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31.
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Jason R. Sattizahn Daniel J. Lyons Carly Kontra Susan M. Fischer Sian L. Beilock 《Mind, Brain, and Education》2015,9(3):164-169
Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods. 相似文献
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This article examines hostile media perceptions (HMPs) by building on recent trends in hostile media research. Our study considers the effects of people’s cognitive as well as their affective involvement on HMPs. As the media landscape has changed fundamentally since HMPs were initially identified, the role of social media is explored more profoundly. In addition, this article not only examines the direct effects of involvement and communication activities but tests for indirect effects of involvement mediated through media use and interpersonal discussions. Using data simultaneously collected from two online surveys conducted in Germany and the German-speaking part of Switzerland, the findings strengthen previous evidence that affective involvement is a stronger predictor of HMPs than cognitive involvement. In contrast, media use and interpersonal discussions had only marginal direct effects. The study provides initial evidence for the indirect effects of involvement mediated through exposure to online user comments and interpersonal discussions. 相似文献
35.
Julia Hope 《Literacy》2011,45(2):91-97
For over 20 years, researchers and evaluators worldwide have criticised the traditional formula of family learning courses for their narrow vision, and have emphasised their potential to provide a bridge between home and school experiences, building on resources that parents already have, but which are unknown or unacknowledged. This article argues that research into family learning can usefully be linked to Bourdieu's theory of ‘symbolic capitals’ to acknowledge the stores of wealth that refugee families may possess, which can be activated in the new environment to create ‘transcultural capital’– a relatively new concept in the area of migration studies. Putnam's notions of bonding and bridging capital are also helpful in the design of family learning programmes to consider how best to stimulate social cohesion at the present time. An ethnographic study of a family learning course for refugee parents in two South London schools highlights the need for an understanding of the specific strengths and needs of refugee parents. However, this can only be achieved by taking time to find out about their existing networks, the experience that they bring with them, involving them in course design and delivery, and engaging in discussion about their plans for the future. 相似文献
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Samantha Plate Lisa Yankowitz Leslie Resorla Meghan R. Swanson Shoba Sreenath Meera Annette Estes Natasha Marrus Meredith Cola Victoria Petrulla Aubrey Faggen Juhi Pandey Sarah Paterson John R. Pruett Jr. Heather Hazlett Stephen Dager Tanya St. John Kelly Botteron Lonnie Zwaigenbaum Joseph Piven Robert T. Schultz Julia Parish-Morris IBIS Network 《Child development》2022,93(2):468-483
Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD. 相似文献
38.
Bichler Sarah Stadler Matthias Bühner Markus Greiff Samuel Fischer Frank 《Instructional Science》2022,50(3):335-359
Instructional Science - Extensive research has established that successful learning from an example is conditional on an important learning activity: self-explanation. Moreover, a model for... 相似文献
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Julia Preece 《Compare》2010,40(5):676-677
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Pedro Rosário Julia Högemann José Carlos Núñez Guillermo Vallejo Jennifer Cunha Vera Oliveira Sonia Fuentes Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032
Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing. 相似文献