Reading and summarizing challenging texts in first and second languages     

Alister Cumming  Jacques Rebuffot  Monica Ledwell 《Reading and writing》1989,1(3):201-219

The thinking processes of 14 adult Anglophone students of French performing challenging reading and summarizing tasks were compared in their first and second languages. Individuals proved to use equivalent proportions of higher-order problem solving strategies while writing and reading in both languages. These varied with people's levels of literate expertise in their mother tongue, correlating with the qualities of written summaries they produced in both languages. Uses of these problem solving strategies appeared unrelated to participants' levels (beginning and intermediate) of second language proficiency. Analyses of the verbal reports reveal thinking processes which are common to reading and summary writing in first and second languages but which appear to vary with people's literate expertise and relevant knowledge. Findings are interpreted in relation to Cummins' (1984) theories of the cross-linguistic interdependence of cognitive-academic skills and Van Dijk and Kintsch's (1983) model of discourse comprehension. Implications are drawn for theories of bilingual cognition, further research, and instruction in second language reading and writing.  相似文献   

Talented in Dance: The Bloom Stage Model revisited in the personal histories of dance students     

Jacques H. A. van Rossum 《High Ability Studies》2001,12(2):181-197

Bloom (1985) reported on the careers of a sample of 120 talented individuals from three domains: science, athletics and the arts. His findings are used as a starting point for the research on professional dance students presented in this article. Three issues were studied: the relevance of significant others in a dance career; the issue of detecting dance talent and, also, using Bloom's proposed three career stages in a talent domain, how teachers are described by students, and what the characteristics of a typical dance class are. A questionnaire was constructed and administered to 129 students in the Dance Department at the Amsterdam School of the Arts, the Netherlands. The results indicate that, in addition to the dance teacher and parents (as highlighted in Bloom's study), peers should also be considered. Furthermore, the majority of students have been labelled "talented" at some point in their career, notably by teachers and other dance experts, while in fact parents played no role here. A new measurement format was introduced in an attempt to reveal the peculiarities of teacher and dance class during the three career stages. The results obtained correspond to Bloom's findings. Therefore, the present study not only supports Bloom's findings in a dance sample, but also offers a generalisation from Bloom's male-dominated sample to a female-dominated one.  相似文献   

Mr. Crawford responds     

Jacques Barzun 《Academic Questions》2001,15(1):5-6

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Tracer identifiability of multiphase transport systems     

David Rappaport  Joshua Dayan 《Journal of The Franklin Institute》1975,300(1):59-74

Using the two-component Markov process of Ref. (3) to describe tracer flow in a multiphase spacially inhomogeneous transport (plug-flow) system a mathematical framework is established for the conduction of tracer experiments for system identification.Transport velocities are assumed known. The problem of unique identification of the exchange coefficients between various phases using boundary measurements is studied. Cases of different output-boundary configurations are considered (accessible and inaccessible outputs). Sufficient conditions for identifiability are given.  相似文献   

THE EMANCIPATION OF WOMEN: A COMMON EUROPEAN CONCERN     

Jacques Coenen‐Huther 《Higher Education in Europe》1991,16(4):54-62

The true emancipation of women should become a common European concern and a common European goal. Emancipation means that no socio‐cultural or biological constraint should prevent women from obtaining the same chances and opportunities as men. True emancipation, which is still a distant objective in most of the European countries, implies that access to professional life should not have to be paid for by an exhausting cumulation of domestic and professional roles. A recent research programme on the student population of the University of Geneva provides data which are relevant in this respect. Female students are less likely to have internalized norms of behaviour which facilitate adaptation to a competitive environment in which women have to compete with men. Being subject to cross pressures and torn between two sets of behavioural norms, young women are often ambivalent in their attitudes. The conclusions of the Geneva research are consistent with other research results in other countries. The major explanatory factor is early socialization. True emancipation of women requires a long‐range education policy aiming at gradually reducing the differences in the socialization patterns of boys and girls.  相似文献   

Numerical competence in young children and in children with mathematics learning disabilities   总被引：1，自引：0，他引：1  

Annemie Desoete  Jacques Grgoire 《Learning and individual differences》2006,16(4):351-367

A longitudinal study was conducted on 82 children to investigate, firstly the numerical competence of young children and the predictive value of (pre)-numerical tests in kindergarten, and, secondly, whether children's knowledge of the numerical system and representation of the number size is related to their computation and logical knowledge and to their counting skills. In an additional cross-sectional study on 30 children with a clinical diagnosis of mathematical learning disability (MLD) of 8,5 years, age- and ability-matched with 2 × 30 children the same parameters of numerical competence were assessed. The longitudinal data showed individual differences in numerosity, as well as the relationship between a delay in arithmetics in grade l and problems on numerosity in kindergarten. In the cross-sectional results some evidence was found for the independence of numerical abilities in MLD-children. About 13% of them had still severe pre-numerical processing deficits (in number sequence production, cardinality skills and logical knowledge) in grade 3. About 67% had severe difficulties in executing calculation procedures and a lack of conceptual knowledge. A feature of 87% of the MLD-children was severe translation deficits, with a significantly worse knowledge of number words compared with the knowledge of Arab numerals. Finally a severe deficit in subitizing was found to be present in 33% of the MLD children. On a group level the processing deficits were linked to understanding numerosity, since the ability-matched younger children and the MLD-children had the same pre-numerical and numerical profile. Implications for the assessment of mathematical disabilities and the value of TEDI-MATH® as an instrument in this process are discussed.  相似文献   

La complexité des relations grapho-phonétiques explique-t-elle les difficultés d'apprentissage de la lecture? Le cas de l'hébreu en Israel     

Jacques Fijalkow 《Journal of Research in Reading》1980,3(1):52-59

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Experts under fire     

Jacques Bousquet 《Prospects》1976,6(4):595-602

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The future of educational planning     

Jacques Hallak 《Prospects》1989,19(2):165-167

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Assessment of answers to questions about a text and knowledge of cognitive processes     

Thierry Meyer  Jacques Anis 《European Journal of Psychology of Education - EJPE》1996,11(3):313-328

This study examines to what extent assessment of text comprehension involves knowledge of the properties of human cognition (theory of mind) and the social context of assessment. The subjects (N=332) were asked to read a text and then assess eight answers to questions about this text. The independent variables were the quality of the answers to requests for paraphrases, the quality of answers to direct questions about the meaning of the text, the order of the paragraphs in the text and the human vs. artificial source attributed to the answers. Results show that answers to requests for paraphrases were thought to be better when the source was artificial rather than human. Inversely, answers to direct questions about the meaning of the text were thought to be better when their source was human. The assessment of answers attributed to a human source were differentiated by a greater integration of contiguous assessments (contrast effect between contiguous assessments). This was noted more particularly for a person than for a machine, poor paraphrasing being followed by a better assessment of answers to questions about the meaning of the text. The assessment of human understanding of a text is hypothesised to be guided by an expectation of answer coherency and a wider and more structured knowledge than the assessment of artificial answers.  相似文献