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81.
Katrin Wiederkehr‐Benz 《Higher Education in Europe》1981,6(3):32-35
The following article is an abstract of the booklet “Frauen an der Hochschule” (Women in Higher Education), published by Mrs. Wiederkehr‐Benz in August 1980, Zurich.>
The article, sent to us by Mrs. Wiederkehr‐Benz, is meant to provide the reader with some complementary information concerning the situation of women in higher education in Switzerland, The article stresses the consequences of early socialization, and later role‐conflicts in performance oriented system of higher education. Similar lines of thought have also been expressed in the articles on the Netherlands and FRG.
Mrs. Wiederkehr‐Benz is a psychologist attached to the"Psyahologische Studentenberatungsstelle” (Centre for Student Counselling), of Zürich's institutions of higher education. 相似文献
82.
The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared – with a particular focus on the mediating role of feedback’s perceived usefulness. Participants, 146 ninth graders (aged 14 to 17?years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on their test results and completed surveys measuring feedback’s perceived usefulness, interest and self-evaluation. Results of path analysis showed that process-oriented feedback was perceived as more useful than grade-oriented feedback and that feedback’s perceived usefulness had a positive effect on changes in achievement and interest. Consistent with this, process-oriented feedback had a greater positive indirect effect than grade-oriented feedback on changes in mathematics achievement and interest via its perceived usefulness. There were no such effects on changes in self-evaluation. Potential explanations for these findings, educational implications and possible directions for future research are discussed. 相似文献
83.
Using a picture pointing task, this study examines toddlers’ processing of phonological alternations that trigger sound changes in connected speech. Three experiments investigate whether 2;5‐ to 3‐year‐old children take into account assimilations—processes by which phonological features of one sound spread to adjacent sounds—for the purpose of word recognition (e.g., in English, ten pounds can be produced as te[mp]ounds). English toddlers (n = 18) show sensitivity to native place assimilations during lexical access in Experiment 1. Likewise, French toddlers (n = 27) compensate for French voicing assimilations in Experiment 2. However, French toddlers (n = 27) do not take into account a hypothetical non‐native place assimilation rule in Experiment 3, suggesting that compensation for assimilation is already language specific. 相似文献