Is off campus work placement necessary for all educable mentally retarded?     

C E Howe 《Exceptional children》1968,35(3):323-326

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Computers: a researcher's view     

J Howe 《Special education: forward trends》1980,7(4):17-21

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Citizenship in the Primary School: Going Beyond Circle Time     

Cathie Holden 《Pastoral Care in Education》2003,21(3):24-29

Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.  相似文献   

Sibling-directed Internal State Language, Perspective Taking, and Affective Behavior   总被引：1，自引：0，他引：1  

Nina Howe 《Child development》1991,62(6):1503-1512

This study examined relations among preschoolers' sibling-directed internal state language, perspective-taking abilities, and sibling-directed affective behaviors in 32 sibling dyads (aged 14 months and 3-4 years) during naturalistic home observations. Preschooler references about internal states (emotions, wants, abilities) were significantly more likely to be (a) about the toddler than the self, and (b) made in the mother's absence and during sibling conflict and play. Relative to poor perspective takers, skillful perspective takers (a) engaged in more instances of internal state discourse and (b) talked more frequently about both the toddler and themselves. Preschoolers engaging in high levels of positive affective behavior also spoke more frequently about internal states than children engaging in low levels of positive affective behavior. Discussion of results highlights the notion that internal state language may be one way of regulating sibling interaction and also a potential means for siblings to construct shared meanings about their world.  相似文献   

Observational learning in the pigeon: Effects of model’s rate of response and percentage of reinforcement     

Cathie E. Alderks 《Learning & behavior》1986,14(3):331-335

Seventeen pigeons observed a model peck an illuminated key at either a high or a low rate and obtain a high or low percentage of possible reinforcement. Observers were subsequently placed on an automaintenance schedule. Although there was no difference among groups in the number of trials to the first peck, when the present data were compared with other researchers’ automaintenance-acquisition data, there was some indication that modeling reduced the number of trials to the first peck over nonmodeled birds. However, by the end of 20 sessions, the birds that had observed a model pecking at a high rate and with consistent reinforcement pecked significantly faster than those that had observed the model peck at a slow rate or obtain infrequent reinforcement. The conclusion is that two types of information are transferred via a model: first, a correlation between the stimulus and the reinforcer, and second, the specific or minute attributes of the schedule that may produce reinforcement.  相似文献   

The role of language in children's formation and retention of mental images     

Ann C. Howe  Ellen S. Vasu 《科学教学研究杂志》1989,26(1):15-24

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Framing Cross-Cultural Ethical Practice in Adapt[ive] Physical Activity     

Donna Goodwin  P. David Howe 《Quest (Human Kinetics)》2016,68(1):43-54

ABSTRACT

Academics and practitioners are often at a loss when it comes to understanding the ethical socio-political and cultural contexts that invade the world of adapted physical activity. Ethical practice is situated in the local and the specific. In this article we highlight the reality that both academics and practitioners need to be ever mindful that the cultures surrounding the education, sport and rehabilitation components of adapted physical activity are distinctive environments that vary across the globe. Because of the cultural diversity surrounding adapted physical activity, we set out an embryonic framework for ethically thinking about practice in our field. Ultimately, we hope that this framework will go some way to illuminate questions of situated ethical importance that are becoming increasing conundrums within adapted physical activity.  相似文献   

Building a Creative Ecosystem – The Young Designers on Location Project     

Dan Davies  Alan Howe  Susan Haywood 《The International Journal of Art & Design Education》2004,23(3):278-289

This article reports on findings from a research project designed to explore ways in which creativity can be fostered through interactions between selected children, particular environments, materials, techniques and key adults. The Young Designers on Location (YDoL) project was funded by the National Endowment for Science, Technology and the Arts (NESTA), and brought together selected groups of 11 year‐olds with ‘design‐related professionals’ (DRPs) to work together intensively for a week in two locations (Bath Spa University College and Ironbridge Gorge Museum, Shropshire) then subsequently in participants' schools. The findings from case studies of selected individuals within the Bath location include key messages about the quality of environment and relationships in unlocking children's creativity. The study has exemplified aspects of Harrington's model of a ‘creative ecosystem’ [1].  相似文献   

The development of forgetting and reminiscence     

C J Brainerd  V F Reyna  M L Howe  J Kingma 《Monographs of the Society for Research in Child Development》1990,55(3-4):1-93; discussion 94-109

Many theoretical positions on memory development anticipate that forgetting rates should vary substantially with age. The nature of these age variations is also relevant to many applied questions about child development that have major social policy implications, such as the veracity of children's eyewitness testimony and the long-term effectiveness of classroom instruction. Surprisingly, developmental studies of long-term retention have repeatedly produced the puzzling finding that forgetting rates are age invariant. It now seems, however, that these null age trends may have been artifacts of variables such as measurement insensitivity, floor effects, and stages-of-learning confounds. Assuming, as some later studies suggest, that forgetting rates vary with age when these factors are controlled, there are three overriding questions that must be dealt with in the developmental analysis of forgetting: the relative importance of storage failure versus retrieval failure, the relative importance of true forgetting processes versus test-induced processes, and the relative importance of storage-based reminiscence versus retrieval-based reminiscence. We describe a framework (disintegration/redintegation theory) that provides a conceptual environment within which research on these questions can progress. This framework, which evolved from fuzzy-trace theory, reinterprets processes such as storage failure, retrieval failure, restorage, and retrieval relearning in terms of levels of featural integration in traces (i.e., the extent to which contextual information is integrated with core semantic gist to produce a coherent representation). The theory is implemented in a mathematical model (the trace-integrity model) whose parameters deliver measurements of relevant memory processes on a common ratio scale. In a series of experiments, the model was used to study the theory's predictions about the contributions of these memory processes to long-term retention in subjects between the ages of 7 and 70. All the experiments were standard long-term retention designs (an initial acquisition session, followed by a 1-2-week forgetting interval, followed by a series of retention tests).(ABSTRACT TRUNCATED AT 400 WORDS)  相似文献   

"This is a bad dog, you know...": constructing shared meanings during sibling pretend play   总被引：2，自引：0，他引：2  

Howe N  Petrakos H  Rinaldi CM  LeFebvre R 《Child development》2005,76(4):783-794

The construction of shared meanings in play, pretense enactment, internal state language, and sibling relationship quality were investigated in 40 kindergarteners with an older (M age = 7.10 years) or younger (M age = 3.6 years) sibling. Dyadic strategies to construct shared meanings (e.g., extensions, building on) were positively associated with frequency of pretense and internal state language. Developmental differences indicated that older dyads used more shared meaning strategies, whereas younger dyads engaged in non-maintenance behaviors (i.e., disruptions to flow of play). Furthermore, firstborn kindergarteners used more non-maintenance behaviors, whereas second-born kindergarteners extended partner's ideas. Findings highlight the sibling relationship as a context for illuminating social understanding and relationship dynamics during pretend play.  相似文献