Eye movements and TV viewing in children     

Egon Guba  Willavene Wolf  Sybil de Groot  Manfred Knemeyer  Ralph Van Atta  Larry Light 《Educational technology research and development : ETR & D》1964,12(4):386-401

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The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia     

Maryanne Wolf  Alyssa Goldberg O'Rourke  Calvin Gidney  Maureen Lovett  Paul Cirino  Robin Morris 《Reading and writing》2002,15(1-2):43-72

An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed.  相似文献   

Expanding the Understanding of the Categories of Dysconscious Racism     

Bill Anderson  Ashley Narum  Jennifer Lynn Wolf 《The Educational forum》2019,83(1):4-12

Dysconscious racism is generally defined as the unquestioned acceptance of culturally dominant norms and privileges, with three categories used to describe college students’ reasoning for enduring racial inequity. These range from the historical determinism of slavery to racially exploitive standards inherent in American society. However, few studies have fully utilized these categories. This article has sought to encourage a renewed interest into the student categories by considering them as more of a progressive, developmental continuum.  相似文献   

Biochemical diagnosis of liver disease     

Paul L. Wolf 《Indian journal of clinical biochemistry : IJCB》1999,14(1):59-90

It is important that clinicians and laboratorians, including clinical chemists and pathologists, recognize and understand the clinical significance of abnormal liver function tests. The liver regulates many important metabolic functions. Hepatic injury is associated with distortion of these metabolic functions. Hepatic disease can be evaluated and diagnosed by determining serum concentrations of a number of serum analytes. Many serum analytes exist to assist in the biochemical diagnosis of liver disease. The focus of this paper is on the analytes which are associated with hepatic necrosis, cholestasis, defects in excretion and end stage hepatic disease which results in decreased synthetic function. The abnormalities of these serum analytes will be correlated with the important types of liver disease.  相似文献   

If You Haven't Been There, You Don't Know What It's Like: Doing Day Care     

Jean M. Wolf  Daniel J. Walsh 《Early education and development》1998,9(1):29-47

This article examines Sarason's (1995) political principle-“if you are going to be affected, directly or indirectly, by a policy, you should stand in some relationship to the decision making process”-in the work lives of teacher-caregivers in a day care center in a small Midwestern town. Based on ethnographic research, the article explores the face-to-face interactions of teacher-caregivers in the larger highly asymmetric and highly regulated relational system within which day care is situated. It concludes that they have little say in the decisions that affect their daily work lives.  相似文献   

The RAVE-O Intervention: Connecting Neuroscience to the Classroom     

Maryanne Wolf  Mirit Barzillai  Stephanie Gottwald  Lynne Miller  Kathleen Spencer  Elizabeth Norton  Maureen Lovett  Robin Morris 《Mind, Brain, and Education》2009,3(2):84-93

ABSTRACT—This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading's complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE-O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE-O reading intervention across multiple school settings.  相似文献   

Decreased sympathetic cardiovascular influences and hormone-physiological changes in response to Covid-19-related adaptations under different learning environments     

Morris Gellisch  Oliver T. Wolf  Nina Minkley  Wolfgang H. Kirchner  Martin Brüne  Beate Brand-Saberi 《Anatomical sciences education》2022,15(5):811-826

To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η² = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η² = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.  相似文献   

Hypotheticality and the new challenges: The pathfinder role of nuclear energy     

Wolf Häfele 《Minerva》1974,12(3):303-322

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Growth Stocks and Lemons: diplomas in the English market‐place 1976–1996     

Alison Wolf 《Assessment in Education: Principles, Policy & Practice》1997,4(1):33-49

There has been enormous growth in English young people's participation in education over the last 20 years, and a commensurate growth in the number and perceived importance of formal diplomas. However, the growth has been uneven. Politicians have embraced a rather simple theory about the link between economic prosperity and education (and the formation of ‘human capital'). As a result they have supported the creation of a large number of new vocational qualifications, and tried to encourage their uptake. The general population, however, has viewed these qualifications as the lemons of the diploma world; a view supported by evidence on earnings and employment, and the economic returns to different qualifications. Rather than taking vocational qualifications, young people and adults have enrolled for university courses in unprecedented numbers, transforming the higher education sector and the role of diplomas in the labour market. Although the ‘diploma disease’ has advanced with respect to numbers of diplomas, and pressure to stay in school, there is little evidence that this has reduced the quality of English education at school level. Moreover, changes in the world economy have reduced opportunities for unskilled workers in the UK, and suggest that longer schooling may be justified on economic grounds.  相似文献   

Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta-Analysis     

Hannah Ulferts  Katrin M. Wolf  Yvonne Anders 《Child development》2019,90(5):1474-1489

This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children’s school career (ES = .11, Cohen’s d = .22, and ES = .10, Cohen’s d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research.  相似文献