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1.
The current article proposes a new theory of infant pointing involving multiple layers of intentionality and shared intentionality. In the context of this theory, evidence is presented for a rich interpretation of prelinguistic communication, that is, one that posits that when 12-month-old infants point for an adult they are in some sense trying to influence her mental states. Moreover, evidence is also presented for a deeply social view in which infant pointing is best understood--on many levels and in many ways--as depending on uniquely human skills and motivations for cooperation and shared intentionality (e.g., joint intentions and attention with others). Children's early linguistic skills are built on this already existing platform of prelinguistic communication. 相似文献
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Hyunsong Kim Dongsik Kim 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):522-537
The purpose of this study was to examine the effects of coordination support (tool support and tutor support) on the development of shared mental models (SMMs) and coordinated action in a computer-supported collaborative learning environment. Eighteen students were randomly assigned to one of three conditions, including the tool condition, the tutor condition, and the control condition (two groups per condition). Groups in the tool condition were given the task management tools; groups in the tutor condition received assistance from a tutor about coordination; and the control groups did not receive any support. SMMs were assessed on a 5-point Likert scale and coordinated action was analysed by examining learners' logfiles. The findings of this study suggest that tool support facilitates the development of SMMs and promotes coordinated action of each group. 相似文献
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A developmental pathway is proposed for toddlers' mastery of the skills involved in generating non-ritualized forms of cooperative coordinated action with peers and the studies of USA toddlers supporting this pathway reviewed. The proposed pathway posits (a) a central role for nonverbal imitative acts in enabling toddlers to generate together extended bouts of nonverbal coordinated action and (b) a central role for these bouts of imitative coordinated action in facilitating toddlers' development of verbal means of coordinating action. This pathway then guides an analysis of the development and functions of imitative acts among toddler peers from a quite different cultural context-the Seltaman people of Papua New Guinea. Twelve Seltaman toddlers were observed with peers at near-weekly intervals over a six-month period. Ready imitation of one another emerged among the Seltaman toddlers during the same developmental period as for USA toddlers and functioned similarly to generate extended bouts of coordinated action-reciprocal imitation games. The themes of the reciprocal imitation games, however, varied in line with the socialization practices and characteristic play settings of the two cultures. These findings provide further support for the proposition that these imitative acts form part of a distinctly human pathway of development related to the emergence of human language. 相似文献
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Susan Jones Kevin Harvey 《Changing English: An International Journal of English Teaching》2020,27(1):34-49
ABSTRACTIn this article, we explore how adults in a community shared reading group discuss the notoriously difficult poem ‘The Emperor of Ice-Cream’ by the American poet Wallace Stevens. Drawing on Hannah Arendt’s notion of action, we explore how participants negotiate the poem, actively constructing meanings from their shared personal experiences rather than simply reading off meanings contained in and bounded by the poem, a text which continues to be divisively contested by literary ‘experts’. In enabling them to act collectively in such a purposive and immersive fashion, shared reading, we suggest, constitutes a public space where participants experience the plurality that Arendt argues is central to the human condition. At a time when tolerance of difference has been compromised by divisive politics, a focus on the collaborative aspect of shared reading contributes to a greater understanding of the role it can play in supporting inclusive, participatory arts practices in communities. 相似文献
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The emergence of social cognition in three young chimpanzees 总被引：5，自引：0，他引：5
Tomasello M Carpenter M 《Monographs of the Society for Research in Child Development》2005,70(1):vii-132
We report a series of 10 studies on the social-cognitive abilities of three young chimpanzees. The studies were all ones previously conducted with human infants. The chimpanzees were 1-5 years of age, had been raised mostly by humans, and were tested mostly directly by a familiar human experimenter. First, in a longitudinal investigation with repeated measurements from a social-cognitive test battery, the three young chimpanzees were similar in many ways to human infants; the major difference was a total lack of attempts to share attention with others either in joint attentional interactions or through declarative gestures. Second, in imitation-based tests of the understanding of intentional action, the chimpanzees, like human infants, showed an understanding of failed attempts and accidents; but they did not pay attention to the behavioral style of the actor or the actor's reasons for choosing a particular behavioral means. Third, in tests of their understanding of visual perception, the chimpanzees followed the gaze direction of a human to an out-of-sight location behind a barrier and gestured more to a human who could see them than to one who could not; but they showed no understanding that perceivers can focus their attention on one thing, or one aspect of a thing, within their perceptual fields for a reason. Finally, in tests of joint intentions and joint attention, the chimpanzees showed no ability to either reverse roles with a partner in a collaborative interaction or to set up a joint attentional framework for understanding the communicative intentions behind a pointing gesture. Taken together, these findings support the idea that the early ontogeny of human social cognition comprises two distinct trajectories, each with its own evolutionary history: one for understanding the basics of goal-directed action and perception, common to all apes, and another for sharing psychological states with others in collaborative acts involving joint intentions and attention, unique to the human species. 相似文献
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Patrick W. Thompson Marilyn P. Carlson Jason Silverman 《Journal of Mathematics Teacher Education》2007,10(4-6):415-432
We examine the role of tasks that have the intended effect of teachers re-conceiving the mathematics they teach as comprising a coherent body of meaningful ideas. We ground our discussion in ideas of trigonometry and modular functions and draw from a professional development research project to illustrate our approach. In this project, many teachers experienced dissonance that was rooted in their commitments to their curricular knowledge of trigonometry. Teachers who built new meanings into a coherent whole were those who coordinated them at a micro level. Teachers who saw implications of their own reasoning for student learning were also successful at expressing that reasoning in natural language. We saw a similar pattern in the case of teachers' creation of meanings for action and process conceptions of mod(f(x),g(x)). Teachers who gained insight into implications of their own activities for student learning were the teachers who reasoned at a micro level in regard to the meaning of mod, who coordinated that meaning with a covariational perspective on the behavior of functions, and who expressed that coordination in natural language. We conclude that a primary feature of tasks that promote teachers' construction of coherent mathematical meanings is that they support an overall effort to have teachers engage in the coordination of meanings in the context of explaining significant ideas and relationships. 相似文献
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In human infancy, 2 criteria for intentional communication are (a) persistence in and (b) elaboration of communication when initial attempts to communicate fail. Twenty-nine chimpanzees (Pan troglodytes) were presented with both desirable (a banana) and undesirable food (commercial primate chow). Three conditions were administered: (a) the banana was delivered (successful communication), (b) half of the banana was delivered (partially successful communication), and (c) the chow was delivered (failed communication). The chimpanzees exhibited persistence in and elaboration of their communication in every condition except when the banana was delivered. Thus, their communication was about a specific item, demonstrating that both intentionality and nonverbal reference are capacities shared by humans with our nearest living relatives, the great apes. 相似文献
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Pretend play begins very early in human life. A key question is why, when figuring out reality is young children’s major developmental task, they engage in its deliberate falsification. A second key question is how children know that pretend events are not real. Here we report three experiments addressing the latter question and providing indirect evidence for speculation on the first question. Children (N = 96) were shown actors eating or pretending to eat from covered bowls, and they had to indicate, on the basis of the actors’ behavioral signs, which actor was pretending to eat or had the real food. Even 24-month-olds could do so when the contents of the bowls were shown before the actions, and even when substitute objects were shown. However, when one of the bowls contained imaginary objects (i.e., was empty), even 30-month-olds could not indicate which actor was pretending. These studies show how the ability to interpret pretending from behavioral cues develops gradually as children’s representational abilities become more free of contextual support. We propose that, from an evolutionary and ontogenetic standpoint, pretend play might serve to heighten children’s sensitivity to social signs. This sensitivity could assist the development of theory of mind, with which social pretend play is associated. In this way, pretend play in humans might serve a similar purpose to play fighting in other species: In both cases, play might sensitize the organism to social signs that will allow for sophisticated coordination of social behavior later in life. 相似文献
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Ursula Reichenpfader Anette Wickström Madeleine Abrandt Dahlgren Per Nilsen Siw Carlfjord 《Studies in Continuing Education》2018,40(3):323-336
ABSTRACTMedication review, a systematic assessment of a patient’s medicines by a health care professional, is intended to prevent medication-related harms. A critical element of medication review concerns whether medication review is conducted in a coordinated way. This article draws from a case example of implementing medication review in two surgical wards of a Swedish regional hospital and aims to analyse how medication review is being accomplished with respect to the coordination of its actions. Using a practice-based ethnographic approach, we present several coordination mechanisms by illustrating how practices are connected to materials involved in medication review. Also, we show how common orientations, ends, and understandings expressed in different medication review practices contribute to the coordination of the practices. In conclusion, this article highlights the complexity of establishing and sustaining medication review as a coordinated practice in routine health care. By closely examining sociomaterial connections, this article sheds new light on the neglected issue of artefacts and arrangements in constituting and transforming a highly complex medication practice. 相似文献
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The English education system has recently seen something of a revival of enthusiasm for the use of research both to develop educational practices and to gather evidence about their effectiveness. These initiatives often present action research as a model of individual problem-solving, which, we argue, communicates a limited conception of action research. In this paper we propose an alternative to this ‘problem-solving’ conception of action research that acknowledges the complex, messy nature of action research through the use of arts installations. Specifically, we present the reconnaissance phase of a project which brought together a partnership comprising a water heritage museum, university staff, teachers and artists. A pedagogical adaptation of contemporary installation art theory and practice fostered the exploration of individual and collective understandings of water, and also established a shared approach to curriculum development and ownership of the project among all participants. We propose that this creative practice enhanced and changed the process of reconnaissance; it allowed the group to establish and share commitments to the value of water conservation and generated a wide range of options for our action research. 相似文献
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Sven Nilsen 《International Journal of Inclusive Education》2017,21(2):205-217
The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers cooperate on planning. The analysis is based on a qualitative interview study with special and general education teachers in four primary and lower secondary schools in two municipalities. A clear pattern is shown in the study, where curriculum planning for special and general education is not very coordinated and cooperation between special and general education teachers is often very limited. Thus, curriculum planning within special and general education appears to be more separated than coordinated. The two groups of teachers appear to adopt traditional and partly separate roles, and tend to plan individually rather than together. Responsibility for the education of pupils with special needs seems to be more divided than shared. 相似文献
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This paper discusses the challenge of retaining teachers in hard-to-staff schools by examining how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers from the three programs that we studied expressed high motivation to serve as teachers or leaders in their particular schools and communities. In particular, we found that teachers' career commitments developed around the religious or civic missions promoted by their respective programs. Finally, teachers' career perceptions seem to correlate, though not entirely match, with those of their program leaders. 相似文献
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A key mandate of environment education (EE) is to motivate people to engage in environmentally responsible actions. However, school-based EE has not been successful in nurturing environmentally responsible actions in students. This is partly because of the information-oriented structure of current EE, which assumes that symbol-based knowledge directly leads to motivation and action. In contrast, educational initiatives based on practices and actions in the world, with farming as an important component, have been successful in creating transformative changes in behavior. To develop similar transformative interventions that motivate school students, it is necessary to understand the general psychological principles that make such participatory designs successful. Here we report a year-long observation study that seeks to contribute to such a general model, analyzing how farming actions changed the motivation of volunteers working in an urban community farm. We take an analysis approach inspired by recent embodied cognition models, where volunteers’ lived experiences and interactions with material entities are analyzed, to understand how motivation and values develop through such interactions. Based on this data, we propose a spiral model of motivation and action, where specific farming actions coalesce together to form motivation and values, which then seed wider environment-oriented actions in the world. 相似文献
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Zentall TR 《Learning & behavior》2004,32(1):15-23
Action imitation, once thought to be a behavior almost exclusively limited to humans and the great apes, surprisingly also
has been found in a number of bird species. Because imitation has been viewed by some psychologists as a form of intelligent
behavior, there has been interest in how it is distributed among animal species. Although the mechanisms responsible for action
imitation are not clear, we are now at least beginning to understand the conditions under which it occurs. In this article,
I try to identify and differentiate the various forms of socially influenced behavior (species-typical social reactions, social
effects on motivation, social effects on perception, socially influenced learning, and action imitation) and explain why it
is important to differentiate imitation from other forms of social influence. I also examine some of the variables that appear
to be involved in the occurrence of imitation. Finally, I speculate about why a number of bird species, but few mammal species,
appear to imitate. 相似文献
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ABSTRACTBy implementing student-centred learning environments, higher education institutions aim to foster student self-efficacy and self-regulation. Previous research that focuses on how students perceive these learning environments usually does not take the differential impact of students’ study motivation into account. However, the type of motivation might influence how students perceive their learning environment. To this end, this study investigates the relationship between students’ perceived autonomy support in student-centred learning environments and self-regulation and self-efficacy by taking study motivation into account. The results indicate that autonomy-supportive teacher behaviour enhances self-efficacy for students who are autonomously motivated. Amotivated students might need other than autonomy-supportive teacher behaviour to develop self-efficacy. Self-regulation seems to play a less distinct role. Overall, when examining the effects of autonomy-supportive teaching in higher education, the quality and quantity of students’ motivation has a role to play, an aspect which is important to consider in future research and practice. 相似文献
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王祥 《南宁师范高等专科学校学报》2010,27(3):89-91
采用文献资料法、问卷调查法和访谈法等,了解并界定协调性在体育学习和测试中的作用以及学生身体协调程度和存在问题,为开展协调性教学和提高学生协调性提供可靠的参考依据和建设性的建议。 相似文献
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《International Journal of Educational Research》1999,31(6):515-531
The focus of this study was on the question, `Are there differences among young (third grade) students who are poor learners in their metacognitive (in)competence and motivational vulnerability that are crucial for better self-regulation?’ This question was studied in an intervention context, where an effort was made to mindfully implement teaching methods that have been found to be effective in promoting strategic learning. The subjects were reading comprehension (in environmental science) and mathematical problem solving. The results suggest there is a need for more coordinated, long-term analyses of transactional, strategy-focused instruction that (a) extends over a long period of time, (b) moves from innovative to more conventional settings as students’ cognitive and motivational competence increases, (c) is based on students’ own, personal and meaningful experiences and competencies, and (d) moves from individual to collaborative, shared and multiple transaction. There also is a need to train students in the use of cognitive and metacognitive strategies, emotional coping, and motivation strategies that promote self-regulation. 相似文献