Relations between physiological and cognitive regulatory systems: infant sleep regulation and subsequent executive functioning   总被引：1，自引：0，他引：1  

Bernier A  Carlson SM  Bordeleau S  Carrier J 《Child development》2010,81(6):1739-1752

The aim of this report was to investigate the prospective links between infant sleep regulation and subsequent executive functioning (EF). The authors assessed sleep regulation through a parent sleep diary when children were 12 and 18 months old (N = 60). Child EF was assessed at 18 and 26 months of age. Higher proportions of total sleep occurring at night time, at both 12 and 18 months, were related to better performance on executive tasks, especially those involving a strong impulse control component. Most relations held above family socioeconomic status, prior mental development and concurrent verbal ability. These findings add to previous results with school-age children in suggesting that sleep favors the development of higher order cognitive functions requiring prefrontal cortex involvement.  相似文献   

Journal of Web Librarianship,Jody Condit Fagan (Ed.), Haworth Press,Inc., Binghamton,NY (2007), 134 p. $115.00 annually. ISSN: 1932-2909     

Annie Armstrong 《The Journal of Academic Librarianship》2008,34(3):270-271

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Development of phonological skills and learning to read in French     

Jean Ecalle  Annie Magnan 《European Journal of Psychology of Education - EJPE》2007,22(2):153-167

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Decoding and sight-word naming: Are they independent components of word recognition skill?     

Aaron  P. G.  Joshi  R. M.  Ayotollah  Mahboobeh  Ellsberry  Annie  Henderson  Janet  Lindsey  Kim 《Reading and writing》1999,11(2):89-127

Word recognition skill is the foundation of the reading process. Word recognition could be accomplished by two major strategies: phonological decoding and sight-word reading, the latter being a marker for proficient reading. There is, however, a controversy regarding the relationship between decoding and sight-word reading, whether the two are independent or the latter is built on the foundations of the former. A related controversy about instructional strategy could be whether to use whole-word method to improve word recognition skills, or to first build decoding skills and then introduce sight words. Five goals were set up to address these issues: (a) developing a criterion that can be used easily by classroom teachers to assess sight-word reading ability, (b) examining this relationship between decoding and sight-word reading, (c) identifying the mechanism that can explain the relationship, (d) examining factors that facilitate sight-word reading, and (e) discussing potential instructional implications of these findings. In order to accomplish these goals, naming time and word-naming accuracy of three groups of subjects (elementary school children, children identified as having reading disability, and college students) were studied by using a variety of verbal materials. The over-all conclusions are that the difference in naming time of letters and words can be used as a metric for assessing sight-word reading skill. Sight-word reading appears to be intimately related to decoding. Sight-word reading is accomplished by parallel processing of constituent letters of words and is influenced also by the semantic nature of words. It is conjectured that sight-word reading instruction is likely to be successful if decoding skills are firmly established first.  相似文献   

Book reviews     

Mark S. Lippincott  Annie Walsh  Monica Heller 《Interchange》1989,20(1):68-79

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Socialization experiences and coping strategies of adults raised using spoken language     

Bain L  Scott S  Steinberg AG 《Journal of deaf studies and deaf education》2004,9(1):120-128

This investigation concerned the socialization experiences and coping strategies of a group of 28 deaf adults who were raised using spoken language. Most respondents reported some level of social isolation because of (1) limitations in communication with hearing peers; (2) missing information in social, academic, and work settings; and (3) a sense of being "different." Most participants also reported strategies used to reduce isolation and mitigate the social difficulties associated with their hearing loss.  相似文献   

Sensory integration in the learning of aiming toward "self-defined" targets     

Robin C  Toussaint L  Blandin Y  Vinter A 《Research quarterly for exercise and sport》2004,75(4):381-387

This study aimed at supporting the specificity of learning hypothesis, when aiming was based on internal cues, as directing the hand toward a "self-defined" target location. Participants practiced modest (20 trials) or intensive (720 trials) training with visual and proprioceptive information or proprioceptive information only. Pretests and posttests were performed in sensory conditions that did or did not match the training condition. Results showed that dynamic visual cues played a dominant role at the beginning of the task, and an intensive practice resulted in increased accuracy of kinesthetic information and efferent mechanisms of motor responses. These results have implications with regard to motor learning conceptions and training as a function of the task constraints.  相似文献   

Effects of different types of learning on handwriting movements in young children     

Annie Vinter  Estelle Chartrel 《Learning and Instruction》2010,20(6):476-486

This experiment aimed at studying the benefits of different types of training (visual, motor, or visual-motor), in comparison to a control group, on 5-year-olds' performance in a task of writing cursive letters. The visual-motor training was shown to be the most effective training. The efficacy of visual training was clear at the letter quality level, and the impact of the motor training was shown at the movement fluency level. We assume that the visual training better contributes to learning the shape of the letter trajectory, while the motor training better contributes to improve handwriting movement execution.  相似文献   

What's in a virtual hug? A transdisciplinary review of methods in online health discussion forum research     

Annie T. Chen 《Library & information science research》2014

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Dynamic Human-Centered Communication Systems Theory     

Annie Lang 《The Information Society》2014,30(1):60-70

This article introduces Dynamic Human-Centered Communication Systems Theory (DHCCST), defining communication as a complex dynamic system consisting of a human, a message, a medium, and a location. An argument is made that all elements of the system should be defined from a human centric viewpoint. The article reconceptualizes humans as evolved, embedded, embodied brains (EEEBs). Media are reconceptualized as brain-like creatures (BLCs). Communication is defined as the interaction of one or more EEEBs with other EEEBs or with BLCs. Medium of carriage and encoding system are reconceptualized along continua ranging from evolved to man-made. Examples of hypotheses arising from DHCCST are presented and some theories and effects are reinterpreted using this new perspective.  相似文献