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851.
This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning. 相似文献
852.
Reading and Writing - Verb use and the production of verb argument structure in the written texts of children in elementary school is a key stepping stone towards academic writing success that has... 相似文献
853.
Parent Reports of Behavioral and Emotional Problems among Children in Kenya, Thailand, and the United States 总被引:2,自引:0,他引:2
The behavioral and emotional problems children develop may differ from one cultural context to another. We explored this possibility, comparing 11–15-year-old Embu children in Kenya, Thai children, African-American children, and Caucasian-American children. Standardized parent reports on 118 problems revealed 62 significant ( p < .01) culture effects. Caucasian-Americans were rated particularly high on undercontrolled problems (e.g., arguing, disobedient at home, cruel to others). Embu children were rated particularly high on overcontrolled problems (e.g., fears, feels guilty, somatic concerns), largely because of the numerous somatic problems reported. The findings may relate to the strict emphasis on compliance and obedience among the Embu, as opposed to the greater independence permitted in the United States. But alternative interpretations are discussed as well, including the effects of parent sensitivities and Third World living conditions. 相似文献
854.
A random sample of six schools within the primary schools of one local education authority (LEA) was chosen comprising 216 Year 2 children (109 boys, 107 girls), 189 Year 4 children (99 boys, 90 girls) and 206 Year 6 children (104 boys, 102 girls). A self‐report questionnaire was administered to explore each cohort's attitudes to reading, the source and type of their reading materials and the places at home where they read. Results indicated that while there were several significant differences between the boys and girls in the younger age range, these became progressively fewer as the age group increased. The only item which showed a significant sex difference across all three year groups was the content of favourite reading material. The implications of these findings for reading policy and practice in the primary school are discussed. 相似文献
855.
856.
In this study, we examine whether preventive enrichment of pre-math skills has an influence on number knowledge in preschool children from low income families. Our data analyses use two methods to examine the influence of two independent programs implemented during junior kindergarten and kindergarten. The first implies the traditional approach comparing the self-selected treated group to a self-selected comparison group. The second approach uses a self-selected dosage approach to the treatment condition, considering that implementation of the program varied across teachers. The results regarding the enrichment program in kindergarten were inconclusive. Nevertheless, the pre-math program implemented in junior kindergarten showed a positive influence on children’s core requisite skills for later learning of arithmetic. Although children were receptive during both preschool years, a junior kindergarten program that elaborates upon conceptual issues beyond the number line appears both feasible and beneficial over the short-term. 相似文献
857.
Yoon-Suk Hwang Julie Dillon-Wallace Marilyn Campbell Jill Ashburner Beth Saggers Suzanne Carrington 《International Journal of Inclusive Education》2018,22(4):391-408
Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how traditional bullying and cyberbullying are understood from the perspectives of 89 students with ASC attending inclusive schools and 490 students without ASC. Twenty vignettes were used from (Campbell et al. 2017a), based on the Olweus (1999) definition of bullying and verified by a Delphi technique. In the majority of traditional bullying and cyberbullying vignettes, students with ASC made more accurate responses than inaccurate ones and demonstrated higher accuracy rates than students without ASC. Findings of linear multiple regression analyses pointed out ASC status as a predictive variable for understanding both types of bullying, along with students' age for understanding cyberbullying. The findings highlight the ability rather than inability to understand bullying in students with ASC. It is therefore critical to include the voices and experiences of students with ASC in our research endeavour. 相似文献
858.
859.
Amy Jo Coffey Rasha Kamhawi Paul Fishwick Julie Henderson 《Educational technology research and development : ETR & D》2017,65(2):455-479
Relatively few studies have empirically tested computer-based immersive virtual environments’ efficacy in teaching or enhancing pro-social attitudes, such as intercultural sensitivity. This channel study experiment was conducted (N = 159) to compare what effects, if any, an immersive 3D virtual environment would have upon subjects’ intercultural sensitivity, compared to a 2D web environment. Significant gains in intercultural sensitivity were found, with subjects exposed to the Second Life-based immersive virtual environment scoring higher than web-based subjects, both toward other cultures in general and toward Chinese culture in particular. An interaction effect for gender and channel was found, with males experiencing greater intercultural sensitivity outcomes than in a web environment. These empirical findings add to our theoretical understanding of channel effects and intercultural sensitivity. The results can guide cultural instructors or trainers toward the best platforms for content delivery to learners. These findings are worthy of future investigation to better understand their application in educational endeavors as well as in other fields. 相似文献
860.
This study examined the performance on verbalshort-term memory tasks of specifically readingdisabled children relative to reading-age matched andchronological-age matched control groups. Memory spanfor words, highly wordlike nonwords and less wordlikenonwords, speech rates for these items, and nonwordrepetition were examined. The reading disabled groupperformed equivalently to the reading-age controls onall tasks, and worse than the chronological-agecontrols. An effect of the wordlikeness of thenonwords was found in all tasks. Differences inspeech rate accounted for the effect of wordlikenessin memory span but not for the difference betweenwords and nonwords, or for the difference betweengroups. The stimulus effects did not vary between thegroups suggesting that reading disabled children arenot impaired on the process which gives rise to theseeffects, however they are impaired on the taskoverall, even after speech rate differences are takeninto account. These results are consistent with thenotion that there is a long-term memory contributionto memory span which is related to reading ability. 相似文献