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Silvia Knobloch-Westerwick Ph.D. 《广播与电子媒介杂志》2013,57(1):73-92
Mood management theory has found empirical support but was challenged by gender-typed selections and exposure to negative content. These challenges are addressed with response style theory and the mood adjustment approach. A secondary data analysis and original experimental data serve to test hypotheses. As expected, after a mood-impacting experience, men tend to distract themselves with absorbing messages, whereas women tend to ruminate the experience and thus prefer messages with low absorption potential. When anticipating a mood-impacting activity, men tend to distract themselves right before it by selecting absorbing content, whereas women focus on it and prefer less absorbing messages. 相似文献
53.
ABSTRACT This paper reports on findings from an exploratory investigation about parents’ perceived role of the Facebook Like in sharenting (i.e., sharing about their children on social media) by drawing on the qualitative results of an online survey. Findings show that the majority of participants think that getting a Like on a picture of one’s child can encourage a parent to share more about him/her because of two main understandings of this paralinguistic cue: the Like as a received validation of one’s parenting, or as a metric of connection with important people, causing emotional reactions in the receivers. Several parents, though, judge the Like as more commonly being important for others, explaining this difference in terms of internal characteristics. This study aims to extend our understanding of the motivations behind sharenting by taking into account the role of the Like in this practice and highlighting how parents position themselves in such an exchange of digital photo-sharing and feedback. As communication does not happen in a vacuum, we advance that research on parents’ photo-sharing behavior online may benefit from considering whether and how social media liking can foster and shape interpersonal communication between posters and recipients. 相似文献
54.
Cecilia Avila Silvia Baldiris Ramon Fabregat Sabine Graf 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1019-1038
The learning analytics (LA) field seeks to analyze data about students’ interactions, and it has been applied in the development of tools for supporting both learning and teaching processes. Recent research has paid attention on how LA may benefit teachers in the creation of educational resources. However, most of the research on LA solutions is carried out to support teachers in analyzing students’ behavior data collected as they interact with virtual learning environments. While solutions to support teachers in different virtual learning and teaching contexts have become important, to date little research has been done on how LA solutions can help teachers to create and evaluate Open Educational Resources (OERs). This study aims at presenting the evaluation of a LA tool for supporting teachers in the creation and evaluation of accessible and quality OERs considering that both processes fall within the competences that teachers can acquire and strengthen by participating as authors (creation) and evaluators (evaluation) of OERs. The study was conducted with Colombian teachers and the results obtained highlight the positive effect the tool had on the teachers’ acquisition of the competences and the positive attitude they had toward using the tool. 相似文献
55.
This study examines how academic librarians at the Complutense University (Spain) perceive project management techniques that are becoming increasingly popular in library and information centers due to the need to comply with their strategic planning and services. To reach this goal, a quantitative and qualitative methodology was applied and a survey, in the form of a questionnaire, was used as a data gathering tool. The response rate was 31.2%. The key findings are based on respondents' education regarding project management skills and their expertise managing projects, as well as the presence of project management courses in the Library and Information Science Spanish curriculum. This study revealed that over one third of the academic staff completed their project management training by self-directed learning. Additionally, over half of them stated that they had not participated in any library project in the last five years, and almost half of the library staff concluded that project management techniques are quite important as formal courses in the Library and Information Science university programs. The study is interesting and revealing for those library and information services professionals who are facing day-to-day to users' demands and Library and Information Science challenges. 相似文献
56.
In paper conservation ethanol is used as an antifungal agent. However, information on the antifungal efficacy of this alcohol is scarce and often inconsistent. In this study, we clarify if ethanol is effective and safe to use in paper conservation in the short as well as in the long term. None of the tested ethanol concentrations (5–100%) promoted conidia germination, but rather delayed or entirely inhibited it, depending on alcohol concentration and contact time. In a simulation of an interventive treatment of samples colonized by fungi, all the tested ethanolic solutions (30, 70, and 100%) revealed antifungal activity. The best results were obtained with 70% ethanol, showing fungicidal properties on four of the five-tested fungal species (Aspergillus niger, Cladosporium cladosporioides, Penicillium chrysogenum, and Penicillium corylophilum). No deleterious effects of 70% ethanol on the tested paper were observed either in the short or in the long term. 相似文献
57.
Silvia López 《Cultura y Educación》2013,25(15):111-118
El desarrollo de las competencias autorreguladoras de la persona adquiere una especial importancia cuando se trata de incrementar la coherencia entre juicio y acción. En este artículo se analizan los conceptos de autorregulación y autocontrol así como las diferentes consideraciones que puedan ayudar a su contextualización en el aula. Se propone una actividad para el primer ciclo de Educación Primaria. 相似文献
58.
Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task
Maria Vender Federica Mantione Silvia Savazzi Denis Delfitto Chiara Melloni 《Annals of dyslexia》2017,67(3):401-426
In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko’s Wug Test, had the aim of testing the subjects’ ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task. Furthermore, the dissimilar performances reported by the subjects in the different conditions indicate that the ability to inflect nonwords depends on factors such as the rule’s productivity, frequency, and opacity with respect to gender. Finally, the children’s performance in this task was significantly related to their reading proficiency, and it could predict accuracy in word reading independently of phonological awareness and working memory. 相似文献
59.
Michael S. Vendetti Bryan J. Matlen Lindsey E. Richland Silvia A. Bunge 《Mind, Brain, and Education》2015,9(2):100-106
Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement. 相似文献