Book Review     

Good  Ron 《Science & Education》1997,6(5):529-532

Science &; Education -  相似文献   

“Guys and Dolls”: A Musical Fable of Broadway     

Ron Byrnside 《Journal of American culture (Malden, Mass. : 2003)》1996,19(2):25-33

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Biology content cognitive structure: From science student to science teacher     

Patricia L. Hauslein  Ronald G. Good  Catherine L. Cummins 《科学教学研究杂志》1992,29(9):939-964

The F-Sort of Biology Concepts was used to assess understanding of the relationships among 37 biology concepts by five groups: Preservice secondary science teachers, in-service biology teachers with 1–3 years of teaching experience, in-service biology teachers with 5 or more years of experience, scientists in any biological science field, and college seniors majoring in biology. Data collected from the F-sort were analyzed using latent partition analysis and alpha factor analysis with additional interpretation from multidimensional scaling. The subjects were asked to think aloud as they performed the F-sort and each session was audiotaped for later analysis. These analyses indicated that the biology major and experienced secondary science teachers were separated from the scientists by a dimension based on a deep-versus-surface structure understanding of the concepts. A second axis shows that scientists are separated from other groups by a fluid-versus-fixed cognitive structure dimension. That is, both experienced teachers and scientists were found to have well-constructed and ordered cognitive structures, but scientists were much more likely to see an item having a place in two or more categories, whereas experienced teachers tended to focus on only one aspect of an item, and therefore understanding that it rightfully belonged in only one category. It appears that teachers restructure their science knowledge as they become more experienced. There is an apparent transition from poorly organized to highly organized cognitive structures for biology concepts when comparing preservice, novice, and experienced teachers, respectively. The transition does not seem to be one achieving a deeper understanding of the biology concepts or to a greater degree of integration of the concepts, but rather a transition from a fairly large, loosely organized pool of biology concepts to one which is highly structured but limited to the expectations of the established curriculum. The results have implications for the well-known conjecture that teaching helps one better understand the content being taught.  相似文献   

Book reviews     

Mary Ann Gillies  Thomas L. Bonn  Albert Henderson  Ron Carlson 《Publishing Research Quarterly》1994,10(1):83-89

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Some predictive antecedents of specific reading disability: A three-year follow-up     

Paul Satz  Janette Friel  Ron A. Goebel 《Annals of dyslexia》1975,25(1):91-110

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Identifying and discriminating expository text structures: An experiment with 4th and 5th grade struggling readers     

Michael Hebert  Janet J. Bohaty  J. Ron Nelson  Matthew C. Lambert 《Reading and writing》2018,31(9):2115-2145

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Differential Ability Scales – Second Edition (neuro)psychological predictors of math performance for typical children and Children with Math Disabilities     

James B. Hale  Catherine A. Fiorello  Ron Dumont  John O. Willis  Christopher Rackley  Colin Elliott 《Psychology in the schools》2008,45(9):838-858

Concerns about the ability‐achievement discrepancy method for specific learning disability (SLD) determination led to alternative research‐based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS‐II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor‐outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. © 2008 Wiley Periodicals, Inc.  相似文献   

抗战期间广州生活必需品价格研究     

钟荣帆 《乐山师范学院学报》2015,(7)

1937年8月31日,日军首次空袭广州,经历一年多的轰炸,广州于1938年10月沦陷。沦陷期间日军对广州的工业、商业、金融业的全面统制和掠夺,导致广州生活必需品价格较抗战前动荡多变,呈现出高涨至低廉,再由低廉至高涨,并最终走向崩溃的折线。抗战期间生活必需品价格畸形发展的最主要原因是战争;日军对广州实行经济操控以达其“以战养战”侵略政策导致金融秩序混乱;国民政府为了平衡收支大量增发货币导致严重通货膨胀,以及商人囤积居奇推动物价进一步高涨;加之抗战期间广东自然灾害频发,加重物资短缺。生活必需品价格动荡严重影响百姓生活,致使商业萧条,人民生活极度困难,饿殍载道,沦为难民者多。  相似文献   

QUESTIONING BEHAVIOR OF STUDENTS IN THE INQUIRY CHEMISTRY LABORATORY: DIFFERENCES BETWEEN SECTORS AND GENDERS IN THE ISRAELI CONTEXT     

Ron Blonder  Shelley Rap  Rachel Mamlok-Naaman  Avi Hofstein 《International Journal of Science and Mathematics Education》2015,13(4):705-732

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Towards a general modeling framework of resource competition in cognitive development     

Jill de Ron  Marie Deserno  Donald Robinaugh  Denny Borsboom  Han L. J. van der Maas 《Child development》2023,94(6):1432-1453

The current paper presents an integrated formal model of typical and atypical development based on the mechanisms of mutualism and resource competition. The mutualistic network model is extended with the dynamics of competition for limited resources, such as time and environmental factors. The proposed model generates patterns that resemble established phenomena in cognitive development: the positive manifold, developmental phases, developmental delays and lack of early indicators in atypical development, developmental regression, and “quasi-autism” caused by extreme environmental deprivation. The presented modeling framework fits a general movement towards formal theory construction in psychology. The model is easy to replicate and develop further, and we offer several avenues for future work.  相似文献