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121.
122.
The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identification, considerations for analyzing proposed LD identification models, and various alternatives to LD identification. The work of the participating panelists is summarized in this discussant paper, and next steps for the NRCLD in light of these presentations are suggested. 相似文献
123.
假设有人给了你一枝笔,一枝密封的、纯色的水笔,里面有多少墨水你看不到,很可能刚刚试写几字便用干耗尽;也可能足以完成一部或几部杰作,永存于世,使世事为之大变。而这一切你在动笔之前却是一无所知。根据游戏的规则,你确实水远也不会知道,只能冒一下险。而事实上,也没有 相似文献
124.
我向空中射出一枝箭,我不知它落在何方。因为它飞得如此神速,我的视力都追赶不上。我向高空唱出一支歌,我不知它落在何方。谁有如此犀利眼力,能追赶上歌声的飞扬? 相似文献
125.
The effects of identical context on pattern recognition by pigeons for outline drawings of faces were investigated by training
pigeons to identify (Experiment 1) and categorize (Experiment 2) these stimuli according to the orientation of the mouth—an
upright U shape representing a smiling mouth or an inverted U shape representing a sad mouth. These target stimuli were presented
alone (Pair 1), with three dots in a triangular orientation to represent a nose and eyes (Pair 2), and with the face pattern
surrounded by an oval (Pair 3). In Experiment 1, the pigeons trained with Pair 1 were most accurate, those trained with Pair
2 were less so, and those trained with Pair 3 failed to acquire the discrimination within eighty 100-trial sessions. The same
ordering was found in Experiment 2 for pigeons trained on the three pairs simultaneously. The authors suggest that a contrasting
finding in humans, the face superiority effect, might be due to a gain in discriminability resulting from recognition of the
pattern as a face. An exemplar model of information processing that excludes linguistic coding accounts for the present results. 相似文献
126.
大卫.A.博曼 《课堂内外(高中版)》2007,(5):1
假如有人给你一支笔,一支密封的、纯色的水笔,里面有多少墨水你无法看到,很可能刚刚试着写几个字就能用干,也可能足够写一部或几部皇皇巨著,流传千古,使世事为之而改变。而这一切你在动笔之前无法知晓。 相似文献
127.
128.
Kinetics study on biomass pyrolysis for fuel gas production 总被引:1,自引:0,他引:1
INTRODUCTIONSincebiomassisanabundant,inexpensiveandrenewableresource ,itsconversiontosyn theticfuelsandchemicalproductsappearsat tractive.Amongallkindsofbiomassconversionroutes,pyrolysisisbeinggivenincreasingatten tionsincetheprocessissimpleandmaybeopti m… 相似文献
129.
Cultureisoneofthemostdifficulttermstobewelldefined.NewWebstersDictionarysaysitisnotonly"theacquiredabilityofanindividualorapeopletorecognizeandappreciategenerallyacceptedestheticandintellectualachievementofcivilizationoraparticularstageorstagesofcivilizationasinthecaseofacertainnationorperiod"butalso"thetotalofhumanbehaviorpatternsandtechnologycommunicatedfromgene-rationtogeneration".Thelatterisananthropologicalandsociologicaldefinition,whichagreeswithLongmanModernEnglishDictionary'sthirddef… 相似文献
130.
The nature and correlates of underachievement among elementary schoolchildren in Hong Kong 总被引:2,自引:0,他引:2
This study investigated for the first time several characteristics of underachievement in a large sample of Hong Kong elementary schoolchildren. More males were identified as underachievers than females, but the ratio was substantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased during the elementary school years, and the stability of underachievement tended to be higher in subject matter that was relatively more difficult, which varied with gender. Underachievement became more specific to particular academic subjects rather than more general across the elementary grades. Parents and teachers, but not the children themselves, perceived that underachievers were more capable than same-grade nonunderachievers (who score lower on ability tests), although this awareness is more likely directed at male than female underachievers, which has been observed in other samples. In grades 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter, underachievers became more disruptive, impatient, and aggressive in school and perhaps at home. At that point, teachers became less supportive, offered less extra mentoring, and applied greater behavioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grades 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachievers from children who have the same grades but lower mental ability. 相似文献