排序方式: 共有74条查询结果,搜索用时 62 毫秒
1.
2.
Ariana Orvell Giulia Elli Valerie Umscheid Ella Simmons Ethan Kross Susan A. Gelman 《Child development》2023,94(1):159-171
A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, Mage = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments. 相似文献
3.
Charity Cayton Karen Hollebrands Samet Okumuş Ethan Boehm 《Journal of Mathematics Teacher Education》2017,20(1):75-100
This study investigates three teachers’ uses of a dynamic geometry program (The Geometer’s Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers’ actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher–tool relationships, predominant teacher actions, and questioning. 相似文献
4.
Bernstein Debra Puttick Gillian Wendell Kristen Shaw Fayette Danahy Ethan Cassidy Michael 《Educational technology research and development : ETR & D》2022,70(1):119-147
Educational technology research and development - In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking,... 相似文献
5.
Research in Higher Education - Integrative learning is the ability to connect, apply, and/or synthesize. A highly valued skill for the knowledge economy and combating false narratives, integrative... 相似文献
6.
Ethan Campbell 《Academic Questions》2007,20(4):370-373
7.
Testing the hypotheses that reflective timed-essay prompts should elicit memories of meaningful experiences in students’ undergraduate education, and that computer-mediated classroom experiences should be salient among those memories, a combination of quantitative and qualitative research methods paints a richer, more complex picture than either method would independently. A quantitative approach appears to provide support for the hypotheses, revealing that students mention media-related experiences three times as often as they mention specific professors. A qualitative, close-reading approach both challenges and supports the hypotheses. The construct of media-related experiences includes mundane, instrumental encounters with computers as well as transformative experiences with them. This hybrid research methodology supports the identification of those transformative experiences and thus provides validity evidence for the use of reflective timed-essay responses in guiding endorsements of specific classroom practices. 相似文献
8.
Cory M. Smith Terry J. Housh Ethan C. Hill Josh L. Keller Glen O. Johnson Richard J. Schmidt 《Journal of sports sciences》2018,36(11):1196-1203
The purposes of this study were to examine: 1) the potential muscle-specific differences in voluntary electromechanical delay (EMD) and relaxation electromechanical delay (R-EMD), and 2) the effects of intensity on EMD and R-EMD during step incremental isometric muscle actions from 10 to 100% maximal voluntary isometric contraction (MVIC). EMD and R-EMD measures were calculated from the simultaneous assessments of electromyography, mechanomyography, and force production from the vastus lateralis (VL), vastus medialis (VM), and rectus femoris (RF) during step isometric muscle actions. There were no differences between the VL, VM, and RF for the voluntary EMDE-M (onsets of the electromyographic to mechanomyographic signals), EMDM-F (onsets the mechanomyographic to force production), or EMDE-F (onsets of the electromyographic signal to force production) as well as R-EMDE-M (cessation of electromyographic to mechanomyographic signal), R-EMDM-F (cessation of mechanomyographic signal to force cessation), or R-EMDE-F (cessation of electromyorgraphic signal to force cessation) at any intensity. There were decreases in all EMD and R-EMD measures with increases in intensity. The relative contributions from EMDE-M and EMDM-F to EMDE-F as well as R-EMDE-M and R-EMDM-F to R-EMDE-F remained similar across all intensities. The superficial muscles of the quadriceps femoris shared similar EMD and R-EMD measurements. 相似文献
9.
10.