Contextual Variation and Memory Retrieval at Six Months     

Toni Ann Amabile  Carolyn Rovee-Collier 《Child development》1991,62(5):1155-1166

In 2 experiments we asked whether training in multiple contexts could eliminate context-dependent memory retrieval at 6 months as it does for adults. We found that 24-hour retention was disrupted when infants were trained in one context and tested in another but not when they were trained in multiple contexts prior to testing in a novel context (Experiment 1). After a long delay, however, training in multiple contexts did not facilitate memory retrieval in a novel context: An otherwise effective retrieval cue (the training mobile) did not alleviate forgetting 3 weeks later when it was presented in a novel context (Experiment 2). These findings demonstrate that multiple learning contexts can override the debilitating effects of an altered context on memory retrieval at 6 months, but only over the short term. The resistance of older memories to retrieval in novel contexts after long periods of disuse may be adaptive, insuring that potentially inappropriate or irrelevant memories will not be expressed.  相似文献   

Children's Judgments about Psychological Harm in Social Context     

Charles C. Helwig  Carolyn Hildebrandt  Elliot Turiel 《Child development》1995,66(6):1680-1693

72 children, ages 6 to 11 years, were presented with a series of stories involving psychological harm (name-calling) in a game context. Situations were presented in which intentions, consequences, and game context were varied, along with order of story presentation. Comparisons between acts of physical and psychological harm were also conducted. Although responses in some conditions were influenced by order of presentation, age differences were found in children's evaluations of agents' actions and recipients' reactions for psychological harm in game contexts. Younger children were more likely to ignore intentions and consequences or the recipient's perspective and to focus on contextual features (e.g., game rules). Older children were more likely to base their evaluations on intentions, or both intentions and consequences, and to take into account the recipient's perspective. Game context interacted differentially with psychological and physical harm at all ages. Evaluations of acts of physical harm were more likely than acts of psychological harm to be transformed by game context.  相似文献   

Concepts associated with the equality symbol   总被引：1，自引：0，他引：1  

Carolyn Kieran 《Educational Studies in Mathematics》1981,12(3):317-326

This paper looks at recent research dealing with uses of the equal sign and underlying notions of equivalence or non-equivalence among preschoolers (their intuitive nitions of equality), elementary and secondary school children, and college students. The idea that the equal sign is a do something signal (an operator symbol) persists throughout elementary school and even into junior high school. High schoolers' use of the equal sign in algebraic equations as a symbol for equivalence may be concealing a fairly tenuous grasp of the underlying relationship between the equal sign and the notion of equivalence, as indicated by some of the shortcut errors they make when solving equations.This article is based on a paper presented at Fourth International Conference of the International Group for the Psychology of Mathematics Education, Berkeley, California, August 1980.

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Supporting Transgender College Students: Implications for Clinical Intervention and Campus Prevention     

Martin A. Swanbrow Becker  Stacey F. Nemeth Roberts  Sam M. Ritts  William Tyler Branagan  Alia R. Warner  Sheri L. Clark 《Journal of College Student Psychotherapy》2017,31(2):155-176

This study examines the experiences of transgender college students in coping with stress in comparison to their cisgender peers. Undergraduate and graduate students from 73 colleges, totaling 26,292 participants, of which 47 identified as transgender completed an online survey. Transgender students reported greater exposure to trauma and higher rates of suicidal experiences, as well as different precipitants to reported stressful periods and sources of support than their cisgender peers. Implications for individual and group counseling as well as outreach and prevention to better support transgender students are explored.  相似文献   

解决分布式需求的内在冲突     

Larry Peterson  Tom Anderson  Dan Blumenthal  Dean Casey  David Clark  Deborah Estrin  Joe Evans  Mike Reiter  Scott Shenker  John Wroclawski  洪丹  陈茂科 《中国教育网络》2006,(11):18-20

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。  相似文献   

The Organization of Reactivated Memory in Infancy     

Harlene Hayne  Carolyn Rovee-Collier 《Child development》1995,66(3):893-906

The specificity of memory retrieval by 3-month-old infants was examined in 3 experiments. All infants were trained in the mobile conjugate reinforcement paradigm to kick their feet to produce movement in an overhead crib mobile and were tested 2 weeks later. 24 hours prior to the test, subjects received a 3-min reminder treatment. The results of Experiment 1 demonstrated that only the moving training mobile alleviated forgetting after the 2-week retention interval; forgetting was not alleviated by exposure to the stationary training mobile or to the mobile stands and ribbon alone. The results of Experiments 2 and 3 demonstrated that, once retrieved, the reactivated memory was highly specific to the conditions of original training. Furthermore, the memory attributes that were the last to be forgotten (e.g., the general or global features) were the first to be retrieved following the reminder treatment. Conversely, those memory attributes that were forgotten first (e.g., the specific or local details) were the last to be retrieved. These findings have important implications for infant memory retrieval, reminiscence, and infantile amnesia.  相似文献   

Media will never influence learning   总被引：30，自引：17，他引：30  

Richard E. Clark 《Educational technology research and development : ETR & D》1994,42(2):21-29

The purpose of this discussion is to explain and sharpen different points of view about the impact of media and attributes of media on learning, motivation and efficiency gains from instruction. This paper is an attempt to summarize my arguments about the research and theory in this area and to respond to Robert Kozma's criticism of my earlier discussion of these issues. I will first briefly summarize my arguments about media effects; next I will attempt to characterize the many reactions to the controversial claim that media do not influence learning or motivation. Finally, I will respond to the specific criticisms advanced by Robert Kozma this issue.This article is based in part on a debate between the author and Robert Kozma at the 1993 international convention of The European Association for Research on Learning and Instruction at Aix en Provence, France, September 4, 1993, and on a February 1991 Article by the author inEducational Technology titled When Researchers Swim Upstream:Reflections on an Unpopular Argument About Learning From Media (pp. 34–40).  相似文献   

Test Takers and the Validity of Score Interpretations     

Rebecca J. Kopriva  Martha L. Thurlow  Marianne Perie  Sheryl S. Lazarus  Amy Clark 《教育心理学家》2016,51(1):108-128

This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning.  相似文献   

Poems and fingerplays     

Carolyn Buhai Haas 《Early Childhood Education Journal》1986,13(3):36-39

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‘Wild’ girls? An exploration of ‘ladette’ cultures in secondary schools   总被引：1，自引：3，他引：1  

Carolyn Jackson 《Gender and education》2006,18(4):339-360

‘Laddish’ attitudes and behaviours are central to current discourses on boys’ ‘underachievement’, as they are seen by many people to impede the progress of some boys in school. Whilst the vast majority of concern about ‘laddishness’ has, to date, focused upon boys, according to media reports there are now good reasons to worry about girls. Anecdotes from teachers and reports in the media suggest that some schoolgirls are now acting ‘laddishly’, that they are ‘ladettes’. This paper explores ‘ladette’ cultures in secondary schools, drawing upon interview data from100 pupils and 30 teachers. It tackles and discusses the following questions: (a) What does the term ‘ladette’ mean to pupils and teachers? (b) Do school‐aged ‘ladettes’ ‘exist’—and if so, what are they like inside and outside of school? (c) In what ways are ‘ladettes’ similar to, and different from, ‘lads’? (d) Are teachers concerned about ‘ladettes’? (e) Are ‘ladette’ behaviours on the increase?  相似文献