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81.
This study investigated the development of all 3 components of episodic memory (EM), as defined by Tulving, namely, core factual content, spatial context, and temporal context. To this end, a novel, ecologically valid test was administered to 109 participants aged 4-16 years. Results showed that each EM component develops at a different rate. Ability to memorize factual content emerges early, whereas context retrieval abilities continue to improve until adolescence, due to persistent encoding difficulties (isolated by comparing results on free recall and recognition tasks). Exploration of links with other cognitive functions revealed that short-term feature-binding abilities contribute to all EM components, and executive functions to temporal and spatial context, although ability to memorize temporal context is predicted mainly by age. 相似文献
82.
Victor Katch Arthur Weltman Robert Martin Laurence Gray 《Research quarterly for exercise and sport》2013,84(2):319-327
Abstract Two separate experiments were conducted to ascertain the optimum protocol for a maximum anaerobic work output test on the bicycle ergometer. Data from 58 subjects indicated that the test duration needs to be approximately 40 sec and the optimal frictional resistance, 5.0 to 6.0 kp (30 to 36 kpm/rev). The desirability of using performance tests to represent biophysiologic data is discussed. 相似文献
83.
Laurence Simonneaux Nathalie Panissal Emmanuelle Brossais 《International Journal of Science Education》2013,35(14):2376-2406
We experimented with teaching nanotechnology in high school within the perspective of citizenship education in science by involving experts in nanotechnology, education, ethics and philosophy. After training, the students debated a Socially Acute Question (SAQ) that they elaborated during the various phases of instruction. The field of SAQs represents a French orientation for the teaching of SocioScientific Issues. We analyzed the interactions of students in the debate to determine their risk perception on nanotechnology. We compared and put their arguments into perspective using various analytical frameworks. We observed two contrasting argumentative tendencies: one reflecting a positivist view that involved an individualistic use of nanotechnology and science and one carrying a critical and humanistic vision of the use of nanotechnology and science. 相似文献
84.
This paper describes an attempt at evaluating a potentially critical “detail” of teaching practice; that is, using a particular diagram to illustrate the imaging role of a converging lens. This “basic” diagram has been designed to contribute to help students overcome the well‐known “travelling image” syndrome. We conducted a comparative study with 125 students in all, at three academic levels: end of secondary school, degree students, and teacher training. The groups compared had previously been taught elementary optical imaging in a classical, uncontrolled manner, and were presented with two classical questions, commonly used to demonstrate students’ difficulties. In each group, one‐half of the students had a classic introductory diagram and the other half had the “basic” one. A positive reaction of students to the evaluated diagram was observed at a relatively high academic level (trainee physics teachers and degree students), in contrast with an apparent lack of effect at the end of secondary school. The paper ends with a discussion of the evaluation of a detail of practice in isolation, with respect to the distance between students’ actual and targeted levels of comprehension. 相似文献
85.
86.
Laurence Brockliss 《Science & Education》2006,15(2-4):259-278
Aristotelianism remained the dominant influence on the course of natural philosophy taught at the University of Paris until
the 1690s, when it was swiftly replaced by Cartesianism. The change was not one wanted by church or state and can only be
understood by developments within the wider University. On the one hand, the opening of a new college, the Collège de Mazarin,
provided an environment in which the mechanical philosophy could flourish. On the other, divisions within the French Catholic
Church between Augustinians and Molinists led to Cartesianism finding support within an important section of the faculty of
theology, which was the traditional guardian of philosophical orthodoxy. The conversion of the University of Paris to Cartesianism
had important consequences. It encouraged similar changes to the natural philosophical curriculum throughout France and affected
the structure and raison d’être of the Académie des Sciences. 相似文献
87.
88.
Pamela W. Garner Duhita Mahatmya Laurence Kimberly Moses Elizabeth N. Bolt 《Early education and development》2014,25(3):399-420
Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher–child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher–child variables, such that teacher–child closeness was lower and teacher–child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher–child relational quality in the prediction of children's social-emotional outcomes. Teacher–child conflict was negatively associated with emotion regulation and teacher–child dependence was associated with the highest levels of emotion regulation, but only for university-affiliated preschoolers. Suburban Head Start preschoolers experienced less prosocial attention than urban Head Start preschoolers, but only when teacher–child closeness was high. Teacher–child closeness was also a negative predictor of urban Head Start preschoolers’ prosocial attention. Practice or Policy: Results point to the importance of understanding the role of teacher–child relational quality in the social-emotional development of children exposed to different preschool and environmental contexts. 相似文献
89.
Philip T. Rosen Laurence Bergreen C. Joseph Pusateri Alex McNeil 《Communication Booknotes Quarterly》2013,44(5):52-53
Philip T. Rosen, The Modern Stentors: Radio Broadcasting and the Federal Government, 1920-1934 (Westport,Conn.: Greenwood Press, 1980— $25.00). Laurence Bergreen Look Now, Pay Later: The Rise of Network Broadcasting (New York: Doubleday, 1980 with paperback reprint by Mentor Books, 1981—$14.95/ 3.95). C. Joseph Pusateri, Enterprise in Radio: WWL and the Business of Broadcasting it America (University Press of America, 4720 Boston Way, Lanham, Md. 20801— $19.50/11.75) Alex McNeil, Total Television: A Comprehensive Guide to Programming from 1948 to 1980 (New York: Penguin Books, $9.95, paper) 相似文献
90.
Laurence Fenton 《Media History》2013,19(4):365-378
The importance of newspapers in nineteenth-century British politics has long been recognized by historians. Lord Palmerston understood keenly the power of the press and cultivated good relations with a number of papers. This article will elucidate more thoroughly than heretofore his early forays into the world of press intrigue. Palmerston did not, however, earn the regard of The Times, at least not until much later in his career. The Times, edited by Thomas Barnes from 1817 until his death in 1841, was the most powerful newspaper of the era. This article will examine the origins of its long-running feud with Palmerston, demonstrating the personal and political differences at the heart of its inception. 相似文献