排序方式： 共有17条查询结果，搜索用时 15 毫秒
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Yonat Rum Shir Genzer Noam Markovitch Jennifer Jenkins Anat Perry Ariel Knafo-Noam 《Child development》2022,93(4):1121-1128
This study examined whether typically developing (TD) twins of non-TD children demonstrate enhanced empathy and prosociality. Of 778 Hebrew-speaking Israeli families who participated in a twin study, 63 were identified to have a non-TD child with a TD twin, and 404 as having both twins TD. TD twins of non-TD children (27% males) were compared to the rest of the cohort of TD children (46% males) on measures of empathy and prosociality. Participants were 11 years old. TD twins of non-TD children scored significantly higher than TD twins of TD children in a measure of cognitive empathy (d = .43). No differences were found in emotional empathy and prosociality. The specificity of the positive effect on cognitive empathy is discussed. 相似文献
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Learning Environments Research - In recent years, the importance of the pedagogical and physical design of new learning environments has grown. Around the world, innovative pedagogy has been... 相似文献
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Tali Heiman Catherine S. Fichten Dorit Olenik-Shemesh Noam S. Keshet Mary Jorgensen 《Education and Information Technologies》2017,22(6):2727-2740
An increasing number of students with disabilities are attending higher education. These students might face various difficulties coping with academic skills and with learning methods compared to students without disabilities. Integrating information and communication technologies (ICTs) in academic studies may be effective and constructive for students with and without various disabilities, as ICTs can provide students with adaptive ways to compensate for disabilities and enable them to improve learning. The present study examined students’ knowledge of and accessibility to ICTs and it examined students’ perceptions of the ICTs used by professors teaching in a face-to-face traditional postsecondary educational institute (in Canada) and a distance/blended learning higher education institute (in Israel). The sample included 309 Canadian students and 963 Israeli students who completed questionnaires regarding ICT usage, accessibility, and perceived use by professors. Findings reveal that Israeli students reported higher use and greater accessibility of ICTs and they also reported higher use of ICTs by professors. For both groups of students – those with and without LD/ADHD - accessibility to ICTs was predicted by self-reported knowledge and use of ICTs, professors’ ICT use, gender and nationality. The study’s findings and its implications are likely to be important for promoting access to ICTs for students with and without disabilities in both the traditional higher education modality and in distance/ blended learning contexts. 相似文献
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Gil Diesendruck Rebecca Goldfein‐Elbaz Marjorie Rhodes Susan Gelman Noam Neumark 《Child development》2013,84(6):1906-1917
The present study compared 5‐ and 10‐year‐old North American and Israeli children's beliefs about the objectivity of different categories (n = 109). Children saw picture triads composed of two exemplars of the same category (e.g., two women) and an exemplar of a contrasting category (e.g., a man). Children were asked whether it would be acceptable or wrong for people in a different country to consider contrasting exemplars to be the same kind. It was found that children from both countries viewed gender as objectively correct and occupation as flexible. The findings regarding race and ethnicity differed in the two countries, revealing how an essentialist bias interacts with cultural input in directing children's conceptualization of social groups. 相似文献
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This study examined the heterogeneity within a sample of 140 urban second and third graders identified as at-risk for reading
failure due to inefficient word and/or nonword reading. Cluster analyses were conducted using standardized factor scores from
a four-factor structural equation model characterizing reading performance in this sample. These standardized factor scores
represented performance on four distinct factors: efficiency of word-level skills, text level skills, decoding, and vocabulary.
Results identified four clusters of children who show distinctive patterns of performance on the four factors of reading.
These understudied groups show different compositions along demographic categories and reading disability categories. Additionally,
they have unique instructional needs that call for differentiated instruction in the domains of phonological decoding, fluency,
text reading, and vocabulary. 相似文献
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Noam Tirosh 《The Communication Review》2016,19(2):83-105
The commercially successful Hebrew translation of Alone in Berlin (Fallada, 2010) stirred a conversation regarding the German resistance to Nazism, until then a rarely discussed phenomenon in Israel. The analysis of media items dealing with the book revealed that different memory frameworks shaped the discussion about it. Thus, this study contributes to contemporary discussion about the role of “old” and “new” media in the reconstruction of society’s memory. 相似文献