possible human activity. Study 2 demonstrated that 4-and 5 year-olds are much poorer than adults at detecting their own inner speech. Children seem to acquire this sort of knowledge and awareness during the early school years, perhaps through experiencing their own inner speech while reading, writing, adding, and subtracting. 相似文献
16.
3 studies examined young children's understanding that if one "remembers" or "forgot," one must have known at a prior time. In Study 1,4-year-olds but not 3-year-olds understood the prior knowledge component of "forgot"; both groups understood that a character with prior knowledge was "gonna remember." Study 2 controlled for the possibility that good performance on "remember" might be due to a simple association of remembering with knowledge. A significant number of 4-year-olds but not 3-year-olds understood that when 2 characters currently knew, the one with prior knowledge remembered, and that when neither character currently knew, the one with prior knowledge forgot. Study 3 made prior knowledge more salient by making the remembered or forgotten item visible to the subjects throughout. 4-year-olds performed near ceiling on both verbs, whereas 3-year-olds' performance did not differ from chance. The results are discussed in relation to children's developing understanding of the mind. 相似文献
17.
John H. Flavell Eleanor R. Flavell Frances L. Green Louis J. Moses 《Child development》1990,61(4):915-928
Recent research on the development of children's knowledge about the mind has shown that young 3-year-olds have difficulty inferring that another person holds a false belief about a matter of verifiable fact, even when provided with considerable help. 4 studies tested the hypothesis that they would have less difficulty inferring that another person holds an odd, nonnormative belief about a matter of taste or value--one which, like the false fact belief, they themselves do not hold. On fact-belief tasks, an experimenter acted as if, or even explicitly stated that, she believed that the contents of a container were other than what the children knew to be the case. On value-belief tasks, she behaved as if she believed that a stimulus had a good or bad taste, smell, or appearance, whereas they thought it had the opposite. The results of all 4 studies confirmed the hypothesis. 相似文献
18.
Although recent research indicates that an increased sensitivity to visual appearances develops around 4 or 5 years of age, evidence from perceptual studies suggests that certain types of appearances, that is, projective size and shape, are not noticed or understood until at least 7. 4 experiments investigated preschool children's knowledge of the projective size--distance and projective shape--orientation relationships. In Experiment 1, 3- and 4-year-olds were asked whether an object should be moved farther or nearer in order to increase or decrease its apparent size. 4-year-olds performed significantly better than chance, but 3-year-olds did not. Experiment 2 showed that 3-year-olds are able to perceive projective size changes, indicating that although they do not fully understand the projective size-distance relationship, the necessary perceptual information is potentially available to them. In Experiment 3, 3- and 4-year-olds were asked to indicate how a circular object should be rotated to make it appear either circular or elliptical. Again, 4-year-olds performed significantly better than chance, but 3-year-olds did not. Again also, the results of Experiment 4 indicate that although 3-year-olds are not aware of the projective shape-orientation relationship, they are capable of attending to changes in projective shape. Thus, the constraints on children's knowledge of the projective size-distance and projective shape-orientation relationships seem to be at least partly cognitive rather than wholly perceptual. These results are interpreted as further evidence for the acquisition of level 2 percept knowledge during early childhood. 相似文献
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20.
Children's Understanding of the Stream of Consciousness 总被引:2,自引:0,他引:2
Children and adults were tested for their understanding that there is a virtually continuous flow of mental content in a waking person, a "stream of consciousness" that continues to run even when the person is not examining stimuli perceptually or trying to solve a problem. There was a marked increase with age from preschool to adulthood in subjects' tendency to say that a person who was just waiting quietly was having "some thoughts and ideas" rather than "a mind empty of thoughts and ideas." 4-year-olds also tended to say that the mind of a waiting person was "not doing anything," whether that person was another individual or themselves, and that a person who wanted to could keep his or her "mind completely empty of all thoughts and ideas" for 3 min. These results suggest that preschoolers' conceptions of people's mental lives may be quite different from those of older children and adults. 相似文献