Preschool children's exposure to story grammar elements during parent–child book reading

Twenty‐three preschool‐age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and coded for (1) their relationship to the story grammar elements found within the storybook, and (2) the natural strategies parents used to direct their children's attention to these elements. Children's overall exposure to story grammar elements during book reading was also explored for its relationship to their language abilities. Results indicated that parents focused significantly more on the resolution, attempt, and consequence compared to the initiating event and plan, and most frequently used the text and pictures as strategies for recruiting their children's attention to the story grammar elements within the book. In addition, the frequency of parental utterances related to story grammar elements was negatively correlated with children's language abilities. This study did not examine the complexity or depth of parental utterances related to story grammar elements. These findings provide initial evidence that children may derive their understanding of story grammar at least in part through their parents' extratextual discussions during parent–child book reading.     

图书馆在信息时代的开放式服务

随着信息时代的来临,图书馆的工作职能不断地发生改变:信息资源数据化、信息传送网络化、信息服务产业化。工作职能的改变必然导致服务方式的变革,图书馆的网上服务、图书馆的网络化布局、图书馆的共建共享等都成了不可回避的工作,也为图书馆的发展建设展现了广阔的前景。     

Longitudinal retention of anatomical knowledge in second‐year medical students

The Radboud University Medical Center has a problem‐based, learner‐oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students’ decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of anatomical knowledge gained during the first year of medical school among second‐year medical students was assessed. In May 2011, 346 medical students applied for the second‐year gastro‐intestinal (GI) tract course. The students were asked to participate in a reexamination of a selection of anatomical questions of an examination from October 2009. The examination consisted of a clinical anatomy case scenario and two computed tomography (CT) images of thorax and abdomen in an extended matching format. A total of 165 students were included for analysis. In 2011, students scored significantly lower for the anatomy examination compared to 2009 with a decline in overall examination score of 14.7% (±11.7%). Decrease in knowledge was higher in the radiological questions, compared to the clinical anatomy cases 17.5% (±13.6%) vs. 7.9% (±10.0%), respectively, d = 5.17. In both years, male students scored slightly better compared to female students, and decline of knowledge seems somewhat lower in male students (13.1% (±11.1%) vs. 15.5% (±12.0%), respectively), d = ?0.21. Anatomical knowledge in the problem‐oriented horizontal and vertical integrated medical curriculum, declined by approximately 15% 1.5 year after the initial anatomy course. The loss of knowledge in the present study is relative small compared to previous studies. Anat Sci Educ 10: 242–248. © 2016 American Association of Anatomists.     

Using a Group‐Centered Approach to Observe Interactions in Early Childhood Education

This study examined the value of using a group‐centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two‐ to four‐year‐old children were observed with the Classroom Assessment Scoring System (CLASS) Toddler and two new measures. In a two‐level structural equation model, teachers’ support of group processes was positively related to the CLASS domains and to children's collaborative play, over and above the effect of children's cognitive ability and social competence. These findings suggest that ECEC quality evaluation could be enriched by adding group‐centered indicators of classroom quality.     

The development of professional competencies by educational assistants in school‐based teacher education

Diese Studie beschreibt den Entwicklungsprozess der professionellen Fähigkeiten von 26 Studenten, die an einem sog. ‘Dualen’ Trainingsprogramm, zum Klassenassistenten teilnahmen. Die Analyse basiert sich auf:(a) Einen Kolbs LSI‐Fragebogen über den Lernstil und das situationsspezifische Lernverhalten (α=.70), (b)Ein ‘Storyline Instrument’ als graphische Darstellung über die Entwicklung der Kompetenzen im Trainingsprogramm; (c) Beurteilung der Fähigkeiten mit Noten. ‘Aktives Experimentieren’ in der Arbeitsumgebung hat zu guten Ergebnissen geführt (r=.50 typisch). Die Auszubildenden erfahren, dass ‘Lernen durch Aktivität’ und ‘Feedback oder Hinweise’ die besten Mittel sind, die deren eigenes Lernverhalten fördern. Viele Studenten durchlaufen eine ‘vorbereitende Lernzeit’, in der sie zwar Erfahrungen im Unterrichtswesen sammeln, wobei aber deren Fähigkeiten keinerlei Fortschritte zeigen. Vorbereitendes Lernen hängt positiv mit der Neigung nach reflexiver Observation und negativ mit der Neigung zu aktiven Experimenten zusammen (r=.50 typisch) und korreliert auch negativ (r=?.55 typisch) zum letztendlichen Kompetenzniveau. Das Ergebnis dieser Studie betont die Anwendung des ‘aktiven Experimentierens’ der in‐service Studenten und weicht ab von der allgemeinen Annahme, dass Observation für die professionelle Entwicklung der dualen Lehrerbildung und den In‐Service Unterricht wichtig sei. Diese Studie ist zur Verbesserung aller Lehrerausbildungen in Europa relevant.     

词汇言语义的衍生机制与交际功能

言语义是词义的一种变异，反映了认知新视角，具有临时性和创造性特征。语境与词义的内在可变性有机结合，则形成了言语义的衍生机制。言语义在语言交际中具有特殊的语言学功能、修辞功能、认知功能和社会功能。被公认、通用后，言语义回归为词的新义项，形成一词多义。     

Examining the Usefulness of Student-Produced PSAs to Learn Advocacy in a Human Behavior and the Social Environment Course

ABSTRACT

Advocacy is a complex set of applications that applies knowledge of human behavior in the social environment to promote the rights of others. The purpose of this study was to explore the usefulness of student-created public service announcements (PSAs) to help BSW students learn cause-based advocacy. Our results suggest that assigning a PSA project supports competencies in cause-based advocacy, professional identity development social work, critical thinking, engagement with research-informed practice, and capacity to respond to contexts.     

Non-monotonic piezocone dissipation curves of backfills in a soil-bentonite slurry trench cutoff wall

Pore pressure dissipation during piezocone testing provides a unique tool for estimating the hydraulic properties of in-situ backfills in soil-bentonite (SB) slurry trench cutoff walls. Six tests were performed in an SB slurry trench cutoff wall located in Jiangsu Province, China. The pore pressure dissipation curves obtained are non-monotonic, which, as far as the authors are aware, is reported for the first time in SB cutoff walls. The non-monotonic dissipation curves are attributed to the redistribution of excess pore pressures between the base soil clods and the rest of the backfill around the cone. Four existing interpretation methods are adopted to analyze the measured non-monotonic piezocone dissipation curves. The horizontal coefficients of consolidation (c_h) of the backfills obtained by three methods are close to each other and in agreement with the results of fixed-ring consolidometer tests, while the other method gives a high overestimate. The hydraulic conductivities (k_h) of the backfills are also estimated by four methods, three based on dissipation test results and one based on piezocone penetration data. k_h estimated by consolidation theory are close to the results of flexible wall permeameter tests. Two empirical expressions for dissipation tests give relatively low k_h, but the method based on penetration gives k_h much larger than the laboratory test results.     

Study of transport behavior for Fe-doping La<Subscript>0.67</Subscript>Ca<Subscript>0.33</Subscript>MnO<Subscript>3</Subscript> perovskite manganese

Systematic studies of the transport properties of La_0.67Ca_0.33Mn_1?xFe _x O₃ (x=0–0.3) systems showed that with increasing Fe-doping contentx the resistance increases and the insulator-metal transition temperature moves to lower temperature. For small doping content, the transport property satisfies metal transport behavior below the transition temperature, and above the transition temperature it satisfies the small polaron model. This behavior can be explained by Fe³⁺ doping, which easily forms Fe³⁺?O^2??Mn⁴⁺ channel, suppressing the double exchange Mn³⁺?O^2??Mn⁴⁺ channel and enhancing the spin scattering of Mn ions induced by antiferromagnetic clusters of Fe ions.     

试论李大钊的马克思主义文学观

在五四时期，李大钊宣传马克思主义的学观念，总结学革命的得失，展望新学的情景，介绍西方学的进步观念，倡导平民主义学，为中国现代学在马克思主义的指导下得到发展开辟了道路。李大钊是中国现代学的开创。