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Children’s development of a theory of mind 总被引：1，自引：0，他引：1
Maria Rosaria Cadinu Jeff Kiesner 《European Journal of Psychology of Education - EJPE》2000,15(2):93-111
A critical review of the literature on the theory of mind is presented. Consistent with the “early onset” view, it is suggested that important precursors of a theory of mind are found much earlier than the age of 4. Research on emotional development and intentional communication is reviewed to suggest that some rudimentary understanding of other people’s minds occurs before the age of 2. Later, 3-year-olds’ engagement in pretense and deception demonstrates a more sophisticated understanding of other people’s mental states. Limitations of the false belief task for determining the acquisition of a theory of mind will be discussed with reference to findings in the adult literature. 相似文献
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Hiro Saito 《课程研究杂志》2013,45(3):333-351
In the past, philosophers discussed cosmopolitanism as a normative ideal of allegiance to humanity as a whole. A debate among social theorists, however, has examined cosmopolitanism as an incipient empirical phenomenon: an orientation of openness to foreign others and cultures. This paper introduces actor‐network theory to elaborate the social‐theoretical conception of cosmopolitanism. In light of the actor‐network theory of cosmopolitanism, the paper proposes cosmopolitan education that aims to foster in students three dispositions: to extend attachments to foreign people and objects; to understand transnational connections in which their lives are embedded; and to act on these attachments and understandings to effect transformations across national borders. Through this three‐fold cosmopolitan education, students will grow to be citizens of the world who traverse national borders dialogically by virtue of their transnational attachments, understandings, and actions. 相似文献
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Thomas Aastrup Rømer 《Educational Philosophy and Theory》2019,51(6):587-598
In this paper, I work out a five-stringed criticism of John Hattie’s theory of Visible Learning. First, I argue that the theory is a theory of evaluation that denies education as such. Second, I show that there are problems with the dependent variable, learning, i.e. the effect of a given intervention. Thirdly, I show that Hattie's theory belongs to the radical constructivist paradigm. Thus, the problems of constructivism, i.e. problems of normativity and the outside world, walks directly into Hattie’s concept of teaching, resulting in a double breakdown of the essence of teaching. Fourth, I argue that Hattie’s concept of feedback has a centralizing trend which ultimately has the potential to transform the country’s educational activities into a big hierarchical and data-driven organism. Finally, I show that Hattie’s reference to Karl Popper’s theory of “three worlds” is based on a highly problematic reading, where Popper’s objective world is reduced to a subset of a radical subjectivity. 相似文献
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Sam Hillyard 《牛津教育评论》2013,39(6):767-784
The paper sets out to examine the role that ethnographic work can and should play in the development of sociological theory, focusing on the case study of differentiation–polarisation theory. It provides a detailed discussion of the work of Hargreaves (1967), Lacey (1970) and Ball (1981) and assesses the degree to which their work was ethnographic in contemporary terms. It argues that the model of theory development they offer does not need to be understood in the manner adopted by Hammersley in his account of their work as a model for theory development and testing in the sociology of education. Rather it requires the ethnographer to be more attuned towards setting and maintaining a theoretical agenda, by (a) being more preoccupied with refining existing or established theoretical ideas and concepts and (b) retaining the capacity for the fieldwork setting to inform and direct the study. 相似文献
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《Early childhood research quarterly》1998,13(2):219-239
This study explores the role folk tales of deception might play in assisting the child's development of a theory of mind. Four three- and four-year-olds read and reread “The Brave Little Tailor” with their parents. The results suggest that rereading a folk tale of deception sets a framework for social interactions supporting the development of the child's understanding of mental representation. The deceptions of the story elicit discussions—of thoughts and feelings and their relation to intentions and actions—that change over the course of successive readings as the child shows increasing comprehension of the deceptions of the story and decreasing need of parental support. Parent-child pairs differ in how they structure their interactions and gender of parent and of child appears to affect how frequently and explicitly connections are drawn between actions, beliefs, and reality. Reading a familiar story with a new person allows the child to assume a more active “expert” role. 相似文献
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This article reports on a study of six Grade 11 learners’ levels of understanding of concepts related to the function definition and representation. Task-based clinical interviews were used to elicit the learners’ interpretations and reasoning when working with these function-related concepts. Indicators for Action–Process–Object–Schema (APOS) theory conception levels were formulated and used to categorise learners’ written and interview responses into conception levels of understanding of the function concept. According to the South African Curriculum Assessment Policy Statement (CAPS) curriculum, Grade 11 learners are expected to be operating at the object and schema levels after instruction. however, the results indicated that learners were operating at the action and process levels as their understanding was characterised by vague definitions of function-related concepts and memorisation of procedures for translating between symbolic and graphical representations. 相似文献
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Prior research demonstrated that the theory of intelligence (TOI), which included incremental theory (intelligence is a malleable trait and develops incrementally) and entity theory (intelligence is a fixed and stable trait), affected metacognitive control processes. We focused on metacognitive control processes, such as study time allocation, and examined whether TOI moderated the relationship between judgments of learning (JOLs) and study time allocation (JOL-based study time allocation). In the experiments, participants were asked to remember word pairs and make JOLs during the initial study phase. Subsequently, they restudied these in a self-paced manner. Our results suggest that the TOI did not moderate JOL-based study time allocation. Experiment 1 showed that participants allocated more study time to lower JOLs items in a laboratory setting. Experiment 2 obtained similar results in an online setting. These results suggest that individuals devote more study time to poorly learned (lower JOLs) items, regardless of the TOI. 相似文献
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Carole Binns 《Journal of Further & Higher Education》2015,39(5):758-775
This article discusses the data obtained from an online survey of academic staff who are involved in module design and who are employed within one university. The survey was used as a baselining tool to explore the nature of current module design practice within the survey sample. Do academics consistently employ the pragmatic approaches recommended by educational developers and theorists or is module and curriculum development a more informally constructed process? By comparing the initial findings of this project with survey and interview data produced by evidence-based projects, this article suggests that module design practice is not set in stone and that we need a deeper analysis of the process of module and curriculum design in terms of social practice and socio-cultural theory in order to gain a deeper understanding of it. 相似文献
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The article reviews the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896–1934) in the light of the impact of communicative globalization in educational practice. Vygotsky proposed four “genetic domains” for investigating higher cognitive processes: the phylogenetic (humans undergoing natural evolution), the cultural-historical (social activity of humans), the ontogenetic (individual lifespan), and the microgenetic (immediate events). Vygotskian sociocultural theory is widely used in educational research, especially Vygotsky’s notion of mediated development via tools and signs. Since Vygotsky, communicative globalization has transformed educational potentials. Nevertheless, provided adjustments are made to Vygotsky’s genetic method to incorporate time-space compression, the mutual presence of the genetic domains, and the glonacal heuristic, Vygotskian theory continues to be useful in socially-situated investigations of educational development and transformation, and opens another way into the global, for example investigation of the role of global mediation in learning. 相似文献
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What is the use of theory? A psychoanalytic discussion 总被引：1，自引：1，他引：0
Deborah P. Britzman 《Changing English: An International Journal of English Teaching》2012,19(1):43-56
Freud asking whether psychoanalysis could be taught in the university, and then whether it could be learned, provides an occasion for asking about the emotional uses of theory. The paper draws from literature, clinical writing and pedagogy to build a psychoanalytic discussion of teaching and learning that takes seriously phantasies of knowledge made from the creation, conveyance and reception of theory. This learning complex involves symptoms in education: resistance to theory, fear of theory, fear of words, and writing inhibitions. Freud’s third model of psychoanalysis, ‘working through’, suggests a new approach to the use of theory in university. 相似文献
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Hegel’s theory of self-consciousness and the real establishment of the basis of practical philosophy
Yu Jian-xing 《浙江大学学报(A卷英文版)》2000,1(4):459-466
Hegel’s practical philosophy must not be underestimated. The basis of practical philosophy was established only after Hegel
understood consciousness as self-consciousness and expounded and proved the constitution of self-consciousness, i. e. found
the intersubjective structure in self-consciousness. 相似文献
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The Weibull distribution has been widely used in reliability fields. A mixed Weibull distribution represents a popu- lation that consists of several Weibull subpopulations. In this paper, a new approach which combines the least-squares method with Bayes’ theorem, takes advantage of the parameter estimation for single Weibull distribution is developed to estimate the pa- rameters of each subpopulation. The estimates given by this paper also satisfy the maximum likelihood equation. The estimates of the failure rate of the mixed Weibull population are given. An actual test data is computed by using the proposed method. The Kolmogorov-Smirnov goodness-of-fit test turns out that the proposed method yields more accurate result. 相似文献
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In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences. 相似文献
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Application of the Bayes＇ theory to the failure rate evaluation of electrical apparatus 总被引：2，自引：0，他引：2
JIN Shao-hua LU Jian-guo WAN Yan-ping SUN Shu-guang 《浙江大学学报(A卷英文版)》2007,8(3):501-505
The Weibull distribution has been widely used in reliability fields. A mixed Weibull distribution represents a population that consists of several Weibull subpopulations. In this paper, a new approach which combines the least-squares method with Bayes＇ theorem, takes advantage of the parameter estimation for single Weibull distribution is developed to estimate the parameters of each subpopulation. The estimates given by this paper also satisfy the maximum likelihood equation. The estimates of the failure rate of the mixed Weibull population are given. An actual test data is computed by using the proposed method. The Kolmogorov-Smirnov goodness-of-fit test turns out that the proposed method yields more accurate result. 相似文献