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41.
This paper reports a small-scale project to develop a prototype web-based information system to support teaching and learning
within the modern languages department of a comprehensive secondary school. The system was developed in close consultation
with the teaching staff and the work is presented within the broader context of knowledge management systems and their potential
use in an educational environment. 相似文献
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Although research has established the long-term damaging effects of incest, these efforts have suffered from the lack of valid, standardized assessment instruments. The present study reports on the construction and factor validation of the Response to Childhood Incest Questionnaire (RCIQ), a self-report instrument that assesses a range of commonly reported symptoms experienced by adult survivors of incest. A clinical population of 104 adult women who had experienced childhood or adolescent incest completed the RCIQ. A factor analysis of the RCIQ items revealed seven factors which corresponded to hypothesized stress response themes experienced by survivors of traumatic events. These factors include vulnerability and isolation, fear and anxiety, anger and betrayal, reaction to the abuser, sadness and loss, and powerlessness. In addition, four factors corresponded to the diagnostic criteria for post-traumatic stress disorder: intrusive thoughts, avoidance and intrusive emotions, detachment, and emotional control and numbness. The usefulness of the RCIQ as a pre- and post-treatment measure and the need for further research is discussed. 相似文献
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European Journal of Psychology of Education - The growth mindset, or the belief that intelligence can be increased with effort, has been shown to be positively associated with improved learning... 相似文献
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Margaret Cychosz Tristan Mahr Benjamin Munson Rochelle Newman Jan R. Edwards 《Child development》2023,94(4):e197-e214
To learn language, children must map variable input to categories such as phones and words. How do children process variation and distinguish between variable pronunciations (“shoup” for soup) versus new words? The unique sensory experience of children with cochlear implants, who learn speech through their device's degraded signal, lends new insight into this question. In a mispronunciation sensitivity eyetracking task, children with implants (N = 33), and typical hearing (N = 24; 36–66 months; 36F, 19M; all non-Hispanic white), with larger vocabularies processed known words faster. But children with implants were less sensitive to mispronunciations than typical hearing controls. Thus, children of all hearing experiences use lexical knowledge to process familiar words but require detailed speech representations to process variable speech in real time. 相似文献
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