Infant Categorization of Path Relations During Dynamic Events     

Shannon M. Pruden  Sarah Roseberry  Tilbe Göksun  Kathy Hirsh‐Pasek  Roberta M. Golinkoff 《Child development》2013,84(1):331-345

Fundamental to amassing a lexicon of relational terms (i.e., verbs, prepositions) is the ability to abstract and categorize spatial relations such as a figure (e.g., boy) moving along a path (e.g., around the barn). Three studies examine how infants learn to categorize path over changes in manner, or how an action is performed (e.g., running vs. crawling). Experiment 1 (n = 60) finds that 10‐ to 12‐month‐old English‐learning infants categorize a figure’s path. In Experiment 2 (n = 27) categorization is disrupted when the ground object is removed, suggesting the relation between figure and ground defines the path. Experiment 3 (n = 24) shows that language may be a mechanism guiding category formation. These studies suggest that English‐learning infants can categorize path, a component lexicalized in the world’s languages.  相似文献   

Forces and Motion: How Young Children Understand Causal Events     

Tilbe Göksun  Nathan R. George  Kathy Hirsh‐Pasek  Roberta M. Golinkoff 《Child development》2013,84(4):1285-1295

How do children evaluate complex causal events? This study investigates preschoolers' representation of force dynamics in causal scenes, asking whether (a) children understand how single and dual forces impact an object's movement and (b) this understanding varies across cause types (Cause, Enable, Prevent). Three‐and‐a half‐ to 5.5‐year‐olds (n = 60) played a board game in which they were asked to predict the endpoint of a ball being acted upon by one or two forces. Children mostly understood the interactions of forces underlying each type of cause; only 5.5‐year‐olds could integrate two contradictory forces. Children perceive force interactions underlying causal events, but some concepts might not be fully understood until later in childhood. This study provides a new way of thinking about causal relations.  相似文献   

Digital Simulation Games for Social Studies Classrooms     

Roberta Devlin-Scherer  Nancy B. Sardone 《Clearing house (Menasha, Wis.)》2013,86(4):138-144

Data from ten teacher candidates studying teaching methods were analyzed to determine perceptions toward digital simulation games in the area of social studies. This research can be used as a conceptual model of how current teacher candidates react to new methods of instruction and determine how education programs might change existing curricula to better prepare their students toward methods that have the ability to evoke higher-order thinking skills and technology integration.  相似文献   

IV. NIH TOOLBOX COGNITION BATTERY (CB): MEASURING LANGUAGE (VOCABULARY COMPREHENSION AND READING DECODING)     

Richard C. Gershon  Jerry Slotkin  Jennifer J. Manly  David L. Blitz  Jennifer L. Beaumont  Deborah Schnipke  Kathleen Wallner‐Allen  Roberta Michnick Golinkoff  Jean Berko Gleason  Kathy Hirsh‐Pasek  Marilyn Jager Adams  Sandra Weintraub 《Monographs of the Society for Research in Child Development》2013,78(4):49-69

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Tackling the challenge of controlling the spin with electric field     

Roberta Sessoli 《国家科学评论(英文版)》2021,8(2):3-4

Electric(E)fields are commonly em-ployed to control magnetization in some classes of materials such as multiferroics.However,the extreme confinement of the elec...  相似文献   

Modifying science instruction to meet the needs of the hearing impaired     

Roberta Borron 《科学教学研究杂志》1978,15(4):257-262

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Primary Data     

Andrew Bramwell 《Teaching Statistics》1995,17(3):88-89

This article gives a rare insight into the way in which statistical thinking may be introduced in the primary school classroom.  相似文献   

Images of mathematics held by university teachers of mathematical sciences   总被引：1，自引：0，他引：1  

Roberta Mura 《Educational Studies in Mathematics》1993,25(4):375-385

For some time now mathematics educators have been studying elementary and secondary school teachers' views of mathematics. A knowledge of university teachers' views of this discipline can provide a useful background to these research endeavours. As part of a national survey of men and women teachers of mathematical sciences in Canadian universities, I included a question concerning the definition of mathematics. In this article I present the themes emerging from a content analysis of the responses obtained and discuss them in relation to research on school teachers' perception of mathematics. I also report the results concerning the university teachers answers to a second question relevant to the image of mathematics, namely identifying up to ten books which, in their opinion, have had the most influence on the development of mathematics.  相似文献   

Unforgivable Blackness: Visual Rhetoric,Reader Response,and Critical Racial Literacy     

Roberta Price Gardner 《Children‘s Literature in Education》2017,48(2):119-133

Perceptions of black representations in literature and other visual mediums as positive or negative continuously cause consternation and debate (Fleetwood, 2011). Because African American children are literacy participants and consumers, they are not immune from experiencing this tension. This essay considers the effects and affective threads of racism and racialization connected to visuality (Foster, 1988), and how educators might support and nurture children’s roles as aesthetic critics and critical readers of books featuring racial imagery and representations. The young African American readers in this study resist a picturebook using colorist logic and macro-level social indexing of phenotypic traits. The author argues that negative social messages about blackness within the larger ethos of society, as well as the absence of diverse representations in children’s literature, contribute to such interpretations. She suggests explicitly teaching African American children about counter-visuality and the ways in which “art works” to shape and transform understandings about complex experiences like racism.  相似文献   

Repurposing and Renovating Space for High-Density Storage: Kansas State University Libraries' Answer to Additional Collections Space     

Michelle R. Turvey-Welch  Roberta L. Johnson 《资料收集管理》2017,42(2):109-119

While many libraries have built new high-density storage facilities, fewer academic libraries have repurposed and renovated an existing building for that new end. This article details Kansas State University Libraries' experience renovating an existing structure for high-density storage purposes and the improved collection management options that resulted.  相似文献