The understanding in science test as a measure of piagetian level of intellectual development     

A. J. D. Blake  D. M. Hill 《Research in Science Education》1980,10(1):83-91

Conclusion The purpose of this paper is not to denigrate pencil-and-paper tests of intellectual capabilities. The Understanding in Science Test, if it were not for its reliability problems, may be a useful test of intellectual processing. It appears not to be a successful analogue to clinically-administered Piagetian tasks. The same may be said of the other written or group tests of this nature. If they are reliable, they may provide useful measures of intellectual ability. Our research, though, suggests that, for junior high school students and younger, they may not possess high concurrent validity with Piagetian tasks.  相似文献   

Infants' Reliance on a Social Criterion for Establishing Word-Object Relations   总被引：3，自引：0，他引：3  

Dare A. Baldwin  Ellen M. Markman  Brigitte Bill  Renee N. Desjardins  Jane M. Irwin  Glynnis Tidball 《Child development》1996,67(6):3135-3153

The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object.  相似文献   

考研:名校比一般学校好考     

Renee 《中国大学生就业》2002,(7):24-26

在选择考研的学校时,考哪个学校是和考哪个专业一样重要的问题,考名校还是考一般的学校,考本校还是外校,这是个问题.我的观点是,还是考名校比较好.  相似文献   

Cognitive strategies and learning from the world wide web   总被引：14，自引：0，他引：14  

Janette R. Hill  Michael J. Hannafin 《Educational technology research and development : ETR & D》1997,45(4):37-64

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New measures for research librariesNew measures for research libraries     

Danuta A. Nitecki  Brinley Franklin  Danuta A. Nitecki  Brinley Franklin 《The Journal of Academic Librarianship》1999,25(6):888

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Non stop university characteristics of a global learning community     

Thomas P. Hill 《Performance Improvement》2004,43(2):29-37

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Gender in plants     

Renee M. Borges 《Resonance》1998,3(4):64-71

Complex evolutionary forces determine whether plants are male, female or hermaphrodite throughout their lives or whether they switch from one sex to another. This article explores these often conflicting forces and seeks answers for sex change in plants.  相似文献   

Gender in plants     

Renee M. Borges 《Resonance》1998,3(11):30-39

What is the difference between plant sex and plant gender? Why does stress sometimes cause maleness and other times result in femaleness? Do plant hedge mating bets using sex change? This article addresses these and other evolutionary questions about plant gender.  相似文献   

Environmental and Genetic Variance in Children's Observed and Reported Maladaptive Behavior   总被引：1，自引：0，他引：1  

Leslie D. Leve  Allen A. Winebarger  Beverly I. Fagot  John B. Reid  H. Hill Goldsmith 《Child development》1998,69(5):1286-1298

The genetic and environmental contributions to children's maladaptive behavior are assessed in a sample of 154 twin pairs (77 MZ twin pairs and 77 DZ twin pairs), who range in age from 6 to 11 years. To bridge the strengths of behavioral genetic methods and environmental assessment techniques, we use a multimethod, multimeasure approach to data collection, and analyze the data using behavioral genetic modeling techniques. Results indicate that genetic variation accounts for a majority of the variance in parent-reported child maladaptive behavior (average = 62%). One parent-report measure also suggests a smaller, significant contribution of shared environmental variance. In contrast to the parental ratings, the observational coding and global impressions of parent-twin interactive behavior suggest that shared environment is the primary source of variance accounting for parent and child maladaptive behavior. This is due, in part, to the direct influence one's interactive partner has on the expression of maladaptive behavior in an interactive setting. When controlling for the co-participant's behavior, genetic variation increases and shared environmental variation decreases.  相似文献   

Values education: the Australian experience     

Brian V. Hill 《Prospects》1998,28(2):172-191

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