Editorial     

Prof. Dr. W. Dörfler 《Educational Studies in Mathematics》1993,24(1):v-v

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Research on watch technology sponsored at Mellon Institute by the Elgin National Watch Company     

R.H.O. 《Journal of The Franklin Institute》1939

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Investigation of Poor Academic Achievement in Children with Duchenne Muscular Dystrophy     

V. J. Hinton  D. C. De Vivo  R. Fee  E. Goldstein  Y. Stern 《Learning disabilities research & practice》2004,19(3):146-154

Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide‐ranging consequences on learning skills.  相似文献   

冠军由基因决定吗?     

JamesS.Skinner Ph  .D. 《体育科学》2003,23(3):135-139

本文要点: ◆遗传型是机体全部遗传基因的总和,代表了个体的遗传潜力.在决定个体的解剖、生化、生理、行为等特性或遗传表型(如褐色的眼睛、75kg的体重、50 ml/kg/min的最大摄氧量等)上起主导作用.  相似文献   

Research,Teaching and Scholarship in an Expanding Higher Education System 1     

Lewis Elton 《Higher Education Quarterly》1992,46(3):252-268

It is argued that, basically, academics engage in three activities: teaching, research and scholarship, and that the activity of scholarship must be recognised and separately funded. The concept of scholarship is derived from its historical roots, according to which it supports both teaching and research, but is extended to support all activities in which academics engage. This makes it possible to develop an expanding system of higher education in which all academic activities are appropriately recognised and rewarded and which can operate with significantly lower unit costs than has been the case in the past. However, the need to provide funding for scholarship puts a lower bound to acceptable unit costs.  相似文献   

Neuropsychological classification and treatment of dyslexia.     

D J Bakker 《Journal of learning disabilities》1992,25(2):102-109

Evidence shows that initial and advanced learning to read are predominantly mediated by the right and left cerebral hemispheres, respectively. Premature reliance on left-hemispheric reading strategies may result in L-type dyslexia, characterized by hurried and inaccurate reading. P-type dyslexia, characterized by a slow and fragmented style of reading, may result from the inability to shift from the predominant generation of right-hemispheric reading strategies to the predominant generation of left-hemispheric reading strategies. Results of investigations concerning the validity of the L/P-typology are discussed, as are the reading effects of hemisphere-specific and hemisphere-alluding stimulation in children with L- and P-type dyslexia.  相似文献   

Special Focus on ‘Children and Adolescents’     

Frederick D. Harper 《International journal for the advancement of counseling》1999,21(2):85-85

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Microscale experiments in chemistry — The need of the new millenium     

Shriniwas L. Kelkar  Dilip D. Dhavale 《Resonance》2001,6(7):6-12

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Cycles of Myth Restoration One Approach to Understanding American Culture     

Jerome O. Steffen 《Journal of American culture (Malden, Mass. : 2003)》1993,16(1):25-33

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Ensuring Content‐Area Learning by Secondary Students with Learning Disabilities     

Donald D. Deshler  Jean B. Schumaker  B. Keith Lenz  Janis A. Bulgren  Michael F. Hock  Jim Knight  Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108

Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively.  相似文献