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21.
The purpose of this study was to quantify social interaction rhythms in 3- and 5-month-old term and preterm infants and their mothers. Infant-mother dyads were videotaped in a 3-min face-to-face paradigm. For each second of the interaction, separate scores were assigned to infant and mother indicating levels of affective involvement, creating 2 180-sec time series. Spectral and cross-spectral techniques were used to quantify periodicities in each member of the dyad and to estimate the synchrony or coherence of interactional rhythms between each infant and mother. Results showed the existence of periodicities in the behavior of each infant and mother at 3 and 5 months, with most subjects showing spectral peaks between .022 and .10 Hz. Increases from 3 to 5 months in behavioral periodicities were found for infants and mothers as well as for the coherence between infant-mother dyads. Term dyads showed higher coherence than preterm dyads at both 3 and 5 months. Term infants more often led the interaction at both ages. These results were taken as evidence that behavioral periodicities, which may be biologically based, underlie early mother-infant interaction and provide a temporal structure for the organization of cognitive and affective experience. Differences in synchrony between term and preterm infants may explain later reported differences in language between these groups. 相似文献
22.
Conditioned suppression in rats is often unaffected when the context (or set of background stimuli) is changed following conditioning. This suggests that responding to the conditioned stimulus (CS) can be relatively insensitive to the context in which the CS is presented. In two experiments, we examined whether sensitivity to contextual stimuli is affected by preexposure to the CS. In Experiment 1, when the CS was novel at the outset of conditioning, conditioned suppression was not affected when the context was changed following conditioning. However, when the CS had been preexposed, responding was weaker when extinction occurred outside of the conditioning context. In Experiment 2, responding was again sensitive to the test context, regardless of whether preexposure occurred in the conditioning context or in an alternate context. These results suggest that the extent to which responding is sensitive to context can depend on the conditioning history of the CS. 相似文献
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The purpose of this critical analysis was to investigate the young children’s sense of numerical magnitudes and the important attributes of classrooms where children in kindergarten and first grade are exposed to mathematics. This study aimed to offer guidelines that will assist teachers as they teach mathematics to children between the ages of five and seven. 相似文献
25.
This study used a mediational model to examine the effect of curriculum condition on student behaviors and how those behaviors related to math achievement gains. The student behaviors examined were children's participation in learning-related activities, talking during learning activities, and level of engagement with the materials. Conducted as part of a larger project involving the implementation and evaluation of a preschool mathematics curriculum, this study involved twenty urban prekindergarten sites with 57 classrooms randomly assigned to the new curriculum or a practice-as-usual condition. The final analytic sample included 675 children, predominately from low-income homes. Results showed that the greater gains made by children in curriculum classrooms were mediated by the number of times children were observed focused on mathematics and the number of times they were observed talking during mathematics. Findings from this study demonstrate the importance of focusing on children's actual responses to a new curriculum in determining its effects. 相似文献
26.
Conclusion Which is the better choice: general item bank software or a word processor program? Your answer is dependent upon your computer
skills, the amount of test development work you do, and the nature of investment your school is willing to make for software.
Both have their relative strengths and weaknesses. The trade-offs between the two approaches are real, important, and in time
will probably favor the item bank software.
At the moment, however, we recommend a good word processing program for most teachers. What can you expect the future to bring?
At a minimum, test preparation options will continue to expand and improve. We suggested earlier that the technology is changing
rapidly. For example even now you can place a printed copy of test items into an optical character recognition (OCR) scanner
(similar to a photocopy machine) and read the items into a digital form which either a word processor or a test generator
can use. Instead of having to type your collection of test items before selecting, editing, and printing them, the computer
will read them from the paper.
This new scanning technology, unfortunately, requires expensive software, powerful microcomputers, and the scanner itself
costs over $1000. In addition, the accuracy of the character recognition is not perfect—especially with less than the ideal
printed copy from which to work. It will be years before most of us have ready access to this technology. Even better options
will be available, however, don’t wait for the next major breakthrough. There will always be another breakthrough on the horizon.
You can start improving your test development process now 相似文献
27.
Dale J. Vidmar 《Research Strategies》2005,20(3):135-148
Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching. 相似文献
28.
29.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
30.
Dale D. Long Dr. Thomas G. Teates Paul F. Zweifel 《Journal of Science Teacher Education》1992,3(4):109-113
Conclusion It seems reasonable to conclude that the impact of these projects has been extensive and that we have met our basic objectives
regarding the improvement of science education for the target teachers and students. The long-term goal of improved scientific
literacy of at least a part of the citizens of this country and world can only be assessed by some form of longitudinal study
that is beyond the scope and funding for these projects. But our assessment of what has been accomplished in the short term
efforts seems to indicate very positive gains in those areas of knowledge, confidence, and pedagogical capability that we
believe will enable the participants to make contributions to the improvement of scientific literacy for the students with
whom they work.
In short, we believe we have had two successful and worthwhile programs that have been useful and effective. 相似文献