We investigated the effects of gestational age at birth on behavioral and electrophysiological measures of 135 medically healthy infants, studied at 42 weeks postconception, and stratified into 3 groups--early-born preterms, 26-32 weeks (n = 55); middle-group preterms, 33-37 weeks (n = 43); and fullterms, 38-41 weeks (n = 37). Subjects were studied behaviorally with the Assessment of Preterm Infants' Behavior (APIB) and electrophysiologically with brain electrical activity mapping (BEAM). Fullterms showed significantly better behavioral function than both preterm groups. Less difference was found between the preterm groups. EEG spectral and photic evoked response were of significantly less amplitude for the preterms than the fullterms. Path analysis showed gestational age effects on behavioral (3 of 6) and electrophysiological (13 of 17) variables due to postnatal complications. We conclude that some differences attributable to gestational age at birth are explained by the cumulative effect of minor but unavoidable complications associated with premature birth. We speculate that remaining effects may result from developmentally inappropriate sensorimotor stimulation consequent to the premature experience of an extrauterine environment. 相似文献
The present study aims at assessing faculty attitudes toward institutional competitive strategies in U.S. research universities and at exploring some of the correlates of these attitudes.
A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education was surveyed by means of a questionnaire.
The major findings of this study suggest that faculty members at research universities express non‐receptive attitudes toward university generic strategies, although, more productive,more satisfied and more committed faculty members are relatively more receptive toward university strategies than less productive, less satisfied and less committed faculty members.
The meaning and the implications of these findings are discussed. 相似文献
This article describes the application of Bakhtin's (1981, 1986a,b) theorisation of language as dialogue to the study of young
students' struggle with discourses of ethnicity within the context of a Studies of Asia curriculum project (Hamston 2003).
Bakhtin's rich conceptualisation of the productive and ethical nature of dialogue has operated at all levels in this study
as a theoretical, pedagogical, methodological and analytic research construct. 相似文献
AbstractPsychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed. 相似文献
Because access to new technologies is unequally distributed, there has been considerable debate about the growing gap between the so‐called information‐rich and information‐poor. Such concerns have led to high‐profile information technology policy initiatives in many countries. In Australia, in an attempt to ‘redress the balance between the information rich and poor’ by providing ‘equal access to the World Wide Web’ (Virtual Communities, 2002Virtual Communities(2002)About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002) [Google Scholar]), the Australian Council of Trade Unions, Virtual Communities (a computer/software distributor) and Primus (an Internet provider) in late 1999 formed an alliance to offer relatively inexpensive computer and Internet access to union members in order to make ‘technology affordable for all Australians’ (Virtual Communities, 2002Virtual Communities(2002)About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002) [Google Scholar]). In this paper, we examine four families, one of which had long‐term Information and Communication Technologies (ICT) access, and three of which took advantage of the Virtual Communities offer to get home computer and Internet access for the first time. We examine their engagement with ICT and suggest that previously disadvantaged family members are not particularly advantaged by their access to ICT. 相似文献
The differences, so far as Yugoslav legislation is concerned, between “equivalence” and “recognition” are mads clear, and the Yugoslav instances authorized to make decisions on questions of equivalence and recognition are stated and their procedures, briefly described. The 7 multilateral conventions and the 13 bilateral agreements on equivalence and recognition matters are listed. More is said about the various Yugoslav instances empowered to make decisions and to give Information on questions of equivalence and recognition. 相似文献
This study investigated how two readers of Mandarin with differing reading‐proficiency skills interacted with a narrative passage, as well as what knowledge they brought to and made use of while reading the text. The perspectives of reading comprehension, transactional theory and social‐cognitive models of reading served as this study's theoretical framework. Two Sixth‐Grade participants were selected for inclusion through snowball sampling. The data in this study were obtained from interviews and think‐alouds. Qualitative analysis indicated that the skilled Mandarin reader's stance moved along the efferent/aesthetic continuum, while the less‐skilled Mandarin reader's was mainly efferent. The skilled reader employed strategies of inferencing, summarisation and synthesis during and after reading, while the less‐skilled reader applied bridging inferences, paraphrasing and repetition. The findings of this study corroborate previous findings that proficient readers employ more sophisticated approaches to reading than less‐proficient readers. 相似文献
Orthographic knowledge is the understanding of how spoken language is represented in print. However, the terms used to describe the two levels of orthographic knowledge, lexical and sublexical orthographic knowledge, have been variably defined and inconsistently measured, potentially contributing to discrepancies in research findings. Dissimilarities in how orthographic knowledge has been operationally defined and measured and the associated differences in tasks used to assess that construct are discussed. As part of that discussion, we relate how some measures assess either implicit or more explicit levels of orthographic knowledge. Using current theories and the existing research, we next provide an argument for how initial development of sublexical orthographic knowledge occurs before lexical orthographic knowledge. Suggestions are provided for what researchers might do in the future to help move the field toward a better understanding of orthographic knowledge. Strategies for assessing orthographic knowledge in literacy research are offered.
This study was an attempt to encourage middle school pupils to use time spent on topic (project) work to better effect. They were taught some elements of correspondence training which required them to think ahead, to plan carefully what they were going to do in a certain time period and to make a forecast. At the end of each working session, they were required to look back at what they had achieved and to discuss the outcomes with a partner in terms of their success at forecasting and in achievement. Especially among the more able pupils, there were marked improvements in both quantity and quality of work produced 相似文献