排序方式： 共有62条查询结果，搜索用时 31 毫秒
51.
Marianna E. Hayiou‐Thomas Nicole Harlaar Philip S. Dale Robert Plomin 《Journal of Research in Reading》2006,29(1):50-74
We use a genetically sensitive design to examine the relationship between language and nonverbal ability at 4½ and reading skills at 7 years of age in a sample of more than 1,000 children participating in the Twins Early Development Study. We find that nonphonological as well as phonological measures of early language make significant contributions towards the prediction of reading at 7, and that nonverbal ability at 4½ is an equally strong predictor. With respect to aetiology, we find substantial genetic contributions towards the relationship between early language skills and reading at 7, as well as a trend towards shared environmental influences. The genetic continuity is not specific to the verbal domain, however, as we also find a substantial genetic relationship between nonverbal ability at 4½ and reading at 7. 相似文献
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Executive functioning (EF) is a key cognitive process for development. Little is known about EF in Kindergarten children at risk for developmental coordination disorder (DCD), despite this age being one of the most critical and intensive period of motor and cognitive development. In our investigation we compared EF in kindergarten children at risk for DCD with Typically Developing (TD) children. Participants were 36 Italian children, 18 at risk for DCD (9 boys and 9 girls) who had a mean age of 4.6 years and 18 TD (9 boys and 9 girls) who had a mean age of 4.6. Executive functions were measured by tasks targeting cold executive functioning (working memory, fluency, inhibitory control) and two assessments of hot executive functioning (Snack Delay and Gift Wrap). Significant differences were found between children at risk for DCD and TD children on cold EF tasks of visuo-spatial working memory abilities, fluency and inhibitory control, but not on hot EF tasks. The findings suggest that it is advisable to implement preschool cognitively challenging physical activities programmes. 相似文献
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Marianna Papastephanou 《Educational Philosophy and Theory》2018,50(4):390-403
Educational philosophy has not discussed Foucault’s publications on the Iranian Revolution and the related controversy. Foucauldian concepts are applied to education, though his only writings which ‘sidetracked’ him from exploring power within the state, namely, his journalistic accounts of his visits to Iran, remain unexplored in our field. Against moralist accusations of Foucault’s views on Iran as ‘singularly uncritical’, and beyond standard postcolonial charges of Foucault with exoticism and orientalism, I examine how the writings in question reveal ambivalences and limits of Foucauldian philosophy and complicate the glorification of limit-experience in educational theory. 相似文献
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Joaquim BarbÉ Marianna Bosch Lorena Espinoza Josep GascÓN 《Educational Studies in Mathematics》2005,59(1-3):235-268
The Anthropological Theory of Didactics describes mathematical activity in terms of mathematical organisations or praxeologies and considers the teacher as the director of the didactic process the students carry out, a process that is structured along six dimensions or didactic moments. This paper begins with an outline of this epistemological and didactic model, which appears as a useful tool for the analysis
of mathematical and teaching practices. It is used to identify the main characteristics of the mathematical organisation around
the limits of functions as it is proposed to be taught at high school level. The observation of an empirical didactic process will finally show how the internal dynamics of the didactic process is affected by certain mathematical and didactic constraints
that significantly determine the teacher’s practice and ultimately the mathematical organisation actually taught. 相似文献
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The notion of “praxeology” from the anthropological theory of the didactic (ATD) can be used as a framework to approach what has recently been called the networking of theories in mathematics education. Theories are interpreted as research praxeologies, and different modalities of “dialogues” between research praxeologies are proposed, based on alternatively considering the main features and proposals of one theory from the perspective of the other. To illustrate this networking methodology, we initiate a dialogue between APOS (action-process-object-schema) and the ATD itself. It starts from the theoretical component of both research praxeologies followed by the technological and technical ones. Both dialogue modalities and the resulting insights are illustrated, and the elements of APOS and the ATD that the dialogue can promote and develop are underlined. The results found indicate that a complete dialogue taking into account all components of research praxeologies appears as an unavoidable step in the networking of research praxeologies. 相似文献
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The paper puts forward the argument that critical thinking (and its teaching) should be approached by taking into critical
account operations of authority that blunt the reflective disposition toward written texts. The empirical grounds of this
argument have been examined by means of a specific study. The study explored in a higher-education setting the extent to which
students’ critical thinking was influenced by the authority of textuality. Eighty-two undergraduates were randomly divided
into Group A and Group B. Two passages, extracted from internationally well-known cultural-textual sources, were compiled
into two sets of materials. Set A consisted of an anonymized passage drawn from a text of fascist ideology, and Set B consisted
of an anonymized passage drawn from a text of democratic theory. During the research session, students in Group A received
first Set A and then Set B, and Group B received first Set B followed by Set A. Both sets of materials instructed students
to read each passage, comment upon it, and explain in writing their thinking. The results indicated that students’ critical
thinking was influenced by the authority of textuality per se, that is, by the fact that the distributed excerpts enjoyed the aura of the printed, public, and published text. Also the
very fact that the excerpts were anonymized made the students’ relation to textual authority more direct and unmediated, as
it excluded the impact of the authority of the author on their critical approach. The findings support the basic argument
of the paper as described above and also demonstrate the need to cultivate in schools what the authors describe as the “aporetic”
dimension of critical thinking. 相似文献
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Rachael W. Cheung Chloe Austerberry Pasco Fearon Marianna E. Hayiou-Thomas Leslie D. Leve Daniel S. Shaw Jody M. Ganiban Misaki N. Natsuaki Jenae M. Neiderhieser David Reiss 《Child development》2024,95(3):699-720
Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (β = −.15) and evoked greater maternal warmth (β = .12), whereas propensity for surgency positively predicted language at 4.5 years (β = .20), especially when warmth was low. Parental warmth (β = .15) and sensitivity (β = .19) further contributed to language development, controlling for common gene effects. 相似文献
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Marianna B Shershneva Henry B Slotnick George C Mejicano 《Journal of the Medical Library Association》2005,93(2):263-270
OBJECTIVES: This study (1) examined the natural history of learning to use learning resources by medical students and residents and (2) considered whether that history is consistent with the ways in which physicians approach their learning tasks. METHODS: The authors conducted and analyzed thirty-two open-ended interviews of first-year and third-year medical students and first-year and senior residents in internal medicine, family medicine, or pediatrics. RESULTS AND DISCUSSION: Learning to use learning resources occurs at the same time as learning done to address instructional and clinical problems that physicians-in-training face, with all kinds of learning following well-documented stages. Skills for using resources are developed gradually and by overcoming barriers such as time constraints and existing habits. CONCLUSIONS: Implications of the natural history of learning to use learning resources can be employed by librarians and medical teachers to facilitate self-directed learning for physicians-in-training. Specific recommendations are provided. 相似文献
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