Cognitive brain potentials in kindergarten children with subtyped risks of reading retardation     

Bakker DJ  Van Strien JW  Licht R  Smit-Glaudé SW 《Annals of dyslexia》2007,57(1):99-111

Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were registered. Three cognition-related components were found: the N460, the P780, and the Slow Wave (SW). LAP-children produced weak N460 activity across tasks, whereas LAL children, and to a lesser degree, non-risk children produced robust task-dependent activity. This finding may indicate that LAP-children lack semantic input while processing the figures. P780 latencies to frequently occurring figures were found hemisphere-dependent: LAP-children showed longer latencies in the right than in the left hemisphere, whereas the distribution was reversed in the LAL and non-risk children. It was also found that the right hemisphere is generally responsible for a lion's share of the processing of figures and therefore it seems that the right hemisphere of LAP-children invests ample time in doing so. Whereas LAP-children showed largest SW amplitude differences between frequent and infrequent stimuli at posterior locations, LAL children did so at frontal locations. Assuming that the SW represents working-memory processes, it may be that working-memory in LAP-children deals with figure-relevant visual-spatial information and with figure-derived concepts in LAL children. Overall, the findings suggest that LAL and LAP represent two different groups of kindergartners at risk of dyslexia and that these differences, to some degree, fit with the presumed etiology of L- and P-type dyslexia.  相似文献   

University press publishing and the ecology of disciplinary fluidity: General observations     

Jean-Pierre V. M. Hérubel 《Learned Publishing》2023,36(2):164-170

Academic book and journal publishing constitutes the majority focus of university presses. Besides commercial scholarly publishers, academic scholars and researchers view the opportunities provided by university presses as important venues for the dissemination of their research. This discussion focuses on the disciplinary imperative to publish scholarship that is ever more fluid and specialized as academic disciplines continue to become further nuanced in their response to the increasing knowledge produced by humanities and social science inquiry. The focus is on university presses and not commercial scholarly presses, although constitute a significant locus of scholarly publishing. What are the general characteristics of academic specialization and university press publishing? Further, how is disciplinary fluidity, especially evolving specialization, reflected in university press book publishing nomenclature and how scholarship is tied to the intellectual preoccupations of academic specialization? Multi- and inter-disciplinarities further articulate disciplinary publishing, accelerating disciplinary fluidity. Examples from disciplinary and emerging configurations of disciplinary nomenclature utilized by university presses offers insight into specialization and publishing. Academic history publishing is used to illustrate newly emerging fluid disciplinary configurations.  相似文献   

Together I Can! Joint Attention Boosts 3- to 4-Year-Olds’ Performance in a Verbal False-Belief Test     

Elia Psouni  Andreas Falck  Leni Boström  Martin Persson  Lisa Sidén  Maria Wallin 《Child development》2019,90(1):35-50

Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding.  相似文献   

Impact of Contact With Grandparents on Children's and Adolescents’ Views on the Elderly     

Allison Flamion  Pierre Missotten  Manon Marquet  Stéphane Adam 《Child development》2019,90(4):1155-1169

Stereotypes, prejudice, and discrimination against the elderly (ageism) may manifest themselves in children at an early age. However, the factors influencing this phenomenon are not well known. Using both explicit and open-ended questions, this study analyzed the influence of personal and familial parameters on the views of 1,151 seven- to sixteen-year-old Belgian children and adolescents on the elderly. Four factors were found to affect these views: gender (girls had slightly more positive views than boys), age (ageism was lowest in 10- to 12-year-old, reminiscent of other forms of stereotypes and cognitive developmental theories), grandparents’ health, and most importantly, quality of contact with grandparents (very good and good contacts correlated with more favorable feelings toward the elderly, especially in children with frequent contacts).  相似文献   

Explanatory learner models: Why machine learning (alone) is not the answer     

Carolyn P. Rosé  Elizabeth A. McLaughlin  Ran Liu  Kenneth R. Koedinger 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2943-2958

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Group Membership Influences More Social Identification Than Social Learning or Overimitation in Children     

Thibaud Gruber  Amélie Deschenaux  Aurélien Frick  Fabrice Clément 《Child development》2019,90(3):728-745

Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children's team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes.  相似文献   

Literacy,languages and development in Africa: a policy perspective     

Robinson  Clinton  Vũ  Tú Anh Thị 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):443-470

International Review of Education - In the multilingual environments of Africa, national literacy policies vary in terms of the attention they give to the roles and purposes of local, national and...  相似文献   

The Role of Desegregation and Teachers of Color in Discipline Disproportionality     

Capers  K. Jurée 《The Urban Review》2019,51(5):789-815

The Urban Review - Scholars note the multitude of ways that the continual shifts in the racial composition of schools affect students, but fewer studies consider the implications of such shifts for...  相似文献   

Pathways to Parental Engagement: Contributions of Parents,Teachers, and Schools in Cultural Context     

Karen Rattenborg  Aimée Kleisner Walker  Jan Miller-Heyl 《Early education and development》2019,30(3):315-336

Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education.  相似文献   

How to Support Toddlers’ Autonomy: Socialization Practices Reported by Parents     

Eftichia Andreadakis  Geneviève A. Mageau 《Early education and development》2019,30(3):297-314

Autonomy-supportive parenting is found to foster children’s adjustment but relatively few studies have been conducted with toddlers. In the present exploratory study, parents (N = 182) reported what practices they use when asking their toddlers (M age = 26.9 months) to engage in important yet uninteresting activities. Parents rated twenty-six potentially autonomy-supportive practices, along with a well-known scale measuring the extent to which they have a positive attitude towards autonomy support. Research Findings: Using correlational and factorial analyses, eight practices were identified: various ways to communicate empathy, providing developmentally appropriate rationales, describing the problem in an informational and neutral way, and modeling the requested behavior. This subset of autonomy-supportive practices for toddlers was positively related with toddlers’ rule internalization, providing them with further validity. Practice or Policy: These preliminary findings may be useful in guiding future conceptual, empirical, and applied work on the support of toddlers’ autonomy and its assessment in an emotionally-charged and challenging context.  相似文献