共查询到20条相似文献，搜索用时 15 毫秒
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Bernardine Dohrn 《Early Childhood Education Journal》1991,18(3):48-48
Bernardine Dohrn is a children's rights advocate, peace activist, Little League coach, and mother of three in Chicago, Illinois. 相似文献
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刘冬梅 《重庆第二师范学院学报》2009,22(4):90-92
图像的传播更纪实、更便捷,大众传播媒介的广泛参与使之变得更加“受众化”。探究什么是“读图时代”以及“受众”的读图心理,对传播媒体的发展具有重要意义。 相似文献
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Steven B. Silvern 《Educational technology research and development : ETR & D》1980,28(2):134-139
This study assessed the effects of imposed (picture) and induced (play) imagery on the aural language comprehension of kindergarten
children. Eighty children were randomly assigned to two treatment and two control conditions. A one-way analysis of variance
indicated no significant differences in recall. It was concluded that further study of mediating conditions was needed across
a wide range of skills, abilities, and individual differences.
This research was funded in part by a grant from the Auburn University School of Education Research Assistance Program. Drawings
included in the article were prepared by John Anglim. 相似文献
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Flavia S. Ramos 《International journal of qualitative studies in education》2013,26(2):191-224
This paper explores methodological issues of recording, revisiting and portraying women’s life experiences and their connections to the past, to their families and to their communities. It examines the personal histories and collective memories of a group of low‐income Hispanic women, through the application of an innovative research tool that uses pictures and storytelling as projective techniques. The FotoDialogo Method uses a set of original drawings to initiate dialogical interviews, to inspire research participants to tell their stories, and to critically analyze the situations presented in these stories. The research study took place at a community‐based organization providing non‐formal education programs to the Spanish‐speaking population in a US inner‐city setting. The FotoDialogo Method has the potential to be an effective tool to help underprivileged women break the silence concerning their experiences of oppression and to engage them in a process of self‐discovery and transformation that empowers them to become change agents within their families and communities. 相似文献
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Joel R. Levin Alan M. Lesgold 《Educational technology research and development : ETR & D》1978,26(3):233-243
For some time now, researchers and educators have questioned the value of pictures for prose-learning. However, there is abundant
empirical evidence to document the positive value of pictures. Consistent learning gains are associated with the use of pictures
when experiments adhere to these five ground rules: (1) prose passages are presented orally; (2) the subjects are children;
(3) the passages are fictional narratives; (4) the pictures overlap the story content; and (5) learning is demonstrated by
factual recall.
Both centers are supported in part by funds from the National Institute of Education. The opinions herein do not necessarily
reflect the postion or policy of the National Institute of Education and no official endorsement by the National Institute
of Education should be inferred. The authors are grateful to Michael Pressley and Sharon Stevens for their comments on an
earlier draft of the paper. 相似文献
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On pictures in educational research 总被引：1，自引：1，他引：0
Malcolm L. Fleming 《Instructional Science》1979,8(3):235-251
A brief sketch of the last 20 years of research on instructional pictures is given with an emphasis on the effects of increasingly analytical approaches, changing conceptions, and changing research questions. Trends in recent picture research, last 10 years, are discussed in greater depth with emphasis on three groups of studies: pictures vs. pictures, pictures vs. words, and pictures plus words. Selected studies in each group are described along with recent theoretical explanations of the pictorial superiority effect and of other pictorial information processing effects. Some of the possible implications of these trends for educational research and practice are mentioned. 相似文献
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Ray K. Immel 《Quarterly Journal of Speech》2013,99(2):159-165
This essay examines the rhetoric of the Moral Majority, Inc., arguing that its appeal is a function of its romantic form. It suggests that romantic rhetoric invites auditors to participate in an idyllic world of simplified moral constructs, provides them with an opportunity to simultaneously elevate themselves above the morally imperfect world which surrounds them and remain an active part of that world, and establishes criteria for evaluating claims of truth and falsity which transcend concepts of empirical verifiability. 相似文献
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In an extension of the work of Pellegrino, Siegel, and Dhawan, nouns were presented in triads as pictures, printed words, or spoken words and followed by visual, acoustic, visual and acoustic, or no interference. Recall, presentation type, and confidence ratings were elicited after each triad. After all triads were presented, participants free-recalled as many nouns as possible, indicated presentation type, and rated confidence as measures of long-term memory. In short-term memory, pictorial superiority was noted under conditions of acoustic and visual and acoustic interference but not after visual interference. Long-term memory data showed superior recall for pictures. These results were compared to the Pellegrino et al. research and to Paivio's dual coding hypothesis, and differences in patterns of short-term and long-term memory data were interpreted within a levels of processing framework. 相似文献
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杨楠 《沈阳教育学院学报》2004,6(4):77-78
电视新闻画面拍摄得是否到位，直接关系着电视新闻的质量和收视效果。为提高电视新闻的表现力和感染力，本文着重从稳、移、抓、构图等几个方面对如何拍好电视新闻画面进行了初步的探索。 相似文献
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Conclusion The use of the motion pictures in the various classes was unquestionably worthwhile and profitable to the respective students.
The advantages to these students becomes clearer when one recalls that there was a significant gain on every single film test;
and further, that about one-sixth of the entire instructional time in the experimental classes was given over to the use of
motion pictures. In spite of this time allocation, there were many gains for the experimental classes on the standardized
tests, some of them significantly so, and not one single instance of a significant loss. Thus did the Nebraska Program of
Educational Enrichment Through the Use of Motion Pictures document the case for the use of films in selected areas of the
secondary curriculum.
At a time when educators are seeking help in solving some of the crises in education, the research carried out with curriculum
enrichment by films in Nebraska is particularly pertinent. It represents the first fullscale attempt to discover the values
of motion pictures in enriching the school program under a variety of conditions; and it foreshadows, perhaps, a curriculum
in which films may play a more integral role in instruction. Wesley C. Meierhenry is associate professor of the history and
principles of education and school administration at the University of Nebraska. He was program administrator of The Nebraska
Program of Educational Enrichment Through the Use of Mition Pictures. 相似文献
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William Winn Richard J. Everett 《Educational technology research and development : ETR & D》1979,27(2):148-156
How does color affect students’ feelings about pictures? Do those feelings vary with sex and age? This study sought to answer those questions by having 148 4th, 7th, and 12th graders rate color and black-and-white slides on nine semantic differential scales — good/bad, happy/ sad, fair/unfair, large/small, strong/weak, heavy/light, fast/slow, hot/cold, restless/ quiet — and a blue/red scale. 相似文献
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Four pigeons previously trained to home to the roof of the University of British Columbia psychology building and 4 nonhoming pigeons were trained to discriminate between two sets of color slides projected onto a pecking panel of a Skinner box. One slide set consisted of photographs taken in the vicinity of the psychology building; the other set consisted of similar views taken at locations not previously visited by the homing subjects. All subjects were rewarded for pecking during slides from the first but not the second set. Every few sessions, new “Home” and “Away” slides were introduced during transfer tests. In a final transfer test, a completely new tray of Home and Away slides was introduced. The homing pigeons were slightly (but not statistically significantly) better at discriminating Home from Away slides. The implications of these results for understanding pigeons’ homing behavior, concept attainment, and spatial memory are discussed. 相似文献