Language and Williams Syndrome: How Intact Is "Intact"?   总被引：2，自引：0，他引：2  

Annette Karmiloff-Smith  Julia Grant  Ioanna Berthoud  Mark Davies  Patricia Howlin  Orlee Udwin 《Child development》1997,68(2):246-262

It has been claimed that Williams syndrome (WS), a rare neurodevelopmental disorder, is characterized by serious cognitive deficits alongside intact language. The syndrome is often used as a prime example of the modularity of an innate faculty for morphosyntactic rules. We challenge this claim and hypothesize that morphosyntax, although surprisingly good given WS level of mental retardation, is by no means intact. We make an initial test of this hypothesis through an analysis of the receptive language of a group of English-speaking WS individuals on a standardized morphosyntactic test. We then present an experimental study of expressive language that examines grammatical gender assignment in French-speaking WS patients. Despite a Verbal Mental Age selected to be higher than the chronological age of the young control group, these people with WS continue even in adulthood to show clear-cut deficits in their production of an aspect of morphosyntax that normal children acquire effortlessly very early. The results of the 2 studies, one focusing on receptive language and the other on expressive language, challenge the notion that comprehension and use of morphosyntactic rules in WS individuals are intact. The within-domain dissociations regarding the use of grammatical gender assignment across several sentence elements and their difficulties in understanding embedded sentences—two quintessentially linguistic skills—suggest that we must rethink the notion of spared, modular, language capacities in Williams syndrome. We conclude that WS language follows a different path to normal acquisition and may turn out to be more like second language learning.  相似文献   

Competencies in Geriatric Nursing: Empirical Evidence from a Computer-Based Large-Scale Assessment Calibration Study     

Roman Kaspar  Ottmar Döring  Eveline Wittmann  Johannes Hartig  Ulrike Weyland  Annette Nauerth  Michaela Möllers  Simone Rechenbach  Julia Simon  Iberé Worofka 《Vocations and Learning》2016,9(2):185-206

Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program.  相似文献   

Old Freedoms and New Technologies: The Evolution of Community Networking     

Jay Weston 《The Information Society》1997,13(2):195-201

Unparalleled in human experience, the Internet, or simply the Net, is the code word for the technosocial accident that gives large numbers of people the means by which they can speak for themselves in public. This is an ironical reversal of the historical social patterning of asymmetrical, centralizing communicating technologies that have molded all of the social relations of modern society. The problematic for this distributed communication capability will be manifest in struggles around the legitimacy of self-expression, assembly, and privacy, in all of their forms. However, unlike the mass mediated discourse where, as the 'audience' object, we observed these externalized struggles by a narrow other, encounters with distributed media are palpable and subjective, and will be increasingly played out on the common terrain of local community. In initiating unconditional public access to the Net, community networks, or FreeNets, began the long process of blurring the distinction between the public and private terrain, of undoing that dichotomy that mass media technologies in this century have systematically rebuilt and fortified. Nudging along the process of democratic self-representation is the central issue for the Net, and the epochal project for community networks.  相似文献   

Urban High School Student Engagement Through CincySTEM iTEST Projects     

Beckett  Gulbahar H.  Hemmings  Annette  Maltbie  Catherine  Wright  Kathy  Sherman  Melissa  Sersion  Brian 《Journal of Science Education and Technology》2016,25(6):995-1007

Journal of Science Education and Technology - This paper focuses on the notable heightening of underrepresented students’ engagement in STEM education through project-based learning CincySTEM...  相似文献   

A comparison of student feedback obtained from three methods of formative evaluation of instructional materials     

Vivian Medley-Mark  Cynthia B. Weston 《Instructional Science》1988,17(1):3-27

The success of formative evaluation techniques to improve instructional materials is well documented. Researchers have found that materials revised on the basis of one-to-one sessions are equally effective as materials revised on the basis of small group sessions, and that both are superior to the unrevised, original versions. However, there is a paucity of research comparing the types of data obtained from these two recommended approaches to formative evaluation. This study compares the quantitative and qualitative nature of the problems identified by students in three conditions. Specifically, a one-to-one active, a small group active, and a small group passive were the conditions employed. Explanations for the observed differences are attributed to and described in terms of the instructional materials themselves and differences in the procedures or conditions employed. Finally, a number of more practical issues are raised and discussed in terms of their impact on the selection of a particular method or combination of methods for the formative evaluation of instructional materials.  相似文献   

Determinants of middle school students' intention to enroll in a high school science course: An application of the theory of reasoned action     

Frank E. Crawley  Annette S. Coe 《科学教学研究杂志》1990,27(5):461-476

The determinants of intentions to enroll in a high school science course were investigated, using the theory of reasoned action, among earth science students enrolled in a middle school located in a middle-income, suburban community in central Texas. The sample consisted of 5 of 14 eighth-grade earth science classes, randomly selected for this study. Classes contained Caucasian and minority students, male and female, of differing science abilities who were grouped according to general academic abilities—basic, average, and gifted and talented. The prediction of behavioral intention of sample participants was tested using four external variables, attitude, and subjective norm (Direct-Full Effects Model), attitude and subjective norm alone (Direct-Reduced Effects Model), and disaggregated data on attitude and subjective norm (Indirect Effects Model). Results of the study revealed attitude and subjective norm to be the sole predictors of behavioral intention for the aggregated data, but to be differentially effective for groups formed on the basis of sex, ethnicity, general ability, and science ability. Evidence is presented to show that the relative contributions of attitude and subjective norm to the prediction of behavioral intention varies among students depending upon their sex, ethnicity, general ability, and science ability. Results of the study are discussed in terms of increasing the enrollment of all students in elective science courses.  相似文献   

Preservice teachers’ articulated noticing through pedagogies of practice     

Anne T. Estapa  Julie Amador  Karl W. Kosko  Tracy Weston  Zandra de Araujo  Rachael Aming-Attai 《Journal of Mathematics Teacher Education》2018,21(4):387-415

Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed.  相似文献   

Appreciated abroad, depreciated at home. The career of a radiochemist in Norway: Ellen Gleditsch (1879-1968)     

Lykknes A  Kvittingen L  Børresen AK 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(4):576-609

Ellen Gleditsch (1879-1968) became Norway's first authority on radioactivity and the country's second female full professor. From her many years abroad--in Marie Curie's laboratory in Paris and at Yale University in New Haven with Bertram Boltram--she became internationally acknowledged and developed an extensive personal and scientific network. In the Norwegian scientific community she was, however, less appreciated, and her appointment as a professor in 1929 caused controversy. Despite the recommendation of the expert committee, her predecessor and his allies spread the view that Gleditsch was a diligent but outdated researcher with little scientific promise-a view that apparently persists in the Norwegian chemical community today. In addition to her scientific work, Gleditsch acquired political influence by joining the International Federation of University Women in 1920; she later became the president of both the Norwegian section and the worldwide organization. She worked in particular to establish scholarships enabling women to go abroad.  相似文献   

Roles of assessment in secondary education: Participant perspectives     

Annette Rasmussen  Nanna Friche 《Educational Assessment, Evaluation and Accountability》2011,23(2):113-129

Performance pressure at both the institutional and individual level of secondary education has been identified as a pressure that is acknowledged all over Europe and raises questions about the extent to which agents in lower and upper secondary education interpret assessment in terms of either control or learning, or perhaps both. Drawing on empirical findings from two case studies in Denmark, the article focuses on the social roles of educational evaluation and assessment, and discusses the ways in which the local level interpretations of policy demands influence teaching and learning in secondary education. To enable an analysis of the understanding of different agents in the field, the article combines important sociological thinking with the basic distinction between assessment of programmes and assessment of individuals. Presuming that assessment practices bear the traces of the social structure that they both express and reproduce, the aim of this paper is to interrogate how the agents view and interpret such practices.  相似文献   

Editorial     

Prof. Dr. Mareike Kunter  Prof. Dr. Annette Scheunpflug  Prof. Dr. Drs. h.c. Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2011,14(1):7-9

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