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Geoffrey Plank 《Cultural and Social History》2017,14(5):565-581
The English writer Thomas Tryon (1634–1703) believed that sheep were survivors from the original earthly paradise, and that as morally perfect beings they could serve as role models for humans. Tryon advocated vegetarianism, pacifism and an end to slavery as it was practiced in the Caribbean. He was an ambitious and influential reformer on several fronts, but the restoration of Eden was his ultimate goal. Tryon celebrated sheep-like meekness, a stance that complicated his reform efforts. His agenda and sheep-inspired persuasive strategy reflect the momentous intellectual and moral ferment surrounding human relations with animals in the seventeenth century. 相似文献
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PSYCHOACTIVE DRUGS have been shown to enhance children's short‐term performance on a number of cognitive and social interaction measures and there are encouraging indications that physical exertion can mimic these effects. Although the health benefits of aerobic exercise have been acknowledged for some time, other parameters of physical exertion are less well‐known, particularly in the domain of human cognition. The data presented, and briefly reviewed, are supportive of the hypothesis that physical activity can enhance problem‐solving performance and for so‐called hyperactive children, their ability to attend to the task at hand. Indeed, aerobic exercise may offer an alternative to traditional chemical treatments. 相似文献
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Geoffrey B. Saxe 《Infancia y Aprendizaje》2015,38(3):473-508
This article sketches a framework for the study and analysis of culture-cognition relations that I present in my recent book, Cultural Development of Mathematical Ideas: Papua New Guinea Studies. Taking an historical approach, I focus on the reproduction and alteration of representational forms for number and the functions that representational forms serve in collective practices in and out of school. My key argument is that, in the context of their goal-directed communicative activities in collective practices in daily life, people unwittingly reproduce and alter representational forms and the functions that these forms serve. The process leads to continuities and discontinuities in form-function relations in communities over historical time. To provide evidence for this process and its role in the cultural development of ideas, I report selected findings from research conducted in 1978, 1980 and 2001 in Oksapmin communities; I focus on historical shifts in the forms and functions of the Oksapmin body part counting system over time. I then update that body of research with a sketch of a recent 2014 follow-up study. I close with reflections on the utility of my framework for the study of culture-cognition relations in other communities and on cognitive domains other than mathematics. 相似文献
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Louis Manfra Christina Squires Laura H. B. Dinehart Charles Bleiker Suzanne C. Hartman Adam Winsler 《The Journal of educational research》2017,110(5):528-537
The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children. 相似文献