共查询到20条相似文献，搜索用时 15 毫秒
1.
David A. Leavens Lisa A. Reamer Mary Catherine Mareno Jamie L. Russell Daniel Wilson Steven J. Schapiro William D. Hopkins 《Child development》2015,86(5):1623-1638
van der Goot et al. (2014) proposed that distal, deictic communication indexed the appreciation of the psychological state of a common ground between a signaler and a receiver. In their study, great apes did not signal distally, which they construed as evidence for the human uniqueness of a sense of common ground. This study exposed 166 chimpanzees to food and an experimenter, at an angular displacement, to ask, “Do chimpanzees display distal communication?” Apes were categorized as (a) proximal or (b) distal signalers on each of four trials. The number of chimpanzees who communicated proximally did not statistically differ from the number who signaled distally. Therefore, contrary to the claim by van der Goot et al., apes do communicate distally. 相似文献
2.
This study examined the extent that a scholarship program operating in Sierra Leone and Djibouti was successful in increasing girls’ persistence in basic education. Results of field studies indicated that scholarships could be appropriately targeted and delivered in ways that appear to minimize misappropriation of funds. However, the scholarships often created significant tensions between award recipients and non-recipients and among their families that frequently isolated recipient girls and led to their harassment by non-recipients. These findings are interpreted within the context of the larger debate about the relative merit of abolishing school fees for all students or targeting scholarships for only the neediest students. 相似文献
3.
《Assessing Writing》1998,5(1):7-29
This study examined how highly experienced raters do writing assessment, with a focus on how the raters defined the assessment task. Three raters followed a think-aloud procedure as they evaluated two sets of writing. Analyses of the think-aloud protocols showed that raters defined the task in three very different ways:
- 1.1) by searching the rubric to make a match between their response to the text and the language of the scoring rubric (search elaboration),
- 2.2) by assigning a score directly based on a quick general impression (simple recognition elaboration), or
- 3.3) by analyzing the criteria prior to score assignment without considering alternative scores (complex recognition elaboration).
4.
Michael J. Guralnick Robert T. Connor Mary A. Hammond John M. Gottman Kelly Kinnish 《Child development》1996,67(2):471-489
The peer-related social interactions of preschool-age children with communication disorders were compared to those of normally developing chronological age-mates. All children were previously unacquainted with one another and participated in a series of short-term play groups. Differences between the 2 groups emerged primarily in terms of overall social activity, as children with communication disorders engaged in fewer positive social interactions and conversed with peers less often during non-play activities. Children with communication disorders also were less successful in their social bids and appeared to be less directive with their peers. However, both groups of children exhibited similar patterns of socially competent interactions including the ability to sustain play (group play), to minimize conflict, to join others in ongoing activities, and to respond appropriately to the social bids of others. Based on peer sociometric ratings, both groups of children were equally accepted. These general patterns of similarities and differences were found in settings in which play groups consisted of all children with communication disorders (specialized settings) as well as in settings in which the play groups included both children with communication disorders and normally developing children (mainstreamed settings). However, even during the relatively brief acquaintanceship process, an analysis of peer preference patterns revealed that children with communication disorders in mainstreamed settings were less socially integrated in the play groups than normally developing children. The potential for additional difficulties in peer interactions for children with communication disorders when children become more familiar with one another and play becomes more intricate was discussed in light of interaction patterns formed during the shortterm play groups. 相似文献
5.
Successful students who are deaf in general education settings 总被引：1，自引：0，他引：1
The study identified successful students who were deaf and were receiving most of their educational services in general education settings, in order to examine factors contributing to their success. Teachers in a western state were asked to nominate students who were deaf who were in the upper elementary through high school grades and were receiving most of their educational services in general education classrooms. Qualitative procedures were used to gather information on 20 successful students who were deaf. Inquiry focused on observation of the students in general education settings and interviews to gather perceptions of (a) the successful students themselves, (b) deaf education teachers, educational interpreters, and paraprofessional note takers serving these students, (c) general education teachers working with these students, and (d) parents. The students' primary communication modes were closely divided between sign language and spoken English; communication mode did not seem to be a salient factor in success. Results of the interviews with each group, a summary of observations, and themes that emerged across groups are provided. 相似文献
6.
Brenda Hannon 《Learning and Instruction》2012,22(5):299-310
Definitions of related concepts (e.g., genotype–phenotype) are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts (morpheme-fluid intelligence), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts. 相似文献
7.
Stephen N. Calculator 《International Journal of Inclusive Education》2013,17(1):93-113
This paper examines the role of augmentative and alternative communication (AAC) in fostering the successful inclusion of students with the most severe disabilities in general education. Best practices in AAC are identified and multiple examples of their implementation are presented. Particular emphasis is placed on the need to integrate AAC into daily school life as a means of fostering all students’ access to and participation in the general education curriculum. A primary premise is that inclusion must be more than just a place; it must constitute a context in which meaningful learning occurs. It is demonstrated that when administered appropriately, interventions involving uses of AAC can foster students’ access to the general education curriculum and acquisition of skills tailored to their individual and diverse needs. 相似文献
8.
Angela Lee Duckworth Heidi Grant Benjamin Loew Gabriele Oettingen Peter M. Gollwitzer 《教育心理学》2011,31(1):17-26
Adolescents struggle with setting and striving for goals that require sustained self‐discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal‐relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty‐six 2nd‐year high school students preparing to take a high‐stakes exam in the fall of their third year were randomly assigned to complete either a 30‐minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self‐regulatory strategy of successful goal pursuit. 相似文献
9.
Learning persistence in a cyber-learning environment is not only an index determining the success or failure of individual learners but also a source of important information to establish the management direction of educational programs in an organization. Accordingly, learners need to be motivated to continue to grow in order to ensure both qualitative improvement and quantitative growth of cyber learning. However, previous research on successful and continuous learning has considered the factors relevant to learning persistence independently from satisfaction and only investigated the correlation and prediction, rather than examining the comprehensive causal relationships. Accordingly, the current study established self-regulated learning as an exogenous variable, and learning flow, satisfaction, and learning persistence as endogenous variables. We investigated the structural causal relationships among these variables by using structural equation model (SEM). We collected data from 594 students in W Cyber University and conducted surveys regarding self-regulated learning, flow, satisfaction, and learning persistence. In the study results, the self-regulated learning ability of cyber-university students directly affected learning flow (β = .420), learning flow directly affected satisfaction, and learning flow (β = .464) and satisfaction (β = .354) directly affected learning persistence. The SEM results showed that learning flow intermediated between self-regulated learning ability and satisfaction and between self-regulated learning ability and learning persistence. In addition, satisfaction intermediated between learning flow and learning persistence. In the concluding remarks, we suggest the necessary strategies for planning and managing a successful learning process for effective cyber education. 相似文献
10.
Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the communicative function of children’s behavior and for embedding social communication opportunities in inclusive classroom settings are described. 相似文献
11.
Martine A. H. Braaksma Huub van den Bergh Gert Rijlaarsdam Michel Couzijn 《European Journal of Psychology of Education - EJPE》2001,16(1):33-48
On repeated occasions, observational learning has proved itself to be an effective instruction method. Experimental studies have shown to be effective for complex tasks such as reading and writing for both teachers and students as models. The problem when interpreting the results of such research is that, in observation tasks, several mental activities play a simultaneous role. In this study we therefore set out to identify the effective elements of observation tasks. We focused on two elements of the observation tasks, both aimed at stimulating monitoring activities: evaluation of the model’s performance and elaboration on this evaluation. We have also distinguished between elaboration on the observed products (the models’ written answers), and elaboration on the observed processes (the models’ verbalisations of their mental activities). The data were subjected to a LISREL analysis. First of all, it was observed that subjects who performed “evaluation” and “productelaboration” better, and “process-elaboration” more often in one lesson, also performed these activities better or more often in the subsequent lesson. Next, we observed an effect of aptitude on the learning activities: pre skill scores influence “evaluation” and “product-elaboration”. The most important finding is that “evaluation” and “product-elaboration” contribute positively to argumentative writing skills. It is discussed that these findings confirm the importance of the monitoring, evaluative and reflective activities when learning complex tasks as writing. 相似文献
12.
In this study the level of object mastery motivation between children with Down's syndrome and children without disabilities of matched mental age was investigated. Data were collected through structured observations of all the children playing with four different educational toys of increasing complexity. Four variables were examined: task pleasure, task persistence, success and off-task behaviour. A one-way ANOVA revealed both statistically significant and nonsignificant differences between groups. Participants from both groups displayed age-appropriate behaviour when playing with the toys. Those with disabilities interacted less than the comparison group with the effect-production and sensori-motor tasks (the easier tasks), whereas, with the more difficult problem-solving tasks, both groups persisted equally. It is suggested that successful attempts elicit persistence on less complex tasks, whereas on the more sophisticated ones this effect is obtained by the challenging nature of the task. 相似文献
13.
Stephen J. Lycett 《Learning & behavior》2010,38(3):252-264
Some have claimed that wild chimpanzees possess multiple socially learned traditions that might constitute cultural patterns.
Others, however, have suggested that even fundamental alternative explanations, such as proximate genetic mechanisms, have
not been addressed satisfactorily. Multiple analyses using phylogenetic (cladistic) methods, however, have been shown not
to support the genetic proposition. Rather, such analyses are more consistent with the growing body of evidence from studies
of both wild and captive animals suggesting that behavioral patterns in wild chimpanzees are socially learned. The question
remains, however, as to whether, from a scientific viewpoint, it is useful to term such patterns cultural. It is argued here that cultural mosaics of multiple behaviors that differ intercommunally, both in humans and chimpanzees,
are an emergent property of a phylogenetic (i.e., historical) process of descent with modification, mediated by mechanisms
of social transmission, variation, and sorting through time. This historical perspective is productive when attempting to
consider the phenomenon of culture across species. 相似文献
14.
Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value. 相似文献
15.
Joseph R. Davidow 《Psychology in the schools》1994,31(4):305-308
This article discusses five major points that are important to consider before implementing consultation techniques in the school setting. The five points are: (a) definition of a personal intervention philosophy, (b) realization of one's theoretical biases, (c) awareness of the ecology and topology of the setting in which the intervention is being delivered, (d) recognition of the importance of one's communication and relational skills, and (e) the importance of linking intervention to assessment. Consultants are also encouraged to think carefully about their intervention techniques, urged to follow a collaborative consultation model, and reminded of Whitehead's (1929) notion that Life in all its manifestations should be the subject matter for education. 相似文献
16.
James C. McCroskey Steven Booth‐Butterfield Steven K. Payne 《Communication quarterly》2013,61(2):100-107
Communication apprehension is conceptualized as a causal agent in student success. It is implicated in both academic and interpersonal success, two factors identified by prior resesarch as primary predictors of persistence. A four year longitudinal study of the impact of communication apprehension on grade point average and persistence at the university level was conducted. Results indicated high CA students were significantly more likely to drop out and attain lower grade point averages compared to low CA students. The impact of CA was strongest during the first two years. A replication of the study confirmed the impact of CA on student persistence. It is concluded the impact of CA on the probablity of high CA students’ survival in college is substantial and this impact adds to the case favoring the provision of training programs to assist such students overcome their apprehension about communication. 相似文献
17.
Szu-Yin Chu 《International Journal of Disability, Development & Education》2018,65(4):355-372
The purpose of this qualitative study was to get an understanding of perspectives on effective parent–professional partnership for young children with special needs in Taiwan. Through purposive sampling, a total of nine parent–professional pairs were recruited. Semi-structured interviews were conducted to obtain perspectives from both sides of the partnerships about building effective partnerships. Data analyses were based on six domains (communication, commitment, equality, skills, trust and respect), and the results showed that (1) positive partnerships were found between partners; (2) participants agreed that their partners fulfilled their roles and met the children’s needs; (3) effective two-way communication was the key for building successful partnerships; and (4) other essential domains of competence (e.g. skills) needed to be further considered as well. Most importantly, the study further emphasised that positive partnerships should be built through effort from both sides. 相似文献
18.
通过专家访谈和录像解析综合考察和阐述了足球比赛中的沟通与信号传递.结果显示：中老年和青少年足球比赛中的沟通与信号传递有着各自特点;沟通和信号传递与知识、经验、心理以及与其他人熟悉程度等因素有关;各位置球员应当具备不同的沟通信号传递能力. 相似文献
19.
We used a familiarization-novelty procedure to determine whether 4 infant chimpanzees spontaneously perceive the sameness of and the difference between both concrete objects and relations between objects. In Experiment 1, a single object was presented on the Familiarization Trial 1 and the animal's looking time recorded. On the Test Trial 2, an object was presented that was either identical to or different from that shown on Trial 1. Looking times on Test Trial 2 were less when the same item had been presented on the preceding familiarization trial. Novel items on Trial 2 were attended to longer, indicating that the infant chimpanzees perceived concrete objects were either the same or different. In Experiment 2, a single pair of objects was presented on the Familiarization Trial 1, and handling time was measured. The objects in a pair were either the same or different (e.g., AA vs. CD). On the Test Trial 2, a new object pair (e.g., BB vs. EF) was presented that instantiated either the relation shown on Trial 1 or the alternative relation. Handling time on Trial 2 was influenced by the relation instantiated on Trial 1. Handling times on Test Trial 2 were less when the identical relation had been presented on the preceding familiarization trial. Novel relations on Trial 2 were attended to relatively longer. This result indicates that infant chimpanzees perceive similarities and differences between abstract relations as well as between concrete objects. That is to say, they perceived relations between relations in Experiment 2. Despite this ability to perceive both concrete and abstract "same/different" relations, the same chimpanzees subsequently failed to use the latter knowledge in a matching-to-sample task in Experiment 3. Although they successfully matched single objects, they were unable to match object pairs instantiating the same relation (e.g., if AA then match BB; if CD then match EF). These results contradict claims that failure to learn an instrumental discrimination involving abstract relations reflects an inability to detect such relations. In every species there may be a disparity between the ability to perceive spontaneously a property of the world and the ability to use the concept instrumentally. 相似文献