Infants' Forgetting of Correlated Attributes and Object Recognition     

Ramesh S. Bhatt  Carolyn Rovee-Collier 《Child development》1996,67(1):172-187

Infants as young as 3 months of age can encode the relations among object features. Because object recognition depends critically upon a match between perceived feature configurations and representations of the object in long-term memory, the present experiments focused on infants' long-term memory for feature correlations. In 3 experiments with 72 3-month-olds, we documented the forgetting functions of different feature correlations, examined their relation to infants' memory for individual features, and replicated the findings with different stimuli. Infants were trained to activate a mobile composed of two kinds of blocks that differed in color, the figures displayed on them, and the figures' colors and were tested after different delays with recombinations of either the block colors, the figures, or the figure colors. Infants remembered some of the original feature combinations for up to 3 days but forgot all of them after 4 days. Even after 4 days, however, infants remembered the individual features that had entered into the original combinations. These results demonstrate that very young infants not only encode the relations among object features but also remember them for several days. Moreover, there is a dissociation in memory between features and feature relations: Feature relations are forgotten sooner than the individual features that comprise those relations.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Betty Weinberger 《Early Childhood Education Journal》1976,3(3):44-46

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Student/Faculty Connections in the Development of Teaching     

Gary D. Koppenhaver  Virginia L. Blackburn  Kay M. Palan  Sue Ravenscroft  Charles B. Shrader 《Decision Sciences Journal of Innovative Education》2007,5(2):375-381

This project directly involved students in two different models of instructional development. The first model was a Student Consultant program in which faculty selected from a menu of instructional services carried out by students. Typical services included attending class as impartial observers, soliciting feedback from other students on their learning experiences, videotaping class sessions, and evaluating course Web sites. The second model of instructional development was a program of student‐assisted teaching seminars for college faculty. Student Associates helped serve as panelists and facilitators. Assessments of attitudes toward teaching indicated that faculty members viewed both professors and students as collaborators in the classroom as a result of the seminar series.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1975,2(4):39-42

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Engaging young students in scientific investigations: prompting for meaningful reflection     

Travis Wilson  Michelle Perry  Carolyn J. Anderson  Dean Grosshandler 《Instructional Science》2012,40(1):19-46

This study examined the verbal prompts a tutor used to promote reflection and young students’ responses to these prompts. Seven children (ages 8–12) participated in 260 min of one-on-one tutoring to learn scientific concepts related to gear movement; the tutor spontaneously provided these students with 763 prompts for reflection. Prompts reliably induced reflection: Students responded verbally 87% of the time. Turn-by-turn discourse analysis revealed seven distinct types of prompts and 11 distinct types of verbal responses. High-level prompts were strongly associated with high-level responses. A log-multiplicative association model with two dimensions (temporality and certainty) represented the relationships between prompt and response types; from this model, odds ratios estimated the strength of association between specific pairs of prompt and response types. Findings are discussed in terms of the effects that reflection may have on students’ developing understanding of scientific concepts.  相似文献   

Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice     

Ya-Ting Carolyn Yang 《Teaching and Teacher Education》2012

This study explores the transfer of critical thinking skills and dispositions from pre-service teacher training to classroom practice and student achievement in the cases of two graduates from a course on critical thinking-integrated instruction. Two 7th and two 8th grade classes were randomly assigned as experimental (CT-integrated instruction), or comparison (traditional instruction) groups. Empirical results demonstrated that, in these two cases, the teachers successfully developed CT-integrated instruction for effectively fostering students' CT skills and dispositions, while improving student achievement. Future research should include larger and more representative samples to avoid bias and reliably evaluate CT-based teacher training initiatives.  相似文献   

Robert Schwartz. Deans of Men and the Shaping of Modern College Culture. New York: Palgrave Macmillan, 2010. 232 pp. Cloth $89.00.     

Carolyn Terry Bashaw 《History of education quarterly》2012,52(3):458-461

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Parenting and Beyond: Common Neurocircuits Underlying Parental and Altruistic Caregiving     

JE Swain  S Konrath  SL Brown  ED Finegood  LB Akce  CJ Dayton  SS Ho 《Parenting, science and practice》2012,12(2-3):115-123

Interpersonal relationships constitute the foundation on which human society is based. The infant-caregiver bond is the earliest and most influential of these relationships. Driven by evolutionary pressure for survival, parents feel compelled to provide care to their biological offspring. However, compassion for non-kin is also ubiquitous in human societies, motivating individuals to suppress their own self-interests to promote the well-being of non-kin members of the society. We argue that the process of early kinship-selective parental care provides the foundation for non-exclusive altruism via the activation of a general Caregiving System that regulates compassion in any of its forms. We propose a tripartite structure of this system that includes (1) the perception of need in another, (2) a caring motivational or feeling state, and (3) the delivery of a helping response to the individual in need. Findings from human and animal research point to specific neurobiological mechanisms including activation of the insula and the secretion of oxytocin that support the adaptive functioning of this Caregiving System.  相似文献   

Literacy and life skills education for vulnerable youth: What policy makers can do     

Anna Caroline Bernhardt  Rika Yorozu  Carolyn Medel-Añonuevo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):279-288

In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country research study undertaken by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the Department of Foreign Affairs, Trade and Development Canada (DFATD Canada; previously Canadian International Development Agency, CIDA), and on subsequent policy dialogue forums with policy makers, practitioners, researchers and youth representatives held in Africa, the Arab region and Asia. Built on this review of existing policies and their implementation, this note provides lessons for innovative practices and suggests six concrete ways to address the needs of vulnerable youth through literacy and life skills education.  相似文献   

Individual differences in the development of early writing skills: testing the unique contribution of visuo-spatial working memory     

Lorna Bourke  Simon J. Davies  Emma Sumner  Carolyn Green 《Reading and writing》2014,27(2):315-335

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