Sex differences in the incidence of neonatal abnormalities and abnormal performance in early childhood   总被引：1，自引：0，他引：1  

J E Singer  M Westphal  K R Niswander 《Child development》1968,39(1):103-112

  相似文献   

Use of a single-code/default strategy by pigeons to acquire duration sample discriminations     

Singer RA  Klein ED  Zentall TR 《Learning & behavior》2006,34(4):340-347

Past evidence that pigeons may adopt a single-code/default strategy to solve duration sample discriminations may be attributable to the similarity between the intertrial interval (ITI) and the retention interval. The present experiments tested whether pigeons would adopt a single-code/default strategy when possible ITI-retention-interval ambiguity was eliminated and sample salience was increased. Previous studies of duration sample discriminations that have purported to show evidence for the use of a single-code/default coding strategy have used durations of 0, 2, and 10 sec (Zentall, Klein, & Singer, 2004). However, the results of Experiment 1 suggest that the use of a 0-sec sample may produce an artifact resulting in inadvertent present/absent sample matching. In Experiment 2, when pigeons were trained with three nonzero duration samples (2, 8, and 32 sec), clear evidence for the use of a single-code/default strategy was found.  相似文献   

Sport und Persönlichkeit     

Roland Singer  Henning Haase 《Sportwissenschaft》1975,5(1):25-38

  相似文献   

Review of Paulo Freire, Pedagogy of the Oppressed (trans. Myra Bergman Ramos), (New York: Herder and Herder, 1970). 186 pp.     

Lester Singer 《Educational theory》1974,24(4):426-432

  相似文献   

The utility of art versus fair bets in the investment market     

Leslie P. Singer 《Journal of Cultural Economics》1990,14(2):1-13

  相似文献   

Prisoners of The Method breaking open the child‐centred pedagogy in day care centres     

Elly Singer 《International Journal of Early Years Education》1996,4(2):28-40

The twentieth century has known many splendid examples of professional care and education for young children. But in spite of that, research shows that the practice often does not coincide with our ideals. In this paper basic concepts and their historical roots, that form the foundations of professional care and education of young children are analysed: could these concepts possibly impede contact between teachers/caregivers and children? The concepts of ‘natural development’, ‘develop‐mentally appropriate curriculum’ and ‘child centredness’ are criticised. The drawbacks of a separate children's world (child care centres) are explored. Based on Vygotsky's sociocultural approach the author pleads for scaffolding by giving learning through social looking and participation in adult‐activities a place in child care centres. Besides that, teachers have to value peer‐relationships and to acknowledge that young children do not only play but also want to work and learn together.  相似文献   

Framing and re-framing through computer-mediated communication: providing pre-service teachers with alternate support structures     

Lisa Scherff  Nancy Robb Singer 《Learning Inquiry》2008,2(3):151-167

  相似文献   

A Design Perspective on the School-Work Boundary: A Hybrid Curriculum Model     

Ilya Zitter  Aimée Hoeve  Elly de Bruijn 《Vocations and Learning》2016,9(1):111-131

This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary. VET-curricula are designed on the basis of two main types of learning arrangements, namely, the plan for learning in school and for learning at the workplace. A challenge for curriculum development is creating consistency between different arrangements. Efforts are made to develop VET-curricula that go beyond the school-work distinction. Ideally, a well-designed VET curriculum should be hybrid in nature. It should combine the advantages of school-based and workplace learning arrangements by binding these practices together, without losing the strength of either. To gain insights into the nature of the enactment of an intended and implemented hybrid VET curriculum at the micro level and at the same time contribute to improving educational practice, practice-based research was carried out in the context of educational innovation projects. The results added two insights to the proposed model that conceptualises hybrid VETcurricula, namely, the ‘layeredness’ of a curriculum and a professional artefact to create consistency. This improved model can be the basis for systematic development of other hybrid curricula. Such developments could lead to a broader empirical base to study the effects of hybrid curricula, specifically to determine whether an intentionally designed hybrid curriculum facilitates students to successfully navigate the schoolwork boundary.  相似文献   

Beyond Conceptual Change: Using Representations to Integrate Domain-Specific Structural Models in Learning Mathematics     

Florence Mihaela Singer 《Mind, Brain, and Education》2007,1(2):84-97

ABSTRACT— Effective teaching should focus on representational change, which is fundamental to learning and education, rather than conceptual change, which involves transformation of theories in science rather than the gradual building of knowledge that occurs in students. This article addresses the question about how to develop more efficient strategies for promoting representational change across cognitive development. I provide an example of an integrated structural model that highlights the underlying cognitive structures that connect numbers, mathematical operations, and functions. The model emphasizes dynamic multiple representations that students can internalize within the number line and which lead to developing a dynamic mental structure. In teaching practice, the model focuses on a counting task format, which integrates a variety of activities, specifically addressing motor, visual, and verbal skills, as well as various types of learning transfer.  相似文献   

The relationship between sexual abuse and substance abuse among psychiatrically hospitalized adolescents     

M I Singer  M K Petchers  D Hussey 《Child abuse & neglect》1989,13(3):319-325

A comparative study using matched samples was conducted to investigate the relationship between sexual abuse and substance abuse. The sample included 48 adolescent psychiatric inpatients who had been sexually abused (abuse group) and 48 psychiatric inpatients without a known history of such abuse (control group) matched by age, race, sex, and primary psychiatric diagnosis. Statistically significant differences emerged between the groups in several areas. Abuse group subjects indicated more regular use of cocaine and stimulants, greater frequencies of alcohol and drug use, and more reported drunkenness and times high on drugs than their control counterparts. Explanations of the association between substance abuse and sexual victimization are explored. Discussion suggests the possibility of earlier coping strategies being related to later chemical use patterns. Implications for service delivery are offered.  相似文献