The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students     

Ansell E  Pagliaro CM 《Journal of deaf studies and deaf education》2006,11(2):153-170

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.  相似文献   

Rats' performance on an interval time-place task: Increasing sequence complexity     

Thorpe CM  Wilkie DM 《Learning & behavior》2006,34(3):248-254

Rats were trained on an interval time-place learning (TPL) task in which the location of food availability depended on the time since the start of the session. Each of four levers (numbered 1, 2, 3, 4) provided food on an intermittent schedule for two nonconsecutive 3-min periods. The order in which the levers provided food was 1, 2, 4, 3, 2, 3, 1, 4. This order was consistent across sessions. Previous research conducted in our lab has shown that when only four “places” are used, rather than the eight in the present study, rats use a timing strategy to track the location of food. Pizzo and Crystal (2004) recently trained rats on an interval TPL in which each of eight arms of a radial arm maze provided food. They found evidence suggesting that rats used both spatial and temporal information. In the present study, in which a revisiting strategy was used (i.e., each lever provided food on more than one occasion), the rats tracked both the spatial and the temporal availability of food for the first half of the session. Interestingly, in the second half of the sessions, the rats appeared to be timing the availability of food even though they did not know where it would occur. That is, the rats knew the temporal, but not the spatial, contingencies for the second half of the session. It appears that the requirement of revisiting a previously reinforced lever resulted in rats' no longer being able to solve the spatial aspect of the task.  相似文献   

湖南省“双体系三定制”乡村学校心理健康教育模式探究     

唐添翼  肖波  邓常珠 《江苏教育》2022,(40):48-50

基于湖南省乡村学校心理健康教育的发展现状,遵循“人中央、课核心”理念,湖南省教师培训师团队以心理健康教师专业成长个性定制、学校心理健康教育服务量身订制、区域推进心理健康教育协同定制等为途径,探究心理健康教育师资培养体系和课程内容建设体系的构建模式。  相似文献   

11年坚持民生定位 让正能量涌动大流量——“直通990”的创新尝试     

肖波 《中国记者》2023,(2):6-10

<正>在第32届中国新闻奖评选中，上海广播电视台广播新闻专栏“直通990”（东方广播中心）荣获一等奖。“直通990”栏目创办11年来，初心不改，使命不移，始终坚持民生定位，从民之诉求出发，倾听民声、传递民情、纾解民忧。近年来，随着上海广播融合转型从“起步跑”到“加速跑”，“直通990”也不断突破自我，向深融进军，不局限于单纯意义上的“声媒体节目”标签，而是致力于成为融合声频与视频、打通线上与线下、覆盖多屏多端的新型融媒品牌。  相似文献