Create a book especially for an infant

Have you introduced books yet to your infants? It's never too early. Books provide enjoyment while facilitating language development. One of the best ways to introduce books is to create your own. Such an individualized book takes the child's interests and put it right in front of him.     

Virtual Reality Simulations and Writing: a Neuroimaging Study in Science Education

Journal of Science Education and Technology - This study investigates the role that textbooks, virtual reality (VR), and mixed approaches (i.e., text and VR) can play in the development of the two...     

Evaluation parameters for computer-adaptive testing

With the proliferation of computers in test delivery today, adaptive testing has become quite popular, especially when examinees must be classified into two categories (pass/fail, master/nonmaster). Several well‐established organisations have provided standards and guidelines for the design and evaluation of educational and psychological testing. The purpose of this paper was not to repeat the guidelines and standards that exist in the literature but to identify and discuss the main evaluation parameters for a computer‐adaptive test (CAT). A number of parameters should be taken into account when evaluating CAT. Key parameters include utility, validity, reliability, satisfaction, usability, reporting, administration, security, and thoseassociated with adaptivity, item pool, and psychometric theory. These parameters are presented and discussed below and form a proposed evaluation model, Evaluation Model of Computer‐Adaptive Testing.     

Fathers’ and mothers’ performances in father-mother-baby games

Until now studies comparing fathers and mothers have mostly been realized in dyadic situations, father-infant versus mother-infant. The aim of the present paper was to bring to the core similarities and differences, between fathers and mothers, in terms of performance (N=42 families) in a triadic context. Father, mother and baby, seated in a triangular formation were invited to play as usual: first, one parent played with the infant and the other was participant-observer, and then they reversed their roles. Globally, no differences were observed between fathers and mothers in terms of being available, keeping their assigned roles, sharing a common focus of interest and co-creating games with their three month old infant. However a difference emerged when the order in which parents began as active parent versus third party parent was taken into account. Mothers who played first were better active partners than fathers, for keeping roles, sharing focus and co-creating games; and fathers who were first third party parent were better than third party mothers for sharing a common focus.     

Transition Between Swedish Preschool and Preschool Class: A Question About Interweaving Care and Knowledge

This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i.e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed.     

To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment

This study investigated whether accessing conflicting claims in other documents by means of hyperlinks embedded within currently read documents may facilitate conflict detection and source-content integration. Norwegian undergraduates (n?=?85) read multiple conflicting documents on a controversial health-related issue, with half of the conflicting claims across documents hyperlinked and the other half not. Moreover, half of the participants were told that they would get more information by clicking on the links (weak prompting condition) while the other half were additionally told that clicking on the links was necessary to get a more complete understanding of the issue (strong prompting condition). Results indicated that the extent to which participants accessed conflicting claims in other documents via the hyperlinks was positively related to their detection of cross-document conflicts as well as their integration of source-content information. A mediational analysis indicated that conflict detection mediated the effect of accessing conflicting claims via the hyperlinks on source-content integration. No relationship was found between the prompting condition and participants’ selection of the hyperlinks. The theoretical significance as well as the practical value of our findings are discussed.