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Simon Gibbs 《Educational Psychology in Practice》2003,19(3):219-228
Many educational psychologists now conduct assessments of children's phonological skills. In the context of an outline of some of the issues relating to memory and phonological awareness, this paper explores an assumption underlying a method of assessing phonological awareness. It was assumed by Maclean, Bryant and Bradley (1987) that the presence of pictures in tests of phonological awareness made the tasks easier. This paper describes how that assumption was directly tested. Children aged 5, 6 and 7 years were given two measures of phonological awareness under two conditions: one with pictures, and one without the presence of pictures. Two measures of their memory were also taken. The results suggest that performance in the tests of phonological awareness may be assisted by the presence of pictures. However, although phonological awareness scores were associated with scores from the measures of memory, the evidence of an effect due to pictures was not significantly associated with either short-term or working memory. Suggestions are offered in conclusion that may assist interested educational psychologists develop more practical assessments of phonological awareness. 相似文献
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In an attempt to listen to things, and to unpack the dynamics and particularities of the role of things in constituting memory (and the role of memory in constituting things), we argue four points: that relations between things are crucial; that things provide us with markers of time, place, purpose, and identity; that these markers are historically obdurate; and that things actin ways that transcend semiotics. Each of these four—relations, markers, obduracy, and actions—are significant for and constitutive of memory. The argument is thus antirepresentational, suggesting that the world is perfectly capable of representing itself, and that our understanding of the world is immanent in the world and its relations. 相似文献
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