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21.
Isabelle Negro Lucile Chanquoy 《European Journal of Psychology of Education - EJPE》2000,15(2):113-133
In French, a verb always agrees in number with its subject. The agreement rule is regularly applied. However, in specific conditions, agreement errors occur. These errors consist in agreeing the verb with the local noun, instead of with the first occurring noun, which is the subject, when two nouns differing in number precede the verb. Currently, one of the most powerful hypotheses to explain this kind of errors suggests that subject-verb agreement errors result from a temporary overload in working memory. In this regard, a developmental study, combined with an analysis of the differences between tenses of the French indicative has been led. We hypothesized a decrease of agreement errors with children’s grades and that the agreement with the imperfect tense may have a lesser cognitive cost than the agreement with the present. The objective of this work was thus to study the management of subject-verb agreement in children from 2nd to 7th grades (between the age of 7 and 12), for the present and the imperfect. The results confirmed that the imperfect is acquired more rapidly than the present. The cognitive cost of the agreement would be lower with the imperfect than with the present. These data were analyzed in the framework of the knowledge development model proposed by Anderson (1983). 相似文献
22.
Kerstin Duemmler Alexandra Felder Isabelle Caprani 《Journal of Vocational Education & Training》2018,70(2):278-296
This article investigates how Swiss retail apprentices construct their occupational identities under modern workplace affordances. The Swiss retail sector has become more competitive in recent decades; as a consequence, retail businesses look for skilled and responsible employees who are flexible in regard to work tasks and schedules. The article focuses on apprentices’ experiences and sense-making, and specifically examines how retail work conditions not only generate pressure and insecurity, but also offer possibilities for personal identification. Results are based on a qualitative study with retail apprentices involving interviews, focus groups, and observations in vocational education and training schools. Retail apprentices strongly identify with the skilled nature of retail work and even the demand for continuous skill development to ensure that they remain employable. However, they are more critical of the flexible way in which their work is organised and develop divided sense-makings around the demands for responsible autonomy. In short, retail work is perceived in ambivalent ways, oscillating between valorising some of the realities of retail work and suffering from others. The discussion points to the kinds of working and learning conditions within companies that hinder apprentices’ ability to cope with the demands of the modern retail workplace. 相似文献
23.
Isabelle Rogowski Thomas Creveaux Cyril Genevois Shahnaz Klouche Michel Rahme Philippe Hardy 《European Journal of Sport Science》2016,16(4):483-489
The purpose of this study was to examine the relationship between the upper limb anthropometric dimensions and a history of dominant upper limb injury in tennis players. Dominant and non-dominant wrist, forearm, elbow and arm circumferences, along with a history of dominant upper limb injuries, were assessed in 147 male and female players, assigned to four groups based on location of injury: wrist (n = 9), elbow (n = 25), shoulder (n = 14) and healthy players (n = 99). From anthropometric dimensions, bilateral differences in circumferences and in proportions were calculated. The wrist group presented a significant bilateral difference in arm circumference, and asymmetrical bilateral proportions between wrist and forearm, as well as between elbow and arm, compared to the healthy group (6.6 ± 3.1% vs. 4.9 ± 4.0%, P < 0.01; ?3.6 ± 3.0% vs. ?0.9 ± 2.9%, P < 0.05; and ?2.2 ± 2.2% vs. 0.1 ± 3.4%, P < 0.05, respectively). The elbow group displayed asymmetrical bilateral proportions between forearm and arm compared to the healthy group (?0.4 ± 4.3% vs. 1.5 ± 4.0%, P < 0.01). The shoulder group showed significant bilateral difference in elbow circumference, and asymmetrical bilateral proportions between forearm and elbow when compared to the healthy group (5.8 ± 4.7% vs. 3.1 ± 4.8%, P < 0.05 and ?1.7 ± 4.5% vs. 1.4 ± 4.3%, P < 0.01, respectively). These findings suggest that players with a history of injury at the upper limb joint present altered dominant upper limb proportions in comparison with the non-dominant side, and such asymmetrical proportions would appear to be specific to the location of injury. Further studies are needed to confirm the link between location of tennis injury and asymmetry in upper limb proportions using high-tech measurements in symptomatic tennis players. 相似文献
24.
In this study, we determined the effectiveness of the inquiry-based Itakura method for mediating alternate conceptions of
preservice elementary teachers (N = 38) in an integrated mathematics, science, and technology methods course. We investigated alternate conceptions in the
expansion of solids due to heating. There was a significant increase in participants’ immediate learning gains after participating
in the Itakura method. Retention data was gathered after 1, 2, and 3 months. After 3 months, retention levels dropped slightly,
but not significantly. Responses revealed that the majority of the participants did not revert back to alternate conceptions
after 3 months. 相似文献
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27.
Franzis Preckel Isabelle Schmidt Eva Stumpf Monika Motschenbacher Katharina Vogl Vsevolod Scherrer Wolfgang Schneider 《Child development》2019,90(4):1185-1201
Effects of full-time ability grouping on students’ academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students’ average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students’ ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. 相似文献
28.
Adam J. Hoffman Florence Dumas Florence Loose Annique Smeding Beth Kurtz-Costes Isabelle Régner 《Child development》2019,90(3):e306-e321
Trajectories of gender identity were examined from Grade 6 (Mage = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls. European French girls and boys and North African French girls reported decreasing gender typicality from Grade 6 to Grade 9, whereas North African French boys did not change. Felt pressure decreased among girls, did not change in European French boys, and increased in North African French boys. Ethnic and gender differences in gender identity development are discussed. 相似文献
29.
The “Indefinite Discipline” of Competitiveness Benchmarking as a Neoliberal Technology of Government
Minerva - Working on the assumption that ideas are embedded in socio-technical arrangements which actualize them, this essay sheds light on the way the Open Method of Co-ordination (OMC) achieves... 相似文献
30.