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991.
Greenhoot AF 《Child development》2000,71(5):1309-1328
This study was designed to explore the influence of changes in children's knowledge on earlier constructed memories. Kindergartners' (N = 102) recall of a series of stories was examined as a function of their interpersonal knowledge about the main story character. Children's knowledge about the protagonist was manipulated prior to presentation of the stories, and the effects of their impressions on story recall were examined. A change in some of the children's impressions was then promoted, and the impact of this second knowledge manipulation on recall of previously heard stories was assessed. The results indicated that children's story recall was affected by their prior impressions. Moreover, following the second knowledge manipulation, children revised their story reports in ways that were consistent with their newly acquired impressions, which suggests that they had reconstructed their memories of previously heard stories. These findings provide evidence for both prospective and retrospective effects of knowledge on memory. 相似文献
992.
7-month-old full-terms and high-risk preterms (less than 1,500 grams at birth) were compared on problems of visual recognition memory and tactual-to-visual cross-modal transfer. On the visual problems, preterm infants showed significantly less differential attentiveness to novelty than full-terms. They also required longer exposure times during visual familiarization, primarily because of longer pauses between fixations. Preterms and full-terms exhibited different patterns of looking, as indicated by the duration of fixation and the frequency in shifts of gaze. On the cross-modal problems, preterms and full-terms both exhibited similar and significant preferences for familiar rather than novel stimuli, a direction of preference which suggests that these problems were relatively difficult for both groups. For the preterms, novelty and exposure-time scores were found to be related to several medical risk factors. Novelty preferences were compromised in preterms who had suffered RDS postnatally, particularly those who had required prolonged mechanical ventilation. In general, high-risk preterms exhibited deficits in visual recognition memory and in the ability to recruit, sustain, and shift attention. 相似文献
993.
In 3 experiments, the attentional responses of 4-month-old infants to frequency-modulated (FM) sweeps corresponding to the frequency range of adult-to-infant and adult-to-adult intonation patterns were assessed. In Experiment 1, infants were observed to discriminate "exaggerated" (i.e., adult-to-infant) FM sweeps from "normal" (i.e., adult-to-adult) FM sweeps in a habituation-dishabituation paradigm but did not selectively attend to one over the other. In Experiment 2, where the same stimuli were used in a paired-comparison paradigm, again no differential attention was observed. In Experiment 3, the most exaggerated sweep was paired against a continuous, monotonic pure tone, but again no difference in salience was observed. These data suggest that the extent of modulation or intonation of an auditory stimulus per se does not constitute a salient cue for infants' attention to sound. 相似文献
994.
Previous research has found a wide range of predictors of student performance in introductory college chemistry. These predictors are associated with both the students' backgrounds and their high school learning experiences. The purpose of this research study was to examine the link between high school chemistry pedagogical experiences and performance in introductory college chemistry while accounting for individual educational and demographic differences. The researchers surveyed 1531 students enrolled in first‐semester introductory college chemistry courses for science and engineering majors at 12 different U.S. colleges and universities. Using multiple regression analysis, the researchers uncovered several interesting high school pedagogical experiences that appeared to be linked with varying levels of performance in college chemistry. Most notably, the researchers found that repeating chemistry labs for understanding was associated with higher student grades, whereas overemphasis on lab procedure in high school chemistry was associated with lower grades in college. These results suggest that high school teachers' pedagogical choices may have a link to future student performance. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 987–1012, 2005 相似文献
995.
996.
Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified. 相似文献
997.
In this study we test a number of different claims about the nature of stylistic variation at the "single-word" stage by examining the relation between variation in early vocabulary composition, variation in early language use, and variation in the structural and functional propreties of mothers' child-directed speech. Maternal-report and observational data were collected for 26 children at 10, 50, and 100 words, These were then correlated with a variety of different measures of maternal speech at 10 words, The results show substantial variation in the percentage of common nouns and unanalyzed phrases in children's vocabularies, and singficant relations between this variation and the way in which language is used by the child. They also reveal singficant relations between the way in whch mothers use language at 10 words and the way in chich their children use language at 50 words and between certain formal properties of mothers speech at 10 words and the percentage of common nouns and unanalyzed phrases in children's early vocabularies, However, most of these relations desappear when an attempt is made to control for ossible effects of the child on the mother at Time 1. The exception is a singficant negative correlation between mothers tendency to produce speech that illustrates word boundaries and the percentage of unanalyzed phrases at 50 and 100 words. This suggests that mothers whose sprech provides the child with information about where new words begin and end tend to have children with few unanalyzed. phrases in their early vocabularies. 相似文献
998.
Science & Education - While a mutually agreed-upon definition of STEM education remains elusive, there is no doubt that instructional models and ideas put forward with the STEM label have had a... 相似文献
999.
27 children with early onset (less than 4 years) diabetes (EOD), 24 with late onset (greater than 4.0 years) diabetes (LOD), and 30 sibling controls were compared in their performance on tests of intellectual functioning and school achievement. The results indicated that children with EOD, particularly girls, scored lower than the other groups of diabetic children and siblings on tests of visuospatial but not verbal ability. Many of the children with EOD were also having difficulty at school, and a number were currently receiving special education. Diabetic children with earlier onset had more hypoglycemic convulsions than those with later onset. Regression analyses revealed that duration of illness, age of onset, and hypoglycemic convulsions significantly predicted spatial ability. 相似文献
1000.
University class size: Is smaller better? 总被引:1,自引:0,他引:1
David D. Williams Paul F. Cook Bill Quinn Randall P. Jensen 《Research in higher education》1985,23(3):307-318
This study investigates the relationship between class size and achievement at the college level. Recent meta-analyses have found a strong relationship between class size and student achievement, but few of the studies examined class size larger than 40 or university-age populations. This analysis examines a university's testing-center data-archives representing 305 sections from 24 different courses. Section sizes ranged from 13 to 1,006. A total of 16,230 test scores were analyzed. The results of this investigation reveal that at the college level, class size may be less important an influence on student achievement than some educators have thought. 相似文献