Looking at the keyboard or the monitor: relationship with text production processes     

Roger Johansson  ?sa Wengelin  Victoria Johansson  Kenneth Holmqvist 《Reading and writing》2010,23(7):835-851

In this paper we explored text production differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define these two groups in respect of the complex interplay between text production and the reading of one’s own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences between the groups.  相似文献   

Exploring the feasibility of a classroom‐based vocabulary intervention for mainstream secondary school students with language disorder          下载免费PDF全文

Hilary Lowe  Victoria Joffe 《Support for Learning》2017,32(2):110-128

Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole‐class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological‐semantic approach, and 10 matched same‐topic words were taught using routine teaching practice. Progress was made post‐intervention in word knowledge of both low‐frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological‐semantic word‐learning approach favourably.  相似文献   

Gender and lifelong learning: critical feminist engagements,edited by Carole Leathwood and Becky Francis     

Victoria C. Wahlgren 《Gender and education》2008,20(6):661-662

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Perceptions of national identity and attitudes toward immigrants and immigration in Canada and Germany     

Victoria M. Esses  Ulrich Wagner  Carina Wolf  Matthias Preiser  Christopher J. Wilbur 《Int J Intercult Relat》2006,30(6):653

In the current research, we examined whether promoting an inclusive national ingroup that includes both immigrants and nonimmigrants would improve attitudes toward immigrants and immigration among members of receiving societies. We also determined whether one's nation of citizenship and individual differences in social dominance orientation would moderate the effects. Participants were 126 Canadian students and 282 German students, who completed a measure of social dominance orientation and were then asked to respond to a series of questions designed to heighten the salience of national identity (national identity), promote a national ingroup that includes immigrants (common national ingroup), or irrelevant questions (control). The dependent measures included attitudes toward immigrants and immigration, and subtle prejudice toward immigrants. Results revealed that the manipulation of a common national ingroup successfully promoted more positive attitudes toward immigrants and immigration among higher social dominance oriented Canadian participants, but tended to have detrimental effects on the attitudes of higher social dominance oriented German participants. Results are discussed in terms of the importance of considering the context in which groups are situated, as well as implications for developing strategies to promote harmony between immigrants and members of receiving societies.  相似文献   

A fuzzy bicriteria approach for journal deselection in a hospital library     

María Luisa Lpez-Avello  María Victoria Rodríguez-Uría  Blanca Prez-Gladish  Amelia Bilbao-Terol  Mar Arenas-Parra 《Library Collections, Acquisitions, and Technical Services》2007,31(3-4):138-160

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On the 'validity' of university examinations: some comments on the language of the debate     

Victoria L. Rippere 《Higher Education Quarterly》1974,28(2):209-218

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Re: negative strategies and psychopathology in urban,African-American young     

Seitz V 《Child abuse & neglect》2002,26(12):1209-1210

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"Beyond the pale of ordinary criticism": eccentricity and the fossil books of Thomas Hawkins     

Carroll V 《Isis; an international review devoted to the history of science and its cultural influences》2007,98(2):225-265

Thomas Hawkins wrote two books about his extraordinary collection of fossil reptiles: Memoirs of Ichthyosauri and Plesiosauri (1834) and The Book of the Great Sea-Dragons (1840). When contemporary readers explicitly labeled these books "eccentric," they were making use of a new discourse that aimed to make sense of phenomena that appeared to transgress the boundaries of an increasingly ordered and structured world. Some modern-day commentators have dismissed Hawkins's books because of their perceived eccentricities. This essay, by contrast, uses techniques of close reading and reception analysis to investigate them precisely as specimens of "eccentric" literature. It argues that, like other eccentric phenomena, the books were perceived to be liminal--they were felt to undermine the generic boundaries that governed the production and interpretation of the different kinds of literary work. Eccentricity as a social and cultural phenomenon has received surprisingly little attention from scholars until very recently. Through analyzing and contextualizing Hawkins's books, and the varied responses they provoked, this essay aims to contribute to our understanding both of eccentricity and of the generic conventions shaping varieties of scientific writing in the nineteenth century and beyond.  相似文献   

NFL football: a history of America’s new national pastime     

Victoria Mccollum 《Sport in History》2017,37(4):547-549

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A Century of John and Evelyn Dewey's Schools of To-morrow: Rousseau,Recorded Knowledge,and Race in the Philosopher's Most Problematic Text     

Thomas Fallace  Victoria Fantozzi 《Educational Studies A Journal of the American Educational Studies Association》2015,51(2):129-152

A century ago, John Dewey and his daughter Evelyn published Schools of To-morrow to nearly universal acclaim. However, over the course of the 20th century, critics of Dewey have drawn upon Schools of To-morrow to accuse him of being an uncritical disciple of French philosopher, Jean Rousseau, of being opposed to the transmission of content to students, and most recently of endorsing a curriculum that patronized Black students. As a result, the text has become John Dewey's most controversial and problematic. In this historical study, we seek to place Schools of To-morrow in its historical, intellectual, and social context. The first part of the study traces the writing and publication of the text, as well as its changing reception over the past century. The second part of the study directly responds to the three criticisms previously cited: that Dewey was a disciple of Rousseau, that Dewey was opposed to the transmission of content knowledge, and that Dewey endorsed the racially segregated school system of Indianapolis depicted in the text. Drawing upon Dewey's other writings, his course syllabi, his personal correspondence, and lecture notes, we argue that the first two accusations are unfounded, but the third is partially accurate, although incomplete. We conclude that Schools of To-morrow is an undervalued text in the Dewey cannon that warrants closer study.  相似文献