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101.
Silvia Schenkolewski-Kroll 《Archival Science》2016,16(3):309-326
Throughout 2000 years of exile, Jews amassed documentation reflecting their creativity and organization wherever they lived. Communal archives dating since the Middle Ages have survived. In addition, documentation about Jews is found in archives of rulers, governments, and cities. Conditions changed in the twentieth century due to new developments: the rise of the Jewish national movement, leading to the establishment of the State of Israel, and the destruction of thousands of communities and their cultural possessions in the Holocaust perpetrated against European Jewry by the Nazis. The centrality of Eretz Israel and Israel in Zionist ideology led to the concept that it should be the locale for Jewish archives. Thus, for example, in 1933 the archives of the World Zionist Movement were transferred from Berlin to Jerusalem. The situation became more acute after WWII: If entire or partial archives of destroyed communities survived, to whom do they belong—the states in which they were created or the Jewish people? This dilemma also faces existing communities without archival consciousness. Should everything be concentrated in Israel? In recent years, there has been a change in the paradigm of Israel–Diaspora relations. In a global transnational world, with constantly developing technical means, archives can remain in the communities that created them, provided they are maintained and made available to the public in accordance with accepted archival practice. 相似文献
102.
This study determined the degree to which the phonological and executive components of memory reflect language-specific capacities in Spanish and English vocabulary. We tested whether the memory processes in a sample of English language learners found in Grade 1 also emerged in Grade 2. For the total sample (N = 90), Grade 1 English STM measures shared a common construct with Spanish STM, whereas Grade 2 STM measures were language dependent. In contrast, WM measures were language independent across grades 1 and 2. When vocabulary subgroups were analyzed, a subgroup × type of memory task emerged. The results showed that performance on Spanish and English STM tasks were a function of high and low Spanish and English vocabulary knowledge, whereas WM was not. The relationship between language-specific processes in memory was discussed. 相似文献
103.
Natlia B. Mota Renata Callipo Lígia Leite Ana R. Torres Janaína Weissheimer Silvia A. Bunge Mauro Copelli Sidarta Ribeiro 《Mind, Brain, and Education》2020,14(1):51-60
Formal thought organization obtained from free speech, a key feature for psychiatric evaluations, has been poorly investigated during typical development. Computational tools such as speech graph connectedness (LSC) currently allow for an accurate quantification in naturalistic settings. LSC's typical development is better predicted by years of education than by age. Among beginning readers, the LSC of stories composed of short‐term memory predicted reading independently from IQ. Here we set out to test a longitudinal sample (6–8 years old, n = 45, followed for 2 years) to verify whether the LSC is predictive of various memory measures, and whether such relations can explain the correlation with reading. The LSC was specifically correlated with verbal short‐term memory performance. The results support the notion that the short‐term storage of verbal information is necessary to plan a story. Given the limited sample size, the relationship of this interaction with reading remains inconclusive. 相似文献
104.
105.
In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the most troubled. The aim of this work is to study the relationships between these variables and their predictive value, focusing on the bully-victim role. The sample (N?=?641) is made up of adolescents aged between 12 and 17?years. The results mainly indicate that the level of maladjustment and social skills predicts sociometric popularity, which is a significant predictor of bullying involvement. Differences in the social roles were observed, suggesting that social skills and maladjustment serve a different purpose for bully-victims than for the other roles involved. 相似文献
106.
Data from 492 Italian infants (8-18 months) were collected with the parental questionnaire MacArthur Bates Communicative Development Inventories to describe early actions and gestures (A-G) "vocabulary" and its relation with spoken vocabulary in both comprehension and production. A-G were more strongly correlated with word comprehension than word production. A clear developmental pattern for the different types of A-G was found. These findings are similar to those of different Western languages, indicating a common biological and cultural basis. The analysis of individual A-G and their relations with early words with a related meaning showed interesting similarities between the production of A-G with and without object manipulation and the comprehension and production of corresponding words. Results indicate that the transition from A-G to spoken language is mediated by word comprehension. 相似文献
107.
Silvia Avram 《Educational Research and Evaluation》2013,19(2):115-139
Denominational schooling makes up an important part of European educational systems. Given its specificity, denominational schooling can be expected to place a greater weight on values teaching and moral education. It also may be more successful in creating a warm and caring atmosphere, thus helping students to better emotionally connect to the school community. We compare public and publicly supported private (as a proxy to denominational) schools on 2 dimensions, namely the emotional integration with the rest of the school community and the concern and feelings of responsibility towards the environment. Except for Austria, Belgium, and Spain, no evidence could be found that the type of the school has any impact on the reported psychological adaptation to the school. In these 3 countries, publicly supported private schools tend to be more successful in integrating their students. Also, students in public and private dependent schools were equally environment oriented. 相似文献
108.
Silvia Simbula Dina Guglielmi 《European Journal of Psychology of Education - EJPE》2010,25(3):301-314
This article seeks to contribute to the ongoing debate on the dimensionality of the burnout syndrome. Specifically, its aims are: (1) to investigate the role of efficacy beliefs using negatively worded inefficacy items instead of positive ones and (2) to establish whether depersonalization and cynicism can be considered two different dimensions of the teacher burnout syndrome. The results show that, compared with efficacy beliefs, inefficacy beliefs relate more strongly to the other burnout dimensions considered by the study (i.e., emotional exhaustion, depersonalization, and cynicism). Moreover, using partial disaggregation method, a better fit is found for the four-factor model with separate depersonalization and cynicism dimensions than for the three-factor model in which depersonalization and cynicism are collapsed into one factor. The article concludes that future research on teacher burnout should: (1) use the inefficacy scale as the “third dimension” of burnout, rather than the efficacy scale, and (2) include the cynicism and depersonalization constructs. 相似文献
109.
Renato Donfrancesco Roberto Iozzino Barbara Caruso Laura Ferrante Daniele Mugnaini Alessandra Talamo Silvia Miano Andrea Dimitri Gabriele Masi 《Annals of dyslexia》2010,60(2):175-182
Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored
the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic
children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 ± 2.1 years)
with DD, the control sample 1,276 children (658 boys, mean age 10.8 ± 2.2 years) from four elementary schools from the same
urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD
compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group,
started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16),
and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry
(OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by
the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether
Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated
risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted. 相似文献
110.
Barbara E. Moely Silvia S. Hart Kevin Santulli Linda Leal Terry Johnson Nirmala Rao 《教育心理学家》2013,48(1-2):55-71
Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed. 相似文献