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121.
122.
Memory for former preschool classmates was examined in 9-and 10-year-old children using measures of both explicit and implicit memory. Yes-no recognition of faces was at low levels but was significantly above chance. Skin conductance data showed similarly low but above-chance differentiation between classmates and controls. A median split of children based on their recognition memory scores showed that children with little evidence of explicit memory for classmates were as likely to show differential skin conductance responding to faces of former classmates as were children with higher recognition scores. Infantile amnesia, like the clinical syndrome for which it is named, may not always involve complete loss of encoded information. 相似文献
123.
Nathan Garrett 《Innovative Higher Education》2016,41(5):365-380
How do academic disciplines use PowerPoint? This project analyzed PowerPoint files created by an academic publisher to supplement textbooks. An automated analysis of 30,263 files revealed clear differences by disciplines. Single-paradigm “hard” disciplines used less complex writing but had more words than multi-paradigm “soft” disciplines. The “hard” disciplines also used a greater number of small graphics and fewer large ones. Disciplines identified by students as being more effective users of PowerPoint used larger images and more complex sentences than disciplines identified as being less effective in this regard. This investigation suggests that PowerPoint best practices are not universal and that we need to account for disciplinary differences when creating presentation guidelines. 相似文献
124.
ABSTRACTIn an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group’s (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the mobile and emergent aspects of meaning making. We work through a classroom example to consider the contours of literacies and learning practices for making meaning on the move. We argue that in a mobile and digitally networked world, a pedagogy of transliteracies draws much needed attention to people and things connecting, relating, and intersecting, and also to how these connections, relations, and intersections occur in unequal ways that support some learners and disenfranchise others. 相似文献
125.
Melissa Fogarty Nathan Clemens Deborah Simmons Leah Anderson John Davis Ashley Smith 《Journal of research on educational effectiveness》2017,10(2):326-353
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores. 相似文献
126.
This research explores a new web-based curriculum idea, that of having students write and publish critical web reviews of scientific resources as a means of both practicing critical evaluation of web resources, and of making an authentic value-added contribution to the web. This paper presents content analyses of selected sections of 63 web reviews published by eleventh grade students in a project-based science class. Two aspects of critical evaluation are focused upon: summarization of content and evaluation of credibility. Content analyses show that student summaries were usually accurate, but had room for improvement especially in areas of comprehensiveness and level of detail. An ideal model of a content review is developed from analysis of a second set of reviews. When asked to evaluate credibility, students struggled to identify scientific evidence of claims in web resources, but analysis of web documents shows that this is often because such evidence is missing. Students could accurately determine the publishing source of web documents, but challenges arose in identifying potential biases. Recommendations for future iterations of this curriculum idea are presented throughout. A companion paper that will appear in this journal will examine how student reviews serve the function of social filtering on the web. 相似文献
127.
Nationally, non-tenure-track faculty (NTTF) represent the new majority. Efforts to move the full-time NTTF role from expendable labor to sustainable professional position have led to improvements in policy and working conditions at many institutions. Still, the profession broadly has just begun to grapple with the implications of this shifting labor market on aspects of the profession traditionally reserved for tenure system faculty, such as collegiality. In this qualitative study we use Bess’s (High Educ Handb Theory Res 8:1–36, 1992) framework of structure, culture, and behavior to analyze the collegial expectations of 38 full-time, NTTF members. Participant accounts point to a desire for parity despite differentiation, and highlight the fundamental contradictions of a professional virtue that requires the independence of faculty for it to be fully expressed. 相似文献
128.
Trajectories of Infants’ Biobehavioral Development: Timing and Rate of A‐Not‐B Performance Gains and EEG Maturation
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Leigha A. MacNeill Nilam Ram Martha Ann Bell Nathan A. Fox Koraly Pérez‐Edgar 《Child development》2018,89(3):711-724
This study examined how timing (i.e., relative maturity) and rate (i.e., how quickly infants attain proficiency) of A‐not‐B performance were related to changes in brain activity from age 6 to 12 months. A‐not‐B performance and resting EEG (electroencephalography) were measured monthly from age 6 to 12 months in 28 infants and were modeled using logistic and linear growth curve models. Infants with faster performance rates reached performance milestones earlier. Infants with faster rates of increase in A‐not‐B performance had lower occipital power at 6 months and greater linear increases in occipital power. The results underscore the importance of considering nonlinear change processes for studying infants’ cognitive development as well as how these changes are related to trajectories of EEG power. 相似文献
129.
Nathan Mitchell J. Swart Michael I. 《Educational technology research and development : ETR & D》2021,69(4):1925-1954
Educational technology research and development - Materialist design is presented as an embodied perspective on educational design that can be applied to redesign of classroom-based learning... 相似文献
130.
Moura Cristiano B. Nascimento Matheus Monteiro Lima Nathan Willig 《Science & Education》2021,30(3):501-525
Science & Education - Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look... 相似文献