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221.
To examine the development of look duration as a function of age and stimulus type, 14- to 52-week-old infants were shown static and dynamic versions of faces, Sesame Street material, and achromatic patterns for 20 s of accumulated looking. Heart rate was recorded during looking and parsed into stimulus orienting, sustained attention, and attention termination phases. Infants' peak look durations indicated that prior to 26 weeks there was a linear decrease with age for all stimuli. Older infants' look durations continued to decline for patterns but increased for Sesame Street and faces. Measures of heart rate change during sustained attention and the proportion of time spent in each phase of attention confirmed infants' greater engagement with the more complex stimuli. 相似文献
222.
A lack of demographic information and data related to the achievement of short-term goals during substance abuse treatment among persons who are deaf or hard of hearing dictated the need for the study. New York State maintains a database on all individuals who participate in treatment. Within this database, 1.8% of persons in treatment for substance use disorder (SUD) were also deaf or hard of hearing. As hypothesized, members of the deaf and hard of hearing sample were older, likelier to be white, and likelier to be female, relative to the SUD-only group. For both groups, alcohol, heroin, and cocaine had the highest rates of reported use. Achievement of short-term goals in the areas of alcohol use, drug use, vocational/educational goals, and overall goals indicated no differences between the deaf and hard of hearing group and the SUD-only group. Implications of these findings are discussed. 相似文献
223.
The peer relationships of young children with mild developmental (cognitive) delays recruited at 4-6 years of age were examined in a longitudinal study across a 2-year period. Results revealed only modest increases in children's peer interactions, a high degree of intraindividual stability, and the existence of a poorly organized and conflict-prone pattern of peer interactions. Child cognitive and language levels as well as family stress and support were associated with children's peer interactions. A subgroup was identified of initially low interactors who were at especially high risk for future peer interaction problems. These findings further underscore the importance of designing and implementing early intervention programs in the area of peer relationships for children with mild developmental delays. 相似文献
224.
This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding. 相似文献
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226.
This paper explores the ways in which sixth‐form students in Milton Keynes negotiate their identities and the symbolic significance they attach to leisure activities in the process of doing this. The paper draws upon qualitative, young‐person‐centred interviews with sixth formers in state and private schools. We address the investments of sixth formers in constructing themselves as autonomous individuals and argue that they do so from a position of middle‐class subjects‐in‐the‐making. Through an inversion of Willis’ (1977) (focus, our concern is to make explicit the implicitly middle‐class identities sixth formers were forging. We argue that the identity‐work of sixth formers plays a part in the reproduction of school‐based class inequalities by pathologising working‐class students while constructing themselves as bourgeois liberal individuals. 相似文献
227.
Research suggests that undergraduate students learn more from lab experiences that involve longer-term projects. We have developed a one-semester laboratory sequence aimed at sophomore-level undergraduates. In designing this curriculum, we focused on several educational objectives: 1) giving students a feel for the scientific research process, 2) introducing them to commonly used lab techniques, and 3) building skills in both data analysis and scientific writing. Over the course of the semester, students carry out two project-based lab experiences and write two substantial lab reports modeled on primary literature. Student assessment data indicate that this lab curriculum achieved these objectives. This article describes the first of these projects, which uses the biflagellate alga Chlamydomonas reinhardtii to introduce students to the study of flagellar motility, protein synthesis, microtubule polymerization, organelle assembly, and protein isolation and characterization. 相似文献
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229.
Jane Mary Tarr Diana Tsokova Ulla-Maija Takkunen 《International Journal of Inclusive Education》2013,17(7):691-704
This study seeks to present data and discussion arising from a case study of a school in Finland renowned for its practice in the inclusion of learners with additional support requirements due to cognitive and physical disabilities. It aims to establish how the school staff understand their practice with inclusion through day-to-day professional experiences. The process of reflexive dialogue has enabled authors to reconceptualise our understanding of inclusive education through gaining deep contextual insight. The case study emerges as an inspiring effort to reduce exclusion and isolation through skilful manipulation of physical, institutional and communicative contexts, from which we may draw valuable lessons. The case study demonstrated high levels of personal motivation in teachers and assistants, used as a force for participation in inclusive education – bottom-up, via dialogue, consultation, voluntary involvement and transformation by exposure. This democratic approach was evident in and supported through leadership and management, teaching and learning, and the involvement of the wider community. 相似文献
230.
Mary Hanrahan Michael Ryan Margot Duncan 《International Journal for Academic Development》2013,18(2):130-142
Current developments in tertiary education settings are resulting in a second wave of academics using on-line technologies in their teaching, providing universities with a considerable professional staff development challenge. The case study presented here illustrates one way of responding to this challenge. Overall, the literature suggests that professional development that is discipline-specific and located in a community-of-practice is more likely to be relevant and productive than a centralized, decontextualized approach. We propose an alternative hybrid model of 'professional engagement' for on-line teaching that attempts to build on existing discipline-specific workplace structures. This includes recruiting academic on-line teaching advisers for each school in the faculty, showcasing existing exemplary practice, and setting up 'professional engagement groups' with a support team. The main advantages of the model are its responsiveness to patterns of academic work and to the immediate needs of academics, the way it enhances the visibility of exemplars of academic work, its cost-effectiveness and scalability, and the complementarity of local and centralized support systems. Limitations include the time needed to build up such staff engagement, an apparent lack of visibility, and difficulty in measuring outcomes. 相似文献