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71.
72.
Poikkeus AM Ahonen T Närhi V Lyytinen P Rasku-Puttonen H 《Journal of learning disabilities》1999,32(1):22-35
In this study, parent-child interaction in two carefully matched subgroups-school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in the VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ group. An interesting interaction effect was found for communication deviances. For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the VIQ = PIQ group. Three possible models are discussed in light of the differences between the subgroups. 相似文献
73.
Ari Wahlstedt Samuli Pekkola Marketta Niemelä 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1020-1030
In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place. 相似文献
74.
Visuospatial working memory in adolescents with poor performance in mathematics: variation depending on reading skills 总被引:2,自引:1,他引:1
Minna Kyttälä 《教育心理学》2008,28(3):273-289
The first purpose of this study was to investigate whether the visuospatial working memory (VSWM) skills of 15–16‐year‐old pupils with difficulties in mathematics differ from those of their normally achieving peers. The goal was to broaden the view of the complex system of VSWM. A set of passive and active VSWM tasks was used. The study’s second purpose was to investigate whether pupils with mathematical difficulties differed in their VSWM skills based on whether they had signs of reading deficits or not. Results indicate that the pupils with poor performance in maths showed poorer performance on certain VSWM tasks. The group with deficits only in maths had less capacity for storing passive visual simultaneous information, while the group with difficulties both in maths and reading had deficits in both storing (passive visual and visuospatial information) and processing, and had less ability to control irrelevant visuospatial information compared to their peers of the same age. The results indicate a general VSWM deficit in pupils with both mathematics and reading problems and a specific VSWM deficit in pupils with only mathematics problems. 相似文献
75.
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools
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Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
76.
Santeri Yrttiaho Belinda Bruwer Heather J. Zar Kirsten A Donald Susan Malcolm-Smith Lee Ginton Nadia Hoffman Eileen Vuong Dana Niehaus Jukka M. Leppänen Dan J. Stein 《Child development》2021,92(3):e236-e251
Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17–44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public maternity clinics, possibly reflecting underlying differences in socioeconomic status (SES) across the groups. Study II, sampling uniformly low-SES neighborhoods, found increased pupil dilation and faster orientation to expressions of infant distress, but only in the highest income group. These results are consistent with maternal physiological and attentional sensitivity to infant distress cues but challenge the universality of this sensitivity across socioeconomic diversity. 相似文献
77.
Eeva Eskola Eeva-Leena Kataja Jukka Hyönä Tuomo Häikiö Juho Pelto Hasse Karlsson Linnea Karlsson Riikka Korja 《Child development》2021,92(4):1539-1553
To investigate the role of early regulatory problems (RP), such as problems in feeding, sleeping, and calming down during later development, the association between parent-reported RP at 3 months (no-RP, n = 110; RP, n = 66) and attention to emotional faces at 8 months was studied. Eight-month-old infants had a strong tendency to look at faces and to specifically fearful faces, and the individual variance in this tendency was assessed with eye tracking using a face-distractor paradigm. The early RPs were related to a lower attention bias to fearful faces compared to happy and neutral faces after controlling for temperamental negative affectivity. This suggests that early RPs are related to the processing of emotional information later during infancy. 相似文献
78.
Dörrenbächer-Ulrich Laura Weißenfels Marie Russer Lea Perels Franziska 《Instructional Science》2021,49(1):137-163
Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it... 相似文献
79.
Research in Science Education - This paper addresses two methodological issues related to the assessment of teachers’ views of science. The first concerns the distinction between the... 相似文献
80.