Changes in parent-child interaction in response to intervention     

Laura Lupton  Vicky Lewis 《European Journal of Psychology of Education - EJPE》1997,12(4):385-400

Parent-child interactions during the early years form the basis of many types of skill acquisitions, including fine motor and communication skills. Early intervention programmes aimed at promoting the attainments of children with disabilities or learning delays often suggest ways in which parents can interact with their children. The present study examined whether such intervention changes the nature of the parent-child interaction, using two groups of typically developing infants. The mothers of these two groups of prelinguistic children aged 10–12 months and 17–18 months were recorded talking to their infants when playing with a toy and then when asked to encourage their child to play in a particular way. Analyses of the affective and perceptual salience of the pitch of the mothers’ voices indicated that with the younger infants, but not the older infants, both the affective quality and the dynamic range of the mothers’ voices was reduced in the second condition. It is argued that this reduction enables the younger infants to concentrate on the task but restricts access to the linguistic content of what is said. The implications of these findings for intervention programmes are discussed.  相似文献   

Combined in situ micro-XRF,LIBS and SEM-EDS analysis of base metal and corrosion products for Islamic copper alloyed artefacts from Umm Qais museum,Jordan     

Abeer Arafat  Maram Na’es  Vicky Kantarelou  Naseem Haddad  Anastasia Giakoumaki  Vasilike Argyropoulos  Demetrios Anglos  Andreas-Germanos Karydas 《Journal of Cultural Heritage》2013,14(3):261-269

Selected copper alloy artefacts from the collection of the Umm Qais museum at Irbid, Jordan, were studied by SEM-EDS analysis, while in situ analyses were performed by means of portable μ-XRF and LIBS spectrometers. Analysis and characterization of base metal and corrosion products of the copper alloyed artefacts were performed in relation to the environmental conditions of the display and as part of the overall assessment of the museum environment. Findings of this study are directed towards guiding a preventive conservation strategy for the copper alloyed artefacts at the Umm Qais museum.  相似文献   

Internal and External Focus of Attention in a Novice Form Sport     

Gavin P. Lawrence  Vicky M. Gottwald  James Hardy  Michael A. Khan 《Research quarterly for exercise and sport》2013,84(3):431-441

Abstract

In the current experiment, we examined optimal focus for novices during a movement sequence in which performance was measured on accurate movement form/technique. A novel gymnastics routine was practiced under either an internal skill-relevant, internal skill-irrelevant, external, or no attention focus. Retention and transfer tests were then completed. During acquisition, adopting an internal irrelevant focus significantly improved performance, whereas an external focus degraded performance. There were no significant group differences in the retention and transfer tests. This suggests that learning of movement form/technique did not benefit from a specific focus of attention. The results are interpreted via an attentional capacity viewpoint and the notion that form tasks do not always contain obvious movement effects central to common coding and the constrained action hypothesis.  相似文献   

Changes in Belief Orientations of Preservice Teachers and Their Relation to Inquiry Activities     

Vicky Pilitsis  Ravit Golan Duncan 《Journal of Science Teacher Education》2012,23(8):909-936

Research in science education suggests that teachers?? beliefs are linked to the use of inquiry-based instruction; teachers holding a constructivist belief are more likely to engage in student-centered activities in the classroom. However, there is currently little research on the ways in which teachers?? beliefs change over time, and in particular, the relationship between instructional activities in teacher education programs and their impact on teachers?? beliefs. We examined shifts in secondary preservice teachers?? belief orientations as they progressed through a science methods course. We found that overall many of the preservice teachers progressed in their orientation beliefs from a teacher-centered orientation to more student-centered orientation. We characterized four trajectories of change or clusters that describe how preservice teachers?? beliefs changed over the course of the semester (15?weeks). We also describe the different ways in which preservice teachers reacted to specific instructional activities, and how those activities influenced their belief orientation. In particular, we found that preservice teachers in a cluster that exhibited a particular trajectory (progression or regression toward/away from student-centered belief orientation) reacted differently to some activities compared to preservice teachers in some other clusters. We discuss these shifts as reflecting changes in priorities of beliefs within belief systems. We argue that teacher educators need to think carefully about the interplay of these beliefs when designing activities so that they can respond (i.e., to a reversal in beliefs) during the course rather than waiting until the end.  相似文献   

Editorial: Psychological theory, pedagogical practice and meeting special educational needs     

David Wood  Vicky Lewis 《European Journal of Psychology of Education - EJPE》1997,12(4):351-356

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Evaluating e‐book platforms: Lessons from the e‐book accessibility audit          下载免费PDF全文

Alistair McNaught  Ruth MacMullen  Sue Smith  Vicky Dobson 《Learned Publishing》2018,31(1):5-10

E‐books are a potential assistive technology, offering significant advantages over print books, and accessible materials are now a financial and legal necessity within UK academia. It is often difficult to find supplier information on accessibility, for example, whether files have been tagged for reading order or whether the interface has been tested with assistive technologies. Equally, library staff may lack confidence in identifying accessibility features, making it hard to promote them to students or demand them from suppliers. This article reports on a crowdsourced e‐book audit of 44 e‐book platforms that was undertaken by 33 UK universities during 2016. The research scored different platforms for a range of accessibility issues, and the resulting open data set is presented in a manner that can be interrogated by libraries looking for specific features. A key finding was that the platform can dramatically affect the accessibility of a publisher's content, making it important for publishers to work with suitable vendors to disseminate their publications.  相似文献   

Identification of Threshold Concepts for Biochemistry     

Jennifer Loertscher  David Green  Jennifer E. Lewis  Sara Lin  Vicky Minderhout 《CBE life sciences education》2014,13(3):516-528

Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed.  相似文献   

Early home learning support and home mathematics environment as predictors of children's mathematical skills between age 4 and 6: A longitudinal analysis using video observations and survey data     

Yiran Vicky Zhao  Jenny Louise Gibson 《Child development》2023,94(6):e377-e392

This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes.  相似文献