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101.
Hardonk S Desnerck G Loots G Van Hove G Van Kerschaver E Sigurjónsdóttir HB Vanroelen C Louckx F 《Journal of deaf studies and deaf education》2011,16(3):305-324
The objective of this study is to examine the early care trajectories of congenitally deaf children from a parental perspective, starting with universal neonatal hearing screenings. The analysis using a three-dimensional care trajectory concept is aimed at developing a basic typology of postscreening care trajectories. Children with severe/profound hearing loss, registered in the Flanders' (Belgium) universal neonatal hearing screening program, born between 1999 and 2001. Thematic content analysis of qualitative data collected retrospectively from participant's parents. Two basic types of care trajectories emerged; based on differences in care-use in the phase of further diagnosis and related parental experiences. Subtypes resulted from events related to cochlear implantation. Five trajectory phases were identified: screening, further diagnosis, care and technology, cochlear implantation, and reduction of care and were characterized by specific parental experiences such as confusion, disbelief, disappointment, and uncertainty. Those experiences relate to care professionals' acts and communication and the child's functional evolution. Early care interventions could benefit from coordinated transition between phases, parent support throughout the care trajectory, and a broad approach to deafness in professionals' communication. 相似文献
102.
Henriikka Vartiainen Hanna Vuojärvi Kaija Saramäki Miikka Eriksson Ilkka Ratinen Piritta Torssonen Petteri Vanninen Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320
This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education. 相似文献
103.
Mathematics achievement of girls and boys in grade eight: results from twenty countries 总被引:1,自引:0,他引:1
Gila Hanna 《Educational Studies in Mathematics》1989,20(2):225-232
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106.
Marja Laasonen Jenni Väre Henna Oksanen-Hennah Sami Leppämäki Pekka Tani Hanna Harno Laura Hokkanen Emmanuel Pothos Axel Cleeremans 《Annals of dyslexia》2014,64(1):1-33
In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18–55 years) with dyslexia (n?=?36) or with attention deficit/hyperactivity disorder (ADHD, n?=?22) and in controls (n?=?35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia. 相似文献
107.
A multitude of studies has assessed the success of different technology initiatives but rarely has the focus been on special groups. This paper examines whether university students with children and those without have different perceptions of a technology initiative where students were able to acquire university sponsored laptops and were provided with a wireless local area network around campus. The division of students into these two groups is based on earlier research suggesting that the study of students with children is heavily restricted by their multiple commitments and they might, therefore, have quite different priorities from other students in their perception of this technology initiative. The results acquired by the combined use of ‘strengths, weaknesses, opportunities and threats’ (SWOT) analysis and analytic hierarchy process (AHP) suggest that both students with and without children consider the increased ‘effectiveness of studying’ the most important strength of the laptop initiative. It seems, however, that students with children especially appreciate the mobility and flexibility that laptops and networks offer, while other students value more the functionality of the university infrastructure and are more concerned about the deteriorative effects of technology on communality within the university. Results, therefore, indicate that students' background affects their priorities when assessing technology initiatives and university attention to this may prevent drop out and prolonged graduation. 相似文献
108.
Rami Benbenishty Merav Jedwab Wendy Chen Saralee Glasser Hanna Slutzky Gil Siegal Zohar Lavi-Sahar Liat Lerner-Geva 《Child abuse & neglect》2014
This study examines judgments made by hospital-based child protection teams (CPTs) when determining if there is reasonable suspicion that a child has been maltreated, and whether to report the case to a community welfare agency, to child protective services (CPS) and/or to the police. A prospective multi-center study of all 968 consecutive cases referred to CPTs during 2010–2011 in six medical centers in Israel. Centers were purposefully selected to represent the heterogeneity of medical centers in Israel in terms of size, geographical location and population characteristics. A structured questionnaire was designed to capture relevant information and judgments on each child referred to the team. Bivariate associations and multivariate multinomial logistic regressions were conducted to predict whether the decisions would be (a) to close the case, (b) to refer the case to community welfare services, or (c) to report it to CPS and/or the police. Bivariate and multivariate analyses identified a large number of case characteristics associated with higher probability of reporting to CPS/police or of referral to community welfare services. Case characteristics associated with the decisions include socio-demographic (e.g., ethnicity and financial status), parental functioning (e.g., mental health), previous contacts with authorities and hospital, current referral characteristics (e.g., parental referral vs. child referral), physical findings, and suspicious behaviors of child and parent. Most of the findings suggest that decisions of CPTs are based on indices that have strong support in the professional literature. Existing heterogeneity between cases, practitioners and medical centers had an impact on the overall predictability of the decision to report. Attending to collaboration between hospitals and community agencies is suggested to support learning and quality improvement. 相似文献
109.
Jan M. Engelmann Lou M. Haux Christoph Völter Hanna Schleihauf Josep Call Hannes Rakoczy Esther Herrmann 《Child development》2023,94(5):1102-1116
Psychologists disagree about the development of logical concepts such as or and not. While some theorists argue that infants reason logically, others maintain that logical inference is contingent on linguistic abilities and emerges around age 4. In this Registered Report, we conducted five experiments on logical reasoning in chimpanzees. Subjects (N = 16; 10 females; M = 24 years) participated in the same setup that has been administered to children: the two-, three-, and four-cup-task. Chimpanzees performed above chance in the two-cup-, but not in the three-cup-task. Furthermore, chimpanzees selected the logically correct option more often in the test than the control condition of the four-cup-task. We discuss possible interpretations of these findings and conclude that our results are most consistent with non-deductive accounts. 相似文献
110.
Hanna Hölling 《文物保护研究》2016,61(3):79-83
Fostering conservation as a discursive and contextual practice, this essay examines transitional media that necessitate new ways of thinking about continuity. It looks at two examples of artworks with the objective of unraveling the varying modes of their transition. An event score, event-performance, object, and film drawn from the artistic legacies of George Brecht and Nam June Paik illustrate that ideas of permanence and impermanence are linked with an understanding of artworks in time and duration. While conservation reveals itself as an intervention in the temporal dimension of artworks, the theories of duration allow us to better understand the reciprocal relations between materials and meanings. In doing so, these theories acknowledge and attempt to make sense of the performative materiality of these works. 相似文献