Text writing from a Vygotskyan perspective: A sign-mediated operation     

Martine Alcorta 《European Journal of Psychology of Education - EJPE》1994,9(4):331-341

Many studies have analysed the text written at school by pupils as a final product. Fewer are those which are based on the production process itself. What happened in the student’s mind between the time of reading the subject to do and that of writing the final text? There is an intermediate step between these two moments: the rough copy. During a research on rough copys of 15 to 16 years old, submitted to the production of an historical text, we could establish two kinds of rough:

- some of them present a written structure similar to the final work (complete sentences, linear structure). In this case, the rough copy is a prototype of the final version, including deletions and mistakes.

- the other present a totaly different structure: predicative language, structures like lists, tables or arborescent structures, utilization of non conventional signs thought by the pupil. Some of these caracteristices have been attribued to the inner language by Vygotsky. The syntatical similarity of inner speech and writing on rough copy come from the identical functions of these two languages, which are speech in and for one self.

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Assessing the Effectiveness of the Cognitive Interview for Children with Severe Intellectual Disabilities     

Rebecca Milne  Stefanie J. Sharman  Martine B. Powell  Sarah Mead 《International Journal of Disability, Development & Education》2013,60(1):18-29

We examined whether the cognitive interview (CI) procedure increased event recall in children with severe intellectual disabilities (ID) compared with children with no ID. Forty-six children with and without ID watched a videotaped event; they were aged between eight and 11 years. The next day they were individually interviewed using the CI or a structured interview (SI). Interviews consisted of free recall and specific questions, some of which contained leading or misleading information. The leading and misleading questions determined children’s susceptibility to information presented after the event. Overall, children without ID reported more correct information than children with ID. For all children, the CI led to more correct recall than the SI without increases in incorrect details or confabulations. Although the CI did not decrease children’s susceptibility to the misleading questions compared with the SI, children without ID disagreed with more of the misleading suggestions than children with ID. These results suggest that the CI may indeed be a valuable tool to elicit information from very vulnerable witnesses.  相似文献   

Grade 12 French Students’ use of a Thermodynamic Model for Predicting the Direction of Incomplete Chemical Changes     

Isabelle Kermen  Martine Méheut 《International Journal of Science Education》2013,35(13):1745-1773

The authors of the current chemistry curriculum—implemented in Grade 12 in France—provided a criterion of change allowing prediction of direction of chemical changes and pointed out the difference to be made between experimental facts and models. A study analysing part of the curriculum content and the effects of teaching this content on students’ reasoning was conducted. The content analysis presents the functioning of the thermodynamic model, which highlights the links to be made between the experimental situation and the model when predicting the direction of a chemical change. This functioning specifies the role of the chemical equation and that of the criterion of change (comparing the reaction quotient to the equilibrium constant) and stresses the crucial points that may lead to misunderstandings. Written tests were administered to students after teaching them to determine how they predicted the direction of a chemical change, and whether they made a relevant choice between using the chemical equation and using the criterion of change and a clear distinction between the experimental situation and the thermodynamic model. Few students had a good understanding of the respective roles of the criterion and the chemical equation. A majority used the criterion to predict the direction of chemical changes relevantly, but correct answers were not widespread. Two particular mistakes, the modification of the expression of the reaction quotient and the prediction of a change despite a missing reactant, revealed that students do not properly understand the difference and the relationship between the experimental situation and the thermodynamic model.  相似文献   

‘Equal play,equal pay’: moral grounds for equal pay in football     

Alfred Archer  Martine Prange 《体育哲学杂志》2013,40(3):416-436

In this paper, we investigate three different ways of defending the claim that national football associations ought to pay their men’s and women’s football teams the same amount. First, we consider an argument that appeals to the principle of equal pay for equal work. We argue that this ‘labor rights’ argument provides a good reason for some national football associations to pay their men’s and women’s teams the same amount but that these are the exception rather than the rule. Next, we consider an alternative argument, which appeals to the ‘expressive power’ of paying women’s football teams the same as men’s. We argue that this argument can be applied more generally than the first argument and gives a good reason for many football associations to pay their men’s and women’s teams equally. However, this argument struggles to show that associations have a moral obligation to pay their men’s and women’s teams the same. We finish by considering the ‘argument from historical injustice’. We argue that this argument provides plausible grounds for thinking that many associations not only have moral reasons to pay their men’s and women’s teams equally, but that they also have a moral obligation and a political responsibility to do so.  相似文献   

Anthropometric characteristics of elite female junior rowers     

Jan Bourgois  Albrecht L. Claessens  Melissa Janssens  Bart Van Renterghem  Ruth Loos  Martine Thomis 《Journal of sports sciences》2013,31(3):195-202

During the 1997 Federation Internationale des Societes d'Aviron (FISA) World Junior Rowing Championships, the anthropometric characteristics of 245 female junior rowers aged 17.5 ± 0.8 years (mean ± s) were assessed. Twenty-seven body dimensions (body mass, 6 heights or lengths, 4 breadths, 10 girths and 6 skinfolds) were measured in total. The elite female junior rowers were taller (174.5 ± 6.2 cm) and heavier (69.5 ± 6.2 kg), with greater length, breadth and girth dimensions, but lower skinfold thicknesses than a representative sample of Flemish (Belgian) girls of the same chronological age. An anthropometric profile chart was constructed that was rowing-specific and norms were established. Compared with scullers, sweep rowers were heavier (+4.2 kg) and taller (+2.8 cm), with greater length, breadth (except for femur width) and girth dimensions (except for calf girth). Sweep rowers also had greater skinfold thicknesses (except for the thigh and calf skinfolds). Finalists were heavier (+3.6 kg) and taller (+3.9 cm), with greater length, breadth (except for femur width) and girth dimensions (except for calf girth) than non-finalists. No significant differences were found for skinfold thicknesses between finalists and non-finalists.  相似文献   

Experimental analysis of ice friction in the sport of bobsleigh     

Louis Poirier  Edward P. Lozowski  Sean Maw  Darren J. Stefanyshyn  Robert I. Thompson 《Sports Engineering》2011,14(2-4):67-72

We report the first derivation of the coefficient of friction between bobsleigh runners and ice from experimental measurements performed in a controlled environment. In a series of experiments on both horizontal ice and a track sloped at 6.80°, a radar gun was used to sample the speed of a moving sled in the range of (1–10) m/s at a sample rate of 31.25 Hz. The acceleration of the sled, and thus the coefficient of friction, was extracted from these data, with a value of (4.2 ± 0.9) × 10^?3 for the coefficient of friction associated with a set of two-man bobsleigh runners. There was no detectable variation in the coefficient of friction with velocity at this range of speeds and experimental accuracy. This result improves our knowledge of this coefficient over currently accepted values determined from indirect measurements, and indicates that the coefficient is lower than the currently accepted range.  相似文献   

Public Education about Memory and Aging: Objective Findings and Subjective Insights     

Martine E. M. Mol  Renate H. M. de Groot  Dick Willems 《Educational gerontology》2013,39(10):843-858

Public education about memory was evaluated with a controlled intervention trial. Participants in group 1 (n = 273) attended a symposium covering memory-related topics and received a magazine with identical information. Group 2 (n = 141) only received the magazine. Participants were nonprofessionals and professionals aged between 29 and 88. Outcome measures were knowledge about memory and subjective experience. For nonprofessionals, knowledge increment was higher in group 1 than in group 2, indicating that an objective increment in knowledge is present in nonprofessionals after attending the symposium. No knowledge change occurred in professionals. Furthermore, participants were very satisfied after both interventions, even when knowledge transfer was limited.  相似文献   

Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy     

Martine Baars  Sandra Visser  Tamara van Gog  Anique de Bruin  Fred Paas 《Contemporary educational psychology》2013

Students’ Judgments of Learning (JOLs) are often inaccurate: students often overestimate their future test performance. Because of the consequences that JOL inaccuracy can have for regulating study activities, an important question is how JOL accuracy can be improved. When learning texts, JOL accuracy has been shown to improve through ‘generation strategies’, such as generating keywords, summaries, or concept maps. This study investigated whether JOL accuracy can also be improved by means of a generation strategy (i.e., completing blank steps in the examples) when learning to solve problems through worked example study. Secondary education students of 14–15 years old (cf. USA 9th grade) either studied worked examples or completed partially worked examples and gave JOLs. It was found that completion of worked examples resulted in underestimation of future test performance. It seems that completing partially worked-out examples made students less confident about future performance than studying fully worked examples. However, this did not lead to better regulation of study.  相似文献   

Designing a learning sequence about a pre‐quantitative kinetic model of gases: the parts played by questions and by a computer‐simulation     

Martine Meheut 《International Journal of Science Education》2013,35(6):647-660

Empirical studies in physics and chemistry education have shown some of the limits of a general constructivist view of the teaching‐‐learning process. In our opinion, we need more specific constructivist models of learning, which would take into account the distinctive epistemological features of the scientific field concerned. The dynamic process that we planned is founded upon some distinctive features of theories about the structure of matter: their philosophical and non‐empirical foundations, their character as a hypothetical model, their character of mechanical analogy. This learning process can be seen as a search for an analogy between the properties of a sample of gas and the properties of a set of particles moving under rules derived from the kinetic theory of gases. The didactic experiment is based upon the use of a computer simulation. It includes a first phase of interviews. The second phase of experimentation in the classroom gives some quantitative information in usual classroom teaching‐learning conditions. The analysis of the data allowed us on the one hand to assess the short‐term and long‐term effectiveness of this learning process and on the other hand to discuss the hypotheses underlying the choice of phenomena and questions we formulated in order to design the didactical situations.  相似文献   

Characterization and degradation pathways of ancient Korean waxed papers     

Agns Lattuati-Derieux  Cline Egasse  Martine Regert  Yong-Jae Chung  Bertrand Lavdrine 《Journal of Cultural Heritage》2009,10(3):422-427

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