共查询到20条相似文献，搜索用时 296 毫秒
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睡眠问题 白天睡觉没规律 原本上午9点要睡一觉的宝宝，突然不肯睡或越睡越迟。上午迟，下午自然也迟，晚上睡觉就跟着往后挪。有的宝宝下午干脆不睡，坚持到晚饭时又昏昏然。 相似文献
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【片段】师:(出示问题)同学们栽种鲜花美化校园,上午栽种总任务的30%,下午栽种总任务的50%。已知上午栽种1200株,比下午多栽种多少株?生:老师,“多”字用错了。生:根据条件1和条件2,可以知道下午栽种的比上午多,问题却是求上午比下午多栽种多少株花,这样不对。生:把“多”字改为“少”字就可以了。生:也可以把条件1“上午栽种全部的30%”改为“下午栽种全部的30%”,把条件2“下午栽种全部的50%”改为“上午栽种全部的50%”。生:还可以把条件3“上午栽种1200株”改为“下午栽种1200株”,把问题“比下午多栽种多少株”改为“比上午多栽种多少… 相似文献
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美国纽约的一位研究人员ＲｏｇｅｒＪｏｈｎＣａｌｌａｎ用代数考试的方式做了一次调查,目的是考查学生考试成绩是否受考试的时间与其喜好的学习时间一致与否的影响。他首先用学生学习特点总量表（ＬＳＩ）确定了学生学习的情况,然后安排他们参加与其喜好的时间一致或不一致的考试,最后对其考试成绩进行分析研究。他发现在上午进行的考试中,喜好在上午学习的学生得分要高于：（ａ）喜好在上午学习的学生参加下午考试的得分,（ｂ）喜好在下午学习的学生得分,（ｃ）喜好在晚上学习的学生得分;而在下午进行的考试中,喜好在下午学习的学… 相似文献
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番茄先生是位歌唱家,辣椒小姐是位舞蹈家,他们同住在一栋楼里。番茄先生每天上午练歌,下午休息,晚上去表演。辣椒小姐每天上午休息,下午练舞,晚上去表演。 相似文献
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《Mind, Brain, and Education》2017,11(1):10-20
Children tend to sleep and wake up early and to exhibit daytime sleep episodes. To evaluate the impact of school start times on sleepiness and attention in preschool children, this study compared the temporal patterns of sleep, daytime sleepiness, and the components of attention between children aged 4–6 years that study in the morning (n = 66) and the afternoon (n = 144) shifts. The former get up 1 hr and 30 min earlier on weekdays and show lower efficiency on the sustained attention task than those who study in the afternoon. Thus, the morning shift was associated with a reduction in nighttime sleep, which might have a negative effect on children's performance in the morning, causing higher levels of daytime sleepiness and a decline in sustained attention. Because only one parameter of one component of attention was negatively affected, further studies are needed to confirm this effect on cognition. 相似文献
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Ordinal, interval, and circadian mechanisms of solving a time-place task were tested. Rats searched for food twice in the morning and once in the afternoon (Group AB-C,n=5) or once in the morning and twice in the afternoon (Group A-BC,n=5) in a box with four food troughs. The location of the food depended on the time of day in a 12:12-h light:dark cycle. Acquisition was documented by foodsite inspections at the correct locations prior to food availability. On nonrewarded probes, the time of the middle search (B) was shifted late (for Group AB-C) or early (for Group A-BC). The rats visited Location B at chance, contrary to an ordinal mechanism. When the posttesting meal and light-dark transitions were omitted, the rats visited correct locations with impaired performance but at abovechance levels on nonrewarded probes. The results are consistent with interval and circadian representations of time. 相似文献
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Salivary biomarker levels and diurnal variation: associations with medications prescribed to control children's problem behavior 总被引：2，自引：1，他引：1
This study examined associations between medications prescribed to control children's problem behaviors and levels of, and diurnal variation in, salivary cortisol (C), testosterone (T), and dehydroepiandrosterone (DHEA). Saliva was collected in the morning, midday, and afternoon from 432 children ages 6-13 years. Relative to a no-medication comparison group, children taking (1) antipsychotics had higher DHEA levels and flat C diurnal rhythms, (2) Ritalin or Adderall had flat T diurnal rhythms, (3) Concerta had higher T and DHEA levels, (4) antidepressants had flat DHEA diurnal rhythms, and (5) hypotensives had flat DHEA diurnal rhythms and higher T levels. Medications prescribed to control children's problem behaviors should be monitored in studies of the endocrine correlates and consequences of developmental psychopathology. 相似文献
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Pigeons were trained on an operant procedure to discriminate between morning and afternoon when location did not vary (Experiment
1). The pigeons were placed on a fixed interval (FI) schedule in the morning and on a different FI schedule in the afternoon.
Probe trials that occurred at the beginning of the training sessions were examined. The pigeons responded differently, depending
on the time of day, reflecting the learning of a stable 24-h memory representation of the association between the FI schedules
and the time of day. The pigeons from Experiment 1 were then clock shifted and tested twice, to determine whether they were
relying on an endogenous circadian oscillator, an hourglass mechanism influenced by the photoperiod, or environmental noise
to make the time-of-day discrimination (Experiment 2). The results of the second experiment indicated a circadian mechanism
was most important for the observed time-of-day learning. 相似文献
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Helen Bilton 《International Journal of Early Years Education》1994,2(2):54-65
The majority of state nursery education in the United Kingdom is part‐time. Although there are exceptions this usually means that children attend either in the morning or afternoon. The format of the afternoon session can often resemble the morning session, offering similar activities. This paper sets out to examine the comparative quality of experience for children attending part‐time nursery at different times of the day. It looks particularly at storytime, when the whole group of children is brought together to share a story. The findings suggest the two sessions are not of equal value to the children, that children may not be performing as well in the afternoon and that the traditional group storytime may not be as effective for the afternoon children. This type of storytime may need to be adapted/changed to match the needs of the particular group of children, taking into consideration performance during the day. Finally, suggestions are given for other ways to ensure children have worthwhile story experiences. 相似文献
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The study investigated the effects of participation in the activities of Science-A Process Approach (SAPA) on the oral communication skills of disadvantaged kindergarten children. Experimental-control group, pretest-posttest research design was employed. The investigator designed the Test of Oral Communication Skills (TOCS) to measure students' oral communication skills. Two experimental groups (one morning and one afternoon, N = 52) and two control groups (one morning and one afternoon, N = 48) were randomly assigned from two kindergarten classrooms (morning and afternoon classes in each) in an inner-city school in Columbus, Ohio. The investigator provided the science instruction to all students. Experimental subjects received 22 half-hour lessons from exercises a through k of Part A, SAPA. Control subjects received 22 lessons from Springboards to Science, a teacher demonstration, class discussion type of kindergarten curricuoum used in the school system. The treatment period spanned 12 academic weeks. Analysis of variance of TOCS pretest scores showed no significant differences among any of the means of the four groups. Analysis of covariance of TOCS posttest scores revealed differences significant at .05 or beyond in the mean scores of the experimental groups and control groups for total oral and total receiving skills and for six of the eight subskills measured by TOCS. Application of the Tukey (b) test revealed that experimental group mean scores exceeded control group mean scores in every TOCS skill and subskill area and that in total oral transmitting subskills both experimental group mean scores were significantly greater at .05 level or beyond than corresponding mean scores for both control groups. Within the parameters of this study, it may be concluded that when the activities and teaching strategies of SAPA curriculum are presented to disadvantaged kindergarten children, their oral communication skills, especially the transmitting (speaking) skills, are clearly enhanced. 相似文献
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Joseph Klein 《Scandinavian Journal of Educational Research》2013,57(4):441-450
The literature describes research comparing scholastic success in the morning and afternoon in elementary and high schools. The present study examines the relationship between time of day and scholastic performance in middle school. The progress of 850 seventh and eighth grade students in academic subjects taught at different hours of the day was studied. Mean achievement, as expressed in final grades, rose moderately from morning lessons to those conducted at later hours. Significant but temporary declines in achievement were observed immediately after the 10:00 recess and again during the 13:00 lesson. Variance within classes increased sharply during the day. Previous studies attributed such changes to biological rhythms. This paper indicates that many diurnal changes in scholastic performance may be clarified by integration of concepts of biological rhythms with current theories with respect to attention level. Implications of these findings for planning daily school schedules are discussed. 相似文献
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Joseph Klein 《Scandinavian Journal of Educational Research》2013,57(3):301-309
Previous research has revealed that lower grade elementary school pupils who differ in their ability to learn to read also differ with respect to the optimal time of day for reading achievement. The present study strove to determine the hours of optimal attention in older pupils who varied in their apparent aptitude for mathematics. A sample of 204 fifth graders and 202 tenth graders were divided into three groups (high, average and low ability) on the basis of their mean yearly mathematics achievement scores. The subjects were asked to report on their attention levels throughout the day. The findings showed that fifth graders' attention levels were especially high in the afternoon, whereas tenth graders reported increased concentration during the morning hours. Among tenth graders, but not among fifth graders, there was a significant interaction between mathematics achievement and attention levels at various times of day. The practical implications of these findings for the planning of school schedules are discussed. 相似文献
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Bridget E. Hatfield Linda L. Hestenes Victoria L. Kintner-Duffy Marion O’Brien 《Early childhood research quarterly》2013
Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic–pituitary–adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement of both systems provides a more complete understanding of activity in the stress response system. This study is the first to examine both cortisol and alpha-amylase in children attending child care and focuses on the influences of specific indicators of classroom process quality. A diverse sample of 63 preschool children nested in 14 classrooms of varying quality participated in this study; child salivary cortisol and alpha-amylase were collected at six times over 2 days. Results indicate that children in classrooms with higher Emotional Support displayed a greater decline in cortisol from morning to afternoon. Further, children in classrooms with higher Emotional Support exhibited lower total alpha-amylase output while attending child care. Implications for professional development for early childhood teachers and measurement of classroom quality are discussed. 相似文献