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201.
202.
Chih-Chia Chen Shannon D.R. Ringenbach Andrew Albert Keith Semken 《International Journal of Disability, Development & Education》2014,61(1):6-15
The connection between human cognitive development and motor functioning has been systematically examined in many typical and atypical populations; however, only a few studies focus on people with Down syndrome (DS). Twelve adolescents with DS participated and their cognitive control, measured by the Corsi-Block tapping test (e.g., visual working memory), the Auditory Memory span test (e.g., verbal working memory) and the Tower of London test (e.g., cognitive planning), and motor control, measured by the Purdue Pegboard (e.g., fine motor control), were measured in this study. Results indicate that if people with DS have better performance in fine manual dexterity, they will have better performance in cognitive planning and verbal working memory abilities. The co-activation hypothesis of the prefrontal area and the cerebellum may support this positive relationship. Hence, it is suggested people with DS will obtain benefits in cognitive control by participating in further motor intervention. 相似文献
203.
Elizabeth Anne Hopkins 《Teacher Development》2014,18(1):15-28
The research reported here was focussed on accessing the perceptions of pre-service teachers regarding the critical factors which support highly effective learning in schools in the United Kingdom. Their perceptions were arranged into a taxonomy so that they can be used as a starting point for their reflections on the observations they make of teaching and learning in schools with the aim of enhancing the effectiveness of their own teaching. The choice of technique used to access the perceptions was driven by the desire to provide the pre-service teachers with a method that they could use themselves to engage with the ‘voice’ of their own pupils regarding the factors which support effective learning. The engagement of pupil voice has become increasingly significant in understanding effective pedagogy and in securing more personalised approaches to learning in United Kingdom school contexts. 相似文献
204.
Stewart Martin 《Educational Research and Evaluation》2014,20(7-8):592-621
This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40?years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts. 相似文献
205.
Heleen A. Van der Stege Sander R. Hilberink Adriaan P. Visser AnneLoes Van Staa 《Sex education》2014,14(6):635-651
The objective of this study was to identify determinants of professionals’ intention to use the new board game SeCZ TaLK to facilitate sexual health discussions with young people with chronic health conditions and disabilities, and to gauge whether intention led to actual use. A cross-sectional web-based survey of 336 professionals before they received the game sought to measure their intention to use SeCZ TaLK, their attitudes towards discussing sexuality, social professional environment, self-efficacy, opinion on the feasibility of using the game and experience discussing sexuality. Actual use of SeCZ TaLK was assessed at follow-up (N = 105). Professionals with higher self-efficacy and more experience in discussing sexual health were more likely to intend to use the game. At follow-up, intention to use explained 21% of the variance in actual use. SeCZ TaLK fits easily into the daily practice of professionals working in assisted-living and day-care facilities; other professionals experienced greater difficulty integrating the game into their practice. Despite this, SeCZ TaLk was also used across a wide range of settings including in psycho-educational groups, group consultations in hospitals and group therapy in rehabilitation centres. Professionals appreciated the board game SeCZ TaLK, but actual use depended on their own motivation and skills and compatibility with work routines. 相似文献
206.
现在很多汽车在中央门锁和电动车窗的基础上加装汽车自动升降窗系统控制器,以此来避免原有系统的不足。本文介绍了长城C30车型加装自动升降窗系统的改装操作,并详细分析其工作原理。 相似文献
207.
杜保营 《内江师范学院学报》2014,(8):20-23
将处理Sturm-Liouville算子的一些方法用于处理一类特殊边值条件Jacobi算子,并通过对一类特殊边值条件Jacobi算子特征值的性质进行探讨,经过证明,得出了一类特殊边值条件Jacobi算子的特征值对其系数具有连续依赖性的结论. 相似文献
208.
曹艳肖 《湖南大众传媒职业技术学院学报》2014,(2):78-80
独立学院独特的办学模式和办学理念决定了独立学院思想政治教育改革的必要性和紧迫性。独立学院应在"大思政教育观"和"实践教育观"理念指引下,创新思想政治教育模式,整合思想政治教育资源,以提高思想政治教育的实效性。 相似文献
209.
万由祥 《孝感职业技术学院学报》2014,(3):8-13
在建设创业型高职院校的理论与实践探索中,各地的探索者从高职的培养目标和自身的特点出发,创造了一些行之有效且具有示范引领作用的创业模式极其成功的范例。其中具代表性的主要有:校企合作,互利互惠,探索新型办学体制;前校后厂,工学交替,创新人才培养模式;提供平台,创设实境,强化创新创业教育等。 相似文献
210.
张海丰 《中国现代教育装备》2014,(19):88-90
随着时代的发展,传统单一的考试形式已经不适应高职教育的需要。提出了一种基于工作过程的网络系统管理专业课程联合考试方法,在考试中过程性考核和期末考试相结合,知识和技能并重,能力和素养并重,并在实践中进行了应用。 相似文献