少年二三事

你一言不发地走在我旁边,我转头看你,睫毛在你眼睑下投出一片阴影你的头发有点乱,遮住了半只眼睛。我在想,我们能不能一直这样走下去？到岔路口,你挥挥手消失在暮色里。我可以感觉到：从你方向吹来的风,有恰到好处婚温度。     

Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research

For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are learning in future situations. The laboratory to classroom model used by many researchers to apply cognitive psychology to real educational situations, such as classroom learning and students’ independent studying, is described first. Then the focus turns to important issues within education, such as students’ ability to transfer knowledge to new situations and understand complex material. Finally, three learning strategies are discussed (concrete examples, elaborative interrogation, and retrieval practice) that instructors can implement to help students to both acquire knowledge and apply it to new situations, integrating examples from food science and nutrition.     

Motor schema theory after 27 years: reflections and implications for a new theory

The schema theory for discrete motor skill learning (Schmidt, 1975), originally published in 1975, has generated considerable interest and received strong challenges over its lifetime. In this paper, I focus on the findings generated since 1975 that bear on the theory and highlight those that produce difficulties for it and will be motivators for differing theoretical viewpoints in the future. At the same time, I examine other lines of evidence that seem to bolster the original lines of thinking. Finally, I provide some suggestions for a much needed new generation of motor learning theory, pointing out particular features from the schema theory that could be included and suggesting gaps and omissions that will need additional data and theorizing in future attempts.     

Parents’ Talk About Letters With Their Young Children

A literacy‐related activity that occurs in children's homes—talk about letters in everyday conversations—was examined using data from 50 children who were visited every 4 months between 14 and 50 months. Parents talked about some letters, including those that are common in English words and the first letter of their children's names, especially often. Parents’ focus on the child's initial was especially strong in families of higher socioeconomic status, and the extent to which parents talked about the child's initial during the later sessions of the study was related to the children's kindergarten reading skill. Conversations that included the child's initial were longer than those that did not, and parents presented a variety of information about this letter.     

Latent profiles of children's shyness: Behavioral,affective, and physiological components

Shyness can manifest on behavioral, affective, and physiological levels, but little is known about how these components cluster. We coded behavioral expressions of avoidance/inhibition, collected self-reported nervousness, and measured cardiac vagal withdrawal in 152 children (M_age = 7.82 years, 73 girls, 82% White) to a speech task in 2018–2021. A latent profile analysis using these behavioral, affective, and physiological indicators revealed four profiles: average reactive (43%), lower affective reactive (20%), higher affective reactive (26%), and consistently higher reactive (11%). Membership in the higher reactive profile predicted higher parent-reported temperamental shyness across 2 years. Findings provide empirical support for the long-theorized idea that shyness might exist as an emotional state but also represents a distinct temperamental quality for some children.