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81.
Garance Delagneau E. Sabrina Twilhaar Renee Testa Sarit van Veen Peter Anderson 《Child development》2023,94(3):779-801
This meta-analysis examined the relationship between prenatal maternal stress and/or anxiety and the outcomes of children aged 3 months to 9 years. Of the 8754 studies published before June 2021 that were synthesized, 17 conducted in Western countries were included in the meta-analysis (Ntotal = 23,307; Mmales 54%; Methnicity White 77%, Pacific 15%, African American/Black 10%, Middle Eastern 7%, Eastern 8%). Effect sizes ranged from −0.41 to 0.15. A weak negative association was found between prenatal stress and/or anxiety exposure and children's general intellectual development. Associations varied based on the type of exposure. Findings are limited to developed counties and cannot be generalized to low- and middle-income countries. Directions for maternal prenatal intervention and future studies are discussed. 相似文献
82.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
83.
Rayendra Wahyu Bachtiar Ralph F. G. Meulenbroeks Wouter R. van Joolingen 《科学教学研究杂志》2024,61(2):289-318
Previous studies have documented the promising results from student-constructed representations, including stop-motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student-constructed SMA contributes to promoting MR. As a theoretical perspective, we propose a framework hypothesizing the link between elements of MR and the construction nature of SMA, that is, chunking and sequencing. We then examined the extent to which this framework was consistent with a multiple-case study in the domain of static electricity involving five secondary school students constructing and using their own SMA creation for reasoning. In addition, students' reasoning in pre- and postconstruction of an SMA was examined. Our empirical findings confirmed our framework by showing that all students identified the basic elements of MR, that is, entities and activities of entities, when engaging in chunking and sequencing. Chunking played a role in facilitating students to identify entities responsible for electrostatic phenomena, and sequencing seemed to elicit students to specify activities of these entities. The analysis of students' reasoning in pre- and postconstruction of SMA found that student-generated SMA has a potential effect on students' retention of the use of MR. Implications for instruction with SMA construction to support MR are discussed. 相似文献
84.
Suzan Verberne Eva D’hondt Antal van den Bosch Maarten Marx 《Information processing & management》2014
We digitized three years of Dutch election manifestos annotated by the Dutch political scientist Isaac Lipschits. We used these data to train a classifier that can automatically label new, unseen election manifestos with themes. Having the manifestos in a uniform XML format with all paragraphs annotated with their themes has advantages for both electronic publishing of the data and diachronic comparative data analysis. The data that we created will be disclosed to the public through a search interface. This means that it will be possible to query the data and filter them on themes and parties. We optimized the Lipschits classifier on the task of classifying election manifestos using models trained on earlier years. We built a classifier that is suited for classifying election manifestos from 2002 onwards using the data from the 1980s and 1990s. We evaluated the results by having a domain expert manually assess a sample of the classified data. We found that our automatic classifier obtains the same precision as a human classifier on unseen data. Its recall could be improved by extending the set of themes with newly emerged themes. Thus when using old political texts to classify new texts, work is needed to link and expand the set of themes to newer topics. 相似文献
85.
Arjan van Rooij 《Minerva》2014,52(2):263-272
Today universities are increasingly seen as motors of innovation: they not only need to provide trained manpower and publications to society, but also new products, new processes and new services that create firms, jobs, and economic growth. This function of universities is controversial, and a huge and still expanding literature has tried to understand it. The approach of this paper is integrative; it uses the existing literature to answer a number of straightforward questions about the creation of innovations with university knowledge production: how does this happen, to what extent, and if it is desirable. In this way this article grounds the issue. Creating innovation with university knowledge production is relevant, justified and important but this has not been, is not and will not become the core function of universities. The existing literature, in other words, overestimates the importance of university knowledge production - in general, and for innovation in particular. 相似文献
86.
Ruud van der Pol 《Information Retrieval》2003,6(1):21-47
The paper reports the development of Dipe-D, a knowledge-based procedure for the formulation of Boolean queries in information retrieval. Dipe-D creates a query in two steps: (1) the user's information need is developed interactively, while identifying the concepts of the information need, and subsequently (2) the collection of concepts identified is automatically transformed into a Boolean query. In the first step, the subject area—as represented in a knowledge base—is explored by the user. He does this by means of specifying the (concepts that meet his) information need in an artificial language and looking through the solution as provided by the computer. The specification language allows one to specify concepts by their features, both in precise terms as well as vaguely. By repeating the process of specifying the information need and exploring the resulting concepts, the user may precisely single out the concepts that describe his information need. In the second step, the program provides the designations (and variants) for the concepts identified, and connects them by appropriate operators. Dipe-D is meant to improve on existing procedures that identify the concepts less systematically, create a query manually, and then sometimes expand that query. Experiments are reported on each of the two steps; they indicate that the first step identifies only but not all the relevant concepts, and the second step performs (at least) as good as human beings do. 相似文献
87.
88.
R J Bootsma M H Houbiers H T Whiting P C van Wieringen 《Research quarterly for exercise and sport》1991,62(3):276-284
Two groups of 10 novice subjects each were trained to perform attacking forehand drives in table tennis and land the balls as fast and as accurately as possible onto a target on the opposite side of the net under two different training conditions. Under the static training condition, the balls were to be struck from a constant position, and under the dynamic training condition, balls approached the subjects in a normal way. Both groups were tested under dynamic conditions prior to and after four days of training, during which they received 1,600 practice trials. Both groups of subjects were shown to increase the number of balls that landed on the target, and learning was also evident from an increased consistency of the direction of travel of the bat at the moment of ball/bat contact. However, no increase in consistency was found for the location of the bat at the moment of ball/bat contact and for the movement times. Thus, learning can occur in the absence of externally generated time-to-contact information, but this is not due to the establishment of a consistent movement form. Learning appears to progress from control at the moment of ball/bat contact backward, toward the moment of initiation. 相似文献
89.
Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study 总被引:1,自引:0,他引:1
Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. 相似文献
90.
Martina van Heerden Sharita Bharuthram 《Assessment & Evaluation in Higher Education》2017,42(6):967-977
Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these. 相似文献