The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem‐Solving in Adolescence     

Annie Brookman‐Byrne  Denis Mareschal  Andrew K. Tolmie  Iroise Dumontheil 《Mind, Brain, and Education》2019,13(3):211-223

Relational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and nonverbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem‐solving, and participants (N = 36, 11–15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem‐solving. Higher nonverbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning.  相似文献   

Changing conceptions of teaching: a four-year learning journey for student teachers     

Annie Y.N. Cheng  Sylvia Y.F. Tang  May M.H. Cheng 《Teachers and Teaching》2016,22(2):177-197

Understanding student teachers’ development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. Three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches, are presented. The results suggest that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ trajectories. This study adds to the international body of knowledge on the interconnected development of conceptions of teaching and learning approaches. The paper concludes with the implications for teacher education.  相似文献   

Unpacking the logic of mathematical statements     

John Selden  Annie Selden 《Educational Studies in Mathematics》1995,29(2):123-151

This study focuses on undergraduate students' ability to unpack informally written mathematical statements into the language of predicate calculus. Data were collected between 1989 and 1993 from 61 students in six small sections of a bridge course designed to introduce proofs and mathematical reasoning. We discuss this data from a perspective that extends the notion of concept image to that of statement image and introduces the notion ofproof framework to indicate that part of a theorem's image which corresponds to the top-level logical structure of a proof. For simplified informal calculus statements, just 8.5% of unpacking attempts were successful; for actual statements from calculus texts, this dropped to 5%. We infer that these students would be unable to reliably relate informally stated theorems with the top-level logical structure of their proofs and hence could not be expected to construct proofs or validate them, i.e., determine their correctness.  相似文献   

Early Childhood Educators’ Perceptions of Their Emotional State,Relationships with Parents,Challenges, and Opportunities During the Early Stage of the Pandemic     

Bigras  Nathalie  Lemay  Lise  Lehrer  Joanne  Charron  Annie  Duval  Stéphanie  Robert-Mazaye  Christelle  Laurin  et Isabelle 《Early Childhood Education Journal》2021,49(5):775-787

Early Childhood Education Journal - This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed...  相似文献   

Baseline Hypothalamic–Pituitary–Adrenal Axis and Parasympathetic Nervous System Activity Interact to Predict Executive Functions in Low‐Income Children     

Stephen H. Braren  Annie Brandes‐Aitken  Rosemarie E. Perry  Kevon Williams  Krystalle Lyons  Sashana Rowe‐Harriott  Clancy Blair 《Mind, Brain, and Education》2021,15(1):61-66

We examined interactions between baseline hypothalamic–pituitary–adrenal (HPA) axis and parasympathetic nervous system (PNS) activity in relation to executive functions (EF) in a sample (n = 1,005) of children in low wealth, nonurban communities at age 48 months. Salivary cortisol and respiratory sinus arrhythmia (RSA) represented baseline HPA axis and PNS activity, respectively. The interaction between RSA and cortisol predicted EF such that children with either lower RSA and lower cortisol, or higher RSA and higher cortisol had higher EF scores. These findings suggest a potential compensatory relation in which the PNS and HPA axis counterbalance each other to support cognition.  相似文献   

Teaching comprehension and critical literacy: investigating guided reading in three primary classrooms     

Annie Fisher 《Literacy》2008,42(1):19-28

With the introduction of the National Literacy Strategy, England's primary school teachers were asked to replace “listening to children read”–a practice deeply embedded in UK pedagogy–with guided reading, a practice focused on interpretive and critical comprehension rather than accuracy and fluency. This small‐scale research project addresses the perceptions of the author's Primary B.Ed. student teachers that what goes on under the name of guided reading in the classrooms in which they undertake teaching practice does not do justice to the term. In particular, it examines the claim that fluent readers are still engaged in reading aloud, rather than being taught how to develop analytical strategies for comprehension and engage in collaborative dialogue to develop cognition and promote interpretive critical literacy. Using interpretive methodology, this small‐scale study examines episodes of guided reading in three case study classrooms. In each episode examined, although some form of group reading was conducted, there was no opportunity for children to read silently or engage in collaborative discussion, little teaching of inferential comprehension and none of evaluative strategies. The study reaches tentative rather than conclusive answers. These suggest that the effective teaching of guided reading depends both upon the understanding of its psychological underpinning, and also on the teacher's ability, through sharing responsibility for problem solving with the children, to build bridges between what is known and what is new.  相似文献   

A Developmental Eye Tracking Investigation of Cued Task Switching Performance     

Annie Zheng  Jessica A. Church 《Child development》2021,92(4):1652-1672

Children perform worse than adults on tests of cognitive flexibility, which is a component of executive function. To assess what aspects of a cognitive flexibility task (cued switching) children have difficulty with, investigators tested where eye gaze diverged over age. Eye-tracking was used as a proxy for attention during the preparatory period of each trial in 48 children ages 8–16 years and 51 adults ages 18–27 years. Children fixated more often and longer on the cued rule, and made more saccades between rule and response options. Behavioral performance correlated with gaze location and saccades. Mid-adolescents were similar to adults, supporting the slow maturation of cognitive flexibility. Lower preparatory control and associated lower cognitive flexibility task performance in development may particularly relate to rule processing.  相似文献   

Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course     

Catharyn C. Shelton  Annie E. Warren  Leanna M. Archambault 《TechTrends》2016,60(5):465-474

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Academic Mentoring in College: The Interactive Role of Student’s and Mentor’s Interpersonal Dispositions     

Annie?BernierEmail author  Simon?Larose  Nathalie?Soucy 《Research in higher education》2005,46(1):29-51

This study examined the interaction between college students attachment orientation and mentors relational style in the prediction of students behaviors and perceptions in academic mentoring and of their subsequent academic achievement. Ninety college students were administered the Adult Attachment Interview and their professors-mentors completed the Attachment Style Questionnaire. Students displayed more adaptive behaviors and perceptions in mentoring and earned higher grades when their attachment orientation was in contrast to their mentors relational style. Implications for the practice of academic mentoring in college are discussed.  相似文献   

Measuring teachers’ knowledge of vocabulary development and instruction     

Annie Duguay  Dorry Kenyon  Erin Haynes  Diane August  Tiffany Yanosky 《Reading and writing》2016,29(2):321-347

This article describes the development of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition. While a few studies have measured teacher knowledge of reading, there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, August, & Mancilla-Martinez, 2013). Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four sections on instruction, and one section on instruction specifically for English learners. Ratings of item difficulty by subject matter experts were then used to distinguish three levels of teacher knowledge of vocabulary: emergent, intermediate, and expert. Fifty teachers completed the TKVS, and their performance was found to correlate with the experts’ predicted difficulties of the items. Initial analyses provide evidence for the content and construct validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for both preservice and inservice teachers.  相似文献