SPECIFIC COGNITIVE PREDICTORS OF EARLY MATH PROBLEM SOLVING     

Scott L. Decker  Alycia M. Roberts 《Psychology in the schools》2015,52(5):477-488

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the specific cognitive correlates of math problem solving across early grade levels (1–4) while controlling for basic calculation skills. As expected, basic calculation skill was a significant predictor of math problem solving across the entire sample. However, the addition of cognitive measures almost doubled the variance explained (R² = .61). Additionally, only select cognitive variables contributed to the prediction of math problem solving, and these variables change in importance as children develop higher‐level math skills. Results are discussed within a developmental model, which emphasizes the increasing importance of abstract code representations required in higher levels of math performance.  相似文献   

Social gaze in preterm infants may act as an early indicator of atypical lateralization     

Rachael Davis  Georgina Donati  Kier Finnegan  James P. Boardman  Bethan Dean  Sue Fletcher-Watson  Gillian S. Forrester 《Child development》2022,93(4):869-880

Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function.  相似文献   

Supervision: The Reluctant Profession by Ralph L. Mosher and David E. Purpel. Boston: Houghton Mifflin Co., 1972. 206 pp. $4.95     

Harold S. Davis 《The Educational forum》2013,77(3)

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VOCATIONAL GUIDANCE IN THE HIGH SCHOOL AND ITS APPLICATION TO THE CHURCH AND SUNDAY SCHOOL     

Jesse B. Davis A. M. 《Religious education (Chicago, Ill.)》2013,108(1):110-118

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The problem of relating mathematics to the possibilities and needs of schools and children     

Robert B. Davis 《Educational Studies in Mathematics》1971,3(3-4):322-336

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3. Understanding and Holism     

Andrew Davis 《Journal of Philosophy of Education》1998,32(1):41-55

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宠物狗的长寿需要一个健康的肝脏     

Susan Blake Davis 《环球赛鸽科技》2008,(3)

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Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time     

Sylvia Linan&#x;Thompson  Peggy Hickman&#x;Davis 《Learning disabilities research & practice》2002,17(4):242-251

Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners.  相似文献   

Traumatic brain injury in children and adolescents: Assessment and intervention     

Andrew S. Davis  Rik Carl D'Amato 《Psychology in the schools》2005,42(1):118-120

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Rediscovering the political dimension of the personal life story: results from an intergenerational narrative learning project with older adults in South Westphalia     

Joachim Broecher  Joyce H. Davis  Janet F. Painter 《International Journal of Lifelong Education》2017,36(4):471-485

Using qualitative interviews, focus groups, storytelling and collective journaling, the life experiences of people in a local village community, in South Westphalia, Germany, born between 1930 and 1945, were analysed collaboratively. The research intention was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. The focus of this narrative learning project was on the politically relevant issues and themes they contained, above all: the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Many tales were shared from the Third Reich, making references to Wilhelmine Germany and the Republic of Weimar, including how these times had been narrated to them through their forebearers and families’ archives.  相似文献