Mean or Median for Exponential Data?     

Paul Hutchinson 《Teaching Statistics》1998,20(3):92-93

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Paul Hutchinson 《Teaching Statistics》1997,19(3):68-68

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Paul P 《Journal of deaf studies and deaf education》1996,1(1):3-15

With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary knowledge are critical. It is necessary to teach vocabulary, especially to poor readers, who are not likely to derive many word meanings from the use of context during natural or deliberate reading situations. On the basis of theoretical and research syntheses, the article offers implications for vocabulary instruction for deaf children and adolescents.  相似文献   

  总被引：8，自引：1，他引：7  

Peter D. Eimas  Paul C. Quinn 《Child development》1994,65(3):903-917

A series of experiments examined the abilities of 3- and 4-month-old infants to form categorical representations to exemplars of natural kinds–cats and horses. These experiments also permitted assessment of the relative exclusivity of these representations—the extent to which they exclude exemplars from contrasting basic-level categories from the same superordinate category. We found that categorical representations could be formed for horses that excluded cats, zebras, and giraffes, and for cats that excluded horses and tigers but not female lions. Lions were, however, excluded from the representations of cats in 6- and 7-month-old infants. Evidence was also obtained for 2 a priori preferences for members of one category over another. The discussion examined the roles of similarity between the exemplars of the contrasting categories and those of the tested category on estimates of exclusivity and of spontaneous preferences on the formation and exclusivity of categorical representations.  相似文献   

  总被引：1，自引：0，他引：1  

Graeme S. Halford  Murray T. Maybery  Anthony W. O'Hare  Paul Grant 《Child development》1994,65(5):1338-1356

The assumption of some developmental theories that short-term memory is the workspace of higher cognitive processes, and consequently that span measures processing capacity, is claimed to be inconsistent with the working memory literature. 4 experiments, using children aged 5 to 12 years, contrast this theory with a model in which short-term memory and the processing space component of working memory are at least partly distinct. Experiments 1 and 2 varied processing load, holding duration constant. The processing load manipulation had little effect on recall of a short-term memory preload. Experiments 3 and 4 failed to support the prediction that the greater processing efficiency of older children would be associated with slower loss of information from short-term memory. Although counting and rehearsal rates increased with age, and correlated with span, they did not predict the rate of loss of memory preload due to intervening counting. The data suggest that effects obtained with short-term memory span do not provide clear indications of overall working memory development, because short-term memory span and the processing space component of working memory entail distinct systems.  相似文献   

    

Nancy Feyl Chavkin Ph.D.  Paul A. Kennedy Ph.D.  Mark Carter 《TechTrends》1994,39(5):30-38

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Ricardo Trumper  Paul Gorsky 《科学教学研究杂志》1993,30(7):637-648

This article reports on a two-part study designed (a) to find the relation, if any, between junior high school students' alternative frameworks on energy held prior to instruction and their cognitive level of operations, either preformal or formal, and (b) to determine the relation, if any, between junior and senior high school students' success or failure in learning about energy and their alternative frameworks, their levels of cognitive operations, and their tendencies toward open- or closed-mindedness. In Part 1, we found no significant relation between junior high school students' prior alternative frameworks on energy and their cognitive levels of operations. In Part 2, we found that significantly better learning outcomes were achieved by students who had higher cognitive level scores. We also found that the extent to which students succeeded in learning the energy concept was a function of their prior knowledge. That is, certain alternative frameworks held prior to instruction may have facilitated the learning process. Finally, we found that the two groups (i.e., those who succeeded in learning about energy and those who did not) could not be distinguished according to scores in open- or closed-mindedness. These finding reinforce the assumption that learning is more domain specific than earlier theorists believed.  相似文献   

    

Paul Hellgren 《欧洲师范教育杂志》1994,17(3):143-160

In the context of the European integration process, the question arises about the plausibility of a ‘European curriculum’, its nature and implications. There is a general expectation that a common framework will make teaching and learning more effective. Yet the idea is difficult to accomplish. The difficulty is not dependent upon the fact that a common curriculum may restrict the autonomy of teachers and students. Rather, problems would come from the difficulty of defining a European identity and from balancing deep differences in political cultures. What can be considered common are universal values and human rights that could become the educational goals of any curriculum.  相似文献   

    

Paul Hart  Marlene Taylor  Ian Robottom 《Assessment & Evaluation in Higher Education》1994,19(3):201-214

The purpose of this paper is to problematize the notion of participatory enquiry as a legitimate form of educational evaluation. Using a case study of a new teacher education program the authors describe how they negotiated and enacted an alternative evaluation methodology within a traditional context. The evaluation process was intended to actively engage faculty members and students, as well as representatives of the educational system and the broader community, in self‐reflection and self‐evaluation of their own program. The authors then attempt to turn the methodology back on itself by critically analyzing their own participatory process in terms of a number of dilemmas that arose during the three‐year course of the evaluation. These dilemmas were addressed directly as political issues of method as a means of eliciting discussion and debate about the appropriateness of various forms of enquiry in the assessment and evaluation of higher education.  相似文献   

  总被引：1，自引：0，他引：1  

G. Patrick O'Neill  Paul N. Sachis 《Higher Education》1994,28(4):427-435

This study looks at the importance of refereed and nonrefereed publications in tenure and promotion decisions within 26 English speaking graduate colleges, faculties or schools of education in Canada. One hundred and thirty-nine administrators, within both master and doctoral degree-granting institutions, were polled. The first part of the questionnaire asked respondents to rate the importance of publication in 40 pre-listed Canadian serials on tenure and promotion decisions. The second part allowed respondents to add a maximum of 15 Canadian serials which, in turn, were to be rated as in Part I. An analysis of variance revealed that publications in refereed serials were significantly more important than publications in nonrefereed serials. Neither the title of the respondent nor the graduate designation affected the results. It was tentatively concluded that there is a community of Englishspeaking scholars in Canada and that this community distinguishes between the importance of refereed and nonrefereed publications in tenure and promotion decisions. Recommendations for further research are proposed.  相似文献