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211.
Carolyn Zahn-Waxler Ruth J. Friedman Pamela M. Cole Ichiro Mizuta Noriko Hiruma 《Child development》1996,67(5):2462-2477
Japanese and U.S. preschool children's responses to hypothetical interpersonal dilemmas were examined as a function of culture, gender, and maternal child-rearing values. U.S. children showed more anger, more aggressive behavior and language, and underregulation of emotion than Japanese children, across different contexts of assessment. Children from the 2 cultures appeared more similar on prosocial and avoidant patterns, though in some contexts U.S. children also showed more prosocial themes. Girls from both cultures expressed more prosocial themes and sometimes more anger than boys. Maternal encouragement of children's emotional expressivity was correlated with anger and aggression in children. It was more characteristic of U.S. than Japanese mothers, while emphasis on psychological discipline (reasoning; guilt and anxiety induction) was more characteristic of Japanese than U.S. mothers. The relevance of a conceptual framework that focuses on differences in Eastern and Western cultures in self-construals regarding independence and interdependence is considered. 相似文献
212.
Pamela Lomax 《Assessment & Evaluation in Higher Education》1985,10(3):254-264
This paper describes a method of evaluating courses in which taking action is integral, that is, one in which the adoption of desirable change is built into the process of evaluating. This method starts from participants’ definitions of evaluation‐worthy issues and through a number of procedural stages enables them to refine, prioritize and reach a consensus on these issues. The process of evaluation is designed to motivate participants to improve their practice, the practice being teaching for tutors, learning for students and managing for course leaders. By improving this practice it is expected that appropriate change in the structure, content and operation of the course will occur. The arguments are illustrated by reference to the evaluation of a course leading to a post graduate Certificate in Education (PGCE). 相似文献
213.
Julia Wallace Pamela A. Steinert Stanley R. Scobie Norman E. Spear 《Learning & behavior》1980,8(1):10-16
Two experimental paradigms are presented aimed at determining the retention of auditory and visual information over brief delay intervals. First, a conditional delayed matching-to-sample procedure was used in which rats were required to symbolically match the modality of the sample stimulus with one of two comparison stimuli. In the second experiment, subjects were trained and tested using a Konorski-type procedure. Despite the conceptual and procedural differences between the two procedures, subjects in both experiments showed steeper forgetting functions for visual events than for auditory events, while performance levels at 0-sec delay intervals were equivalent for both stimuli. These results, when taken together with related research conducted with pigeons, suggest that content of memory may have important influences on the short-term retention abilities of animal subjects. 相似文献
214.
Experiences relevant to emergent literacy and numeracy in 2‐year‐ old and 3‐year‐old children were examined in 10public nurseries. The research was guided by three aims, ie. to describe the frequency and variety of such experiences and investigate the contexts in which they occur; to gauge the quality of the experiences in terms of the type of adult‐child interaction in which they are embedded: and to examine variation between nurseries with regard to the frequency of relevant experience. Observations showed numeracy experiences to be infrequent relative to literacy experiences; both were highly context‐ dependent and related to adult input. Variation between the nurseries on a number of measures was examined and showed consistent patterns between variables relating to staff background and nursery organisation on the one hand and the frequency of literacy and numeracy experiences provided for children on the other. In those nurseries with smaller groups, more effectively implemented staff‐child assignment systems and younger staff, the children were more frequently observed involved in some kind of literacy or numeracy experience, and more often seen having positive and less often negative interaction with adults around these experiences. The importance of the interactive basis of early learning is stressed by these findings. 相似文献
215.
This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid
automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous
abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast
to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana
and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects,
syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders.
Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension
for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy
and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion.
Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute
unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and
practice are discussed. 相似文献
216.
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218.
Yulina Eva Riany Pamela Meredith 《International Journal of Disability, Development & Education》2016,63(6):623-640
Cultural beliefs about parenting have an important influence on parenting behaviours, including considerations about appropriate ways to parent children with autism. Although Indonesia has one of the largest and most ethnically diverse populations in the world, little is known about cultural beliefs regarding children with autism within Indonesian cultures. The goal of the present study was to investigate how Indonesian mothers from a range of backgrounds and without a child with autism understood autism and the most appropriate ways to parent such a child. The study was a qualitative investigation using semi-structured interviews with nine Indonesian mothers. Five aspects were investigated: understanding about autism, beliefs about causes of autism, possible reactions to having a child with autism, perceptions of parenting a child with autism, and perceptions of parent-child relationships. The interviews revealed five related themes about autism, including traditional cultural beliefs about appropriate behaviour during pregnancy, karma, and God’s plan, that are not usually reported in the literature from western countries. 相似文献
219.
Pamela G. Real 《Learning & behavior》1983,11(2):255-265
Pigeons responded to concurrent variable-interval variable-interval schedules of food reinforcement. Interchangeover times and reinforcements were recorded in intact time series during acquisition following several schedule-density manipulations. Probability of a changeover, while constant as a function of time since the previous changeover, was found to be a nonmonotonically increasing function of time since reinforcement. Autocorrelation analyses of intact time series revealed the presence of statistically significant sequential dependencies in the time series during acquisition, but not during asymptotic performance. Lag transformations of actual interchangeover times revealed inhomogeneities in the time series not shown in the autocorrelations or in the overall distribution of interchangeover times. 相似文献
220.
A group of 110 LD college students were compared to a random stratified sample (RSS) of 153 peers attending the same moderately
selective college between 1980 and 1988. The LD students received comprehensive, highly coordinated support services for at
least one semester. The groups were matched on gender, college experience, semester, and year of entry to the college. The
LD and RSS groups were compared on high school preparation and performance, ACT and college performance, and graduation and
academic failure rate. Although the LD students’ high school records, ACT scores, and college performance were inferior to
that of the RSS group, they graduated at the same rate and within the same time frame. Neither was there any significant difference
in the academic failure rate. Closer examination of the LD graduates and academic failures’ performance showed that in spite
of the similarities in intellectual abilities, academic achievement, and aptitude-achievement discrepancy, two factors differentiated
between the LD graduates and non-graduates: oral language abilities and motivation and attitude toward the teaching-learning
process. These two factors accounted for 60 percent of the variance in graduation status.
This research was supported in part by grants from the Butz and Thorn River Foundations. 相似文献