A critical test of infant pattern preference models

Models of infant visual preferences with predictions based on the physical attributes of visual patterns were evaluated using pairs of schematic faces and abstract patterns that were identical except for contrast reversals. Preferences at 6 weeks were entirely consistent with the predictions of these models. However, at 12 weeks the preferences for facelike images were in clear violation of the predictions of these models. These results represent the first unambiguous demonstration of a face preference in young human infants. The results also allow rejection of all current stimulus-based models of visual preference and suggest that a fundamental change in the determinants of visual preference occurs between 6 and 12 weeks postnatally.     

Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions

This study examined awareness of equivalence and relational thinking exhibited by 30 preservice elementary teachers in order to assess their initial preparedness to engage students in these two important aspects of early algebraic reasoning. Findings indicated that preservice teachers collectively demonstrated an awareness of relational thinking both in identifying opportunities offered by tasks to engage students in this thinking and in identifying this thinking in samples of student work. However, in proposing difficulties students might have with selected tasks, few participants demonstrated the understanding that many elementary school students hold misconceptions about the meaning of the equal sign. Implications of these findings for preservice and inservice teacher education are discussed.     

Peepo ergo sum? Anxiety and pastiche in the Ahlbergs' picture books

Originally a psychologist, Catherine Stephens has since been a teacher of English in both Britain and Zimbabwe. She is currently involved in training teachers of English to speakers of other languages at the University of Nottingham.     

Using first-order cognitive analysis to understand problem solving behavior: An example from accounting

We report a study of human problem solving in the accounting domain. This study has three characteristics. First, it is explicitly intended to aid in the development of instructional materials. Second, it uses a powerful task analyzing scheme as the basis for its conclusions. Third, we use a technique called First-Order Cognitive Analysis that combines the advantages of task analysis to overcome some of the traditional methodological problems posed to protocol analysis. Our representational scheme, KO, seems to be largely valid as a basis for reasoning about cognition, although only three subjects were studied.     

澳大利亚中小学生读写与数学能力评估研究

澳大利亚中小学生读写与数学能力评估是国家教育部从2008年开始实施的一项重要的全国性教育质量评估.这项评估由澳大利亚课程、评估及报告局全面负责管理,原则上要求所有在校的3、5、7、9年级的学生都参加考试,并伴有明确且详细的时间安排.评估内容注重基础性和应用性,设计了可供横向和纵向比较的工具,发布了详细且易读的评估报告.虽然这项评估从实施开始就褒贬不一,但是它的很多经验值得我国在建构和完善基础教育质量监测体系中借鉴.