Young children's understanding of perception, desire, and emotion   总被引：1，自引：0，他引：1  

Wellman HM  Phillips AT  Rodriguez T 《Child development》2000,71(4):895-912

Very young children seem to know that people experience several mental states: desires, perceptions, emotions. In three studies, we investigated 2- and young 3-year-olds' judgments and communications about how these states connect together in people's lives and minds. Two experimental studies with 56 participants demonstrated young children's understanding of at least one set of connections: In appropriate circumstances, a person's perception of desirable or undesirable objects leads to related emotional experiences. A complementary investigation of four young children's everyday conversations demonstrated their awareness of and expression of several additional connections between people's desires, perceptions, and emotions.  相似文献   

Specific reading disability in historically famous persons   总被引：1，自引：0，他引：1  

P G Aaron  S Phillips  S Larsen 《Journal of learning disabilities》1988,21(9):523-38, 545

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What Makes the Foucault Pendulum Move among the Stars?     

Norman Phillips 《Science & Education》2004,13(7-8):653-661

Foucault’s pendulum exhibition in 1851 occurred in an era now known by development of the theorems of Coriolis and the formulation of dynamical meteorology by Ferrel. Yet today the behavior of the pendulum is often misunderstood. The existence of a horizontal component of Newtonian gravitation is essential for understanding the behavior with respect to the stars. Two simple mechanical principles describe why the path of oscillation is fixed only at the poles; the principle of centripetal acceleration and the principle of conservation of angular momentum. A sky map is used to describe the elegant path among the stars produced by these principles.  相似文献   

论武术与小康社会   总被引：4，自引：0，他引：4  

答邦俊  朱国有 《南阳师范学院学报》2003,2(12):91-94

武术是中华民族传统体育项目，而小康社会是我国社会主义现代化建设中一个重要的历程。本通过对武术与小康社会的关系，武术对全面建设小康社会的作用和社会价值等论述，说明了武术的开展和小康社会的建设具有相互融合，相互促进的功效。  相似文献   

The role of cross-disciplinary academic language skills in disciplinary,source-based writing: investigating the role of core academic language skills in science summarization for middle grade writers     

Phillips Galloway  Emily  Qin  Wenjuan  Uccelli  Paola  Barr  Christopher D. 《Reading and writing》2020,33(1):13-44

Reading and Writing - Learning to use language in order to complete source-based writing tasks is a challenge for middle grade writers worthy of additional study, especially given that these tasks...  相似文献   

Teaching of intonation to the deaf by visual pattern matching     

N D Phillips  W Remillard  S Bass  W Pronovost 《American annals of the deaf》1968,113(2):239-246

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Conservative influences on experimental research     

Denis C. Phillips 《Research in Science Education》1974,4(1):3-10

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Making it Happen: a personal account of a teacher education aid project in the Solomon Islands     

Bob Phillips  Lee Owens 《Asia-Pacific Journal of Teacher Education》1994,22(1):81-91

Secondary teacher education in the Solomon Islands has been non‐existent since an early attempt was abandoned a decade ago. An international aid project now has attempted to implement a carefully wrought plan. This article outlines the plan, describes what actually happened when the plan was implemented, and proposes some principles which might be useful in guiding the efforts of future project managers charged with the responsibility of making things happen in a culture other than their own.  相似文献   

What makes for effective feedback: staff and student perspectives     

Phillip Dawson  Michael Henderson  Paige Mahoney  Michael Phillips  Tracii Ryan  David Boud 《Assessment & Evaluation in Higher Education》2019,44(1):25-36

Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback.  相似文献   

Conditions that enable effective feedback     

Michael Henderson  Michael Phillips  Tracii Ryan  David Boud  Phillip Dawson  Elizabeth Molloy 《高等教育研究与发展》2019,38(7):1401-1416

ABSTRACT

Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.  相似文献