Infants' perception of object trajectories     

Johnson SP  Bremner JG  Slater A  Mason U  Foster K  Cheshire A 《Child development》2003,74(1):94-108

Filling in the gaps in what humans see is a fundamental perceptual skill, but little is known about the developmental origins of occlusion perception. Three experiments were conducted with infants between 2 and 6 months of age to investigate perception of the continuity of an object trajectory that was briefly occluded. The pattern of results across experiments provided little evidence of veridical responses to trajectory occlusion in the youngest infants, but by 6 months, perceptual completion was more robust. Four-month-olds' responses indicated that they perceived continuity under a short duration of occlusion, but when the object was out of sight for a longer interval, they appeared to perceive the trajectory as discontinuous. These results suggest that perceptual completion of a simple object trajectory (and, by logical necessity, veridical object perception) is not functional at birth but emerges across the first several months after onset of visual experience.  相似文献   

Digital storytelling as a disciplinary literacy enhancement tool for EFL students     

Chubko  Nadezhda  Morris  Julia E.  McKinnon  David H.  Slater  Eileen V.  Lummis  Geoffrey W. 《Educational technology research and development : ETR & D》2020,68(6):3587-3604

Educational technology research and development - This research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to...  相似文献   

Parental Co‐Construction of 5‐ to 13‐Year‐Olds' Global Self‐Esteem Through Reminiscing About Past Events          下载免费PDF全文

Michelle A. Harris  M. B. Donnellan  Jen Guo  Dan P. McAdams  Mauricio Garnier‐Villarreal  Kali H. Trzesniewski 《Child development》2017,88(6):1810-1822

The current study explored parental processes associated with children's global self‐esteem development. Eighty 5‐ to 13‐year‐olds and one of their parents provided qualitative and quantitative data through questionnaires, open‐ended questions, and a laboratory‐based reminiscing task. Parents who included more explanations of emotions when writing about the lowest points in their lives were more likely to discuss explanations of emotions experienced in negative past events with their child, which was associated with child attachment security. Attachment was associated with concurrent self‐esteem, which predicted relative increases in self‐esteem 16 months later, on average. Finally, parent support also predicted residual increases in self‐esteem. Findings extend prior research by including younger ages and uncovering a process by which two theoretically relevant parenting behaviors impact self‐esteem development.  相似文献   

School toilets: queer,disabled bodies and gendered lessons of embodiment     

Jenny Slater  Charlotte Jones  Lisa Procter 《Gender and education》2018,30(8):951-965

ABSTRACT

In this paper we argue that school toilets function as one civilising site [Elias, 1978. The Civilising Process. Oxford: Blackwell] in which children learn that disabled and queer bodies are out of place. This paper is the first to offer queer and crip perspectives on school toilets. The small body of existing school toilet literature generally works from a normative position which implicitly perpetuates dominant and oppressive ideals. We draw on data from Around the Toilet, a collaborative research project with queer, trans and disabled people (aroundthetoilet.wordpress.com) to critically interrogate this work. In doing this we consider ‘toilet training’ as a form of ‘civilisation’, that teaches lessons around identity, embodiment and ab/normal ways of being in the world. Furthermore, we show that ‘toilet training’ continues into adulthood, albeit in ways that are less easily identifiable than in the early years. We therefore call for a more critical, inclusive, and transformative approach to school toilet research.  相似文献   

Elementary school–wide implementation of a blended learning program for reading intervention     

Jen Elise Prescott  Kristine Bundschuh  Paul Macaruso 《The Journal of educational research》2018,111(4):497-506

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades.  相似文献   

Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students     

Gwo Jen Hwang  Po Han Wu  Ya Yen Zhuang  Yueh Min Huang 《Interactive Learning Environments》2013,21(4):338-354

The advancement of mobile device and wireless communication technologies is having a great influence on the design concept of learning activities. In this study, we attempt to integrate field study into the inquiry-based mobile learning model; moreover, a mobile learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field learning activity, the mobile learning system is able to present the learning tasks, guide the students to visit the real-world learning targets for exploration, and provide them with supplementary materials via the mobile devices. The aim of this research focuses on the effects of this mobile learning model on students' cognitive load and learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based mobile learning approach had better learning achievement and less cognitive load than those who learned with the traditional approach. Therefore, it is concluded that the mobile learning model has positive effects on elementary students in local culture learning.  相似文献   

Developing digital portfolios: investigating how digital portfolios can facilitate pupil talk about learning     

Kate Wall  Steve Higgins  Jen Miller  Nick Packard 《Technology, Pedagogy and Education》2013,22(3):261-273

The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner’s work using information and communications technology (ICT). This paper draws on evidence of pupil views collected as part of 14 teacher‐led case studies. The teachers all approached the task of developing digital portfolios in different ways and the variety of end products was large; however, the common result was the value placed on using the portfolio as a tool for reflection and celebration of children’s learning. As part of the data collection teachers were encouraged to gather pupil views about the digital portfolio learning process. These comments provide an interesting and surprisingly analytical perspective of the research and learning process not commonly considered in the academic community. This paper documents the pupils’ views and uses them to review the strength of the digital portfolio process and the benefits of using it in the primary classroom.  相似文献   

Effects of threatening visuals and announcer differences on responses to televised alcohol warnings     

Michael Slater  David Karan  Donna Rouner  Denise Walters 《Journal of Applied Communication Research》2013,41(1):27-49

This study examined threatening background visuals and voice-over differences in televised alcohol warnings. Participants ( N v = v 401) viewed four television adwarning pairs embedded in sports programming. Between-subjects conditions included a threatening visual behind the warning, a non-threatening visual, a plain background, and a no-warning control. Use of a male or female announcer, each using a relatively warm or imperative voice quality, were manipulated within-subject factors. Outcomes included knowledge, cognitive responses regarding warning content and presentation, and perceptions of the risk of the product (beer) shown in the ad. All warnings increased post-test knowledge of alcohol risks relative to control; the largest increase resulted when warnings were accompanied by the threatening visual. Threatening visuals also increased positive thought elaborations about the warning message content and presentation. However, the threatening visuals did not reliably impact perceived risk of beer use, suggesting that threatening visuals influenced responses and knowledge by increasing attention to the warning rather than by increasing perceived threat. These findings are consistent with the EPPM's proposed initial threat appraisal mechanism (Witte, 1992), and further suggest that threatening visuals serve as a heuristic cue motivating increased processing of message content (see Eagly & Chaiken, 1993), rather than an influence via a peripheral route as suggested by the ELM (Petty & Cacioppo, 1986). Interactions between drinking level and announcer gender and vocal quality variables were also found, but contributed only trivially to explained variance.  相似文献   

Why might relative fit indices differ between estimators?     

Li‐Jen Weng  Chung‐Ping Cheng 《Structural equation modeling》2013,20(2):121-128

Previous research indicates that relative fit indices in structural equation modeling may vary across estimation methods. Sugawara and MacCallum (1993) explained that the discrepancy arises from difference in the function values for the null model with no further derivation given. In this study, we derive explicit solutions for parameters of the null model. The null model specifies the variances of the observed variables as model parameters and fixes all the covariances to be zero. Three methods of estimation are considered: the maximum likelihood (ML) method, the ordinary least squares (OLS) method, and the generalized least squares (GLS) method. Results indicate that ML and LS yield an identical estimator, which is different from GLS. Function values and associated chi‐square statistics of the null model vary across estimation methods. Consequently, relative fit indices using the null model as the reference point in computation may yield different results depending on the estimation method chosen. An illustration example is given and implications of this study are discussed.  相似文献   

An examination of the cohesion‐performance relationship in university hockey teams     

M.R. Slater  D.F. Sewell 《Journal of sports sciences》2013,31(5):423-431

The objective of this study was to assess, using the Group Environment Questionnaire, whether team cohesion in university‐level field hockey was a cause for, or an effect of, successful performance. A quasi‐experimental longitudinal design with cross‐lagged correlational analysis was adopted and measures of cohesion and performance were taken midway and later in the season. The results of the synchronous correlations showed a positive relationship (with good stationarity) between team cohesion and performance outcome. Although nonsignificant cross‐lagged differentials indicated a circular relationship, the magnitudes of both the cross‐lagged correlations and the partial correlations, together with multiple‐regression analyses, revealed that the stronger flow was from cohesion to performance. The socially oriented aspects of cohesion, in particular, had significant associations with performance. The results imply that cohesion‐performance relationships should be examined within a circular model, in which cohesion and performance are interdependent.  相似文献