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Tamar Murachver Margaret-Ellen Pipe Rachael Gordon J. Laurence Owens Robyn Fivush 《Child development》1996,67(6):3029-3044
To investigate how source of event information influences children's event representations, 5- and 6-year-old children were exposed to a novel event through direct experience, observation, or a story. 2 of the 4 scenes comprising the event contained actions that were logically organized, and the remaining 2 scenes contained actions that were arbitrary in their organization. Children received either 1 or 3 exposures to the event. For children receiving multiple exposures, 2 scenes contained actions that varied across exposures. A few days following their last exposure, children were asked to verbally recall and reenact the event. Reports were generally more complete, organized, and accurate when the event was directly experienced compared to when it was observed or heard about through a story. However, the impact of information source interacted with interview (recall, reenactment) and number of event exposures. Furthermore, children's sensitivity to event structure was dependent on information source and exposure. These results highlight the importance of information source in the formation of children's event representations. 相似文献
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A number of studies have shown that childrenwith reading difficulties perform poorly ontests of verbal memory span. The extent towhich differences in memory span for good andpoor readers can be explained by differences ina long-term memory component to span as well asby differences in short-term memory processeswas investigated in this study. Memory spanand rehearsal rate were measured for high andlow frequency words and nonwords. Althoughmemory span performance for high frequencywords was comparable for all reading abilitygroups, good readers had better memory spanperformance for low frequency words. This wasattributable to differences in both short-termand long-term memory contributions to spanperformance. Differences between readingability groups also emerged when memory spanfor nonwords was measured. In this case,differences between groups also appeared to bethe result of difficulties which poor readersencountered in learning newphonologically-based materials (i.e. nonwords). The nature of the inter-relationships betweenmemory span, reading and measures ofphonological awareness are discussed in thelight of these findings. 相似文献
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Gabriel Haim 《Research in higher education》1981,15(4):291-304
This article focuses on the extent to which styles of research could account for academic ideologies, concerning both faculty and student affairs, among academic researchers in sociology, psychology, political science, and education. The hypothesis maintains that researchers in all four fields who favor styles of research which compete successfully are likely to take a conservative attitude toward student and faculty affairs. In contrast, researchers who favor styles of research which compete less successfully are likely to take an attitude favoring changes. The results confirm the hypothesis mainly among faculty in psychology and very little among faculty in other fields. The data are based on a secondary analysis of data collected by Ladd and Lipset in their 1975 Survey of the American Professoriate. 相似文献
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The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low. 相似文献
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Alain Quiamzade Gabriel Mugny Agatta Dragulescu Cléopas Céline Buchs 《European Journal of Psychology of Education - EJPE》2003,18(4):389-404
An experiment examined the conditions under which an expert source induces less competent targets to adopt a point of view
contradicting their own in a context of information transmission. In a 2×2 factorial design participants (N=86) were either
1st year or 4th year university students, and the style of the message delivered by the epistemic authority was either authoritarian
or democratic. The main dependent variable was the degree to which participants went beyond mere approval and adopted the
contradicting information. The principal finding was that the contradicting information was adopted more readily by the 1st
year participants confronted with an authoritarian as compared to a democratic expert source. Students in their 4th year were
more influenced by a democratic source than the 1st year students. These results partially confirm the correspondence hypothesis
according to which appropriation of knowledge from an expert source is favoured when the characteristics of the influence
relations match fundamental expectations that individuals have concerning this relationship, these expectations varying as
a function of the stage they have reached in their university education. 相似文献
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Rinat Michael TaeSun Kim Ashley Hutchison Rachel Gali Cinamon Lawrence H. Gerstein Juno Park Yuri Choi Yamini Bellare Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141
The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed. 相似文献