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111.
112.
Many attitudes are acquired in early childhood. However, due to a lack of experimental research, little is known about the processes of how they are acquired. Two experiments were therefore conducted with 153 German kindergarten children aged 3–6 years that provide first evidence for childhood attitude formation in terms of evaluative conditioning. Specifically, it was found that children preferred novel stimuli previously paired with liked stimuli over novel stimuli previously paired with disliked stimuli. This effect occurred independently of age, generalized toward similar novel stimuli, and did not depend on children's recollection of how stimuli were paired. The findings are discussed in terms of the processes underlying childhood attitude formation, and implications for related research areas are highlighted. 相似文献
113.
This study examined the relationship between moderate-level prenatal alcohol exposure, prenatal stress, and postnatal response to a challenging event in 6-month-old rhesus monkeys. Forty-one rhesus monkey (Macaca mulatta) infants were exposed prenatally to moderate level alcohol, maternal stress, or both. Offspring plasma cortisol and adrenocorticotrophic hormone (ACTH) were determined from blood samples before maternal separation and after separation. Behavioral observations were made repeatedly across separation. Moderate-level prenatal alcohol exposure was associated with significantly higher plasma ACTH response to maternal separation. Offspring exposed to prenatal alcohol, prenatal stress, and prenatal alcohol and stress showed reduced behavioral adaptation to stress compared with controls. Baseline, 2-hr, and 26-hr plasma ACTH levels were intercorrelated and predicted behavior during separation. 相似文献
114.
This article explores the modes of school communication associated with language and cultural diversity, demonstrating how organisational communication theory can be applied to the analysis of schools’ communication responses to the presence of pupils who have English as an additional language (EAL). The article highlights three analytical dimensions: the external factors influencing school communication systems; communication models reflected in school structures; and the content of communication between stakeholders. An exploratory study of a primary and a secondary school in the East of England, involving 32 semi-structured interviews with school managers, teachers, EAL staff, parents and newly arrived Eastern European students, reveals the interactional and transactional models of communication in the primary school, while the secondary school frequently used a linear approach. Communication in both schools showed a lack of information on EAL students and their parents, hindering a sustained outreach and empowering partnership, and possibly placing these students at a disadvantage. 相似文献
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该文在学习虚拟全景的基础上介绍了如何掌握其交互设计的方法。主要包括文件的建立、背景图片的使用、节点的设立、节点间的链接等内容 相似文献
118.
Maggy Schneider 《Educational Studies in Mathematics》1992,23(4):317-350
Resume Cet article est composé de deux parties. Dans la première, nous analysons pourquoi les concepts de vitesse et de débit instantanés pâtissent d'un a priori négatif auprès d'un certain nombre d'élèves. S'attendant inconsciemment à ce que les mathématiques prolongent leur perception première du monde sensible, ces élèves leur dénieraient la possibilité de circonscrire avec précision quelque chose qui leur semble échapper jusqu'à un certain point aux sens et aux mesures. A cela s'ajoute des difficultés d'apprentissage inhérentes au processus de passage à la limite.Dans la seconde partie, nous relatons des réactions d'élèves à un problème mobilisant le concept de taux de variation instantané. Nous décrivons ensuite les caractéristiques de ce problème susceptibles d'expliquer son impact didactique. Il mobilise un débit et, qui plus est, un débit régi par un contexte porteur d'intuition physique. L'inconnue est un instant et non le débit lui-même, ce qui favorise une mise à l'épreuve du concept de débit moyen et un acte de passage à la limite.
On learning the rate of instantaneous change
This article is divided into two parts. In the first one, we analyse why some pupils feel reserve about instantaneous velocities and instantaneous flows. They think that mathematics is inadequate to circumscribe something which is not determined completely by senses and measures because they regard mathematics as a pattern of the world known through the senses unconsciously. In addition, there are some difficulties of learning related to the concept of limit.In the second part, we relate reactions of pupils facing a problem which implicates the instantaneous rate of change. Then, we describe some characteristics of this problem which enables us to explain its didactical impact. It involves a flow, and moreover a flow specified by a context full of physical intuition. The unknown is a time and not the flow itself; consequently, this problem incites to test the concept of average flow and facilitates an effective calculation of limit.相似文献
119.
Angela J. Schneider 《体育哲学杂志》2016,43(1):115-128
AbstractIn the following article, it will be argued that there are at least four clusters of arguments generally proposed to justify banning doping in sport and that Simon’s contribution has been of a seminal nature to at least two of the clusters. 相似文献
120.
Dyads of 8-year-old friends identified by sociometric friendship nominations were followed through the end of the school year to determine if they remained friends. These dyads as well as a control group of nonfriends were observed while participating in two structured tasks designed to simulate real life social situations of potential conflict. When negotiating the sharing of an object, friends made more proposals than nonfriends, spent more time negotiating, and compromised more in making their counterproposals. Compared with dyads in which the friendship did not continue through the end of the school year, dyads of continuing friends exhibited greater sensitivity in their negotiations. During a fast-paced, competitive game, friends engaged in more competitive behavior and followed the rules more closely than did nonfriends. However, behavior in this game was unrelated to the continuation of friendship. 相似文献