The Sensitive Period for Tactile Remapping Does Not Include Early Infancy          下载免费PDF全文

Elena Azañón  Karla Camacho  Marta Morales  Matthew R. Longo 《Child development》2018,89(4):1394-1404

Visual input during development seems crucial in tactile spatial perception, given that late, but not congenitally, blind people are impaired when skin‐based and tactile external representations are in conflict (when crossing the limbs). To test whether there is a sensitive period during which visual input is necessary, 14 children (age = 7.95) and a teenager (LM; age = 17.38) deprived of early vision by cataracts, and whose sight was restored during the first 5 months and at age 7, respectively, were tested. Tactile localization with arms crossed and uncrossed was measured. Children showed a crossing effect indistinguishable from a control group (Ns = 28, age = 8.24), whereas LM showed no crossing effect (Ns controls = 14, age = 20.78). This demonstrates a sensitive period which, critically, does not include early infancy.  相似文献   

Critical Guidelines for U.S.-Based Counselor Educators when Working Transnationally: A Delphi Study     

Paul H. Smith  James M. Benshoff  Laura M. Gonzalez 《International journal for the advancement of counseling》2018,40(1):1-13

U.S.-based counselor education faculty increasingly are participating in transnational experiences, such as global research and study abroad. The purpose of this study was to develop guidelines for U.S.-based counselor educators when working transnationally. Using Delphi methodology, 69 consensus guidelines were developed from an expert panel. Implications for the counseling profession are discussed.  相似文献   

Differences Between Attached and Detached Cadaveric Prosections on Students' Identification Ability During Practical Examinations     

Spencer Mattingly  Elizabeth Hardesty  Kevin Chovanec  Marlon E. Cobos  Jacqueline Garcia  Meghan Grizzle  Amanda Huerta  Jesse Ohtake  Daniel Romero-Alvarez  Victor H. Gonzalez 《Anatomical sciences education》2021,14(6):808-815

Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%–68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%–31.6%), but skewed in favor of ex situ prosections (P ≤ 0.01). These results suggest that overall students' identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended.  相似文献   

ARTICLES PUBLISHED IN SIX SCHOOL PSYCHOLOGY JOURNALS FROM 2005–2009: WHERE'S THE INTERVENTION RESEARCH?     

Victor Villarreal  Jorge E. Gonzalez  Anita S. McCormick  Amber Simek  Hyunhee Yoon 《Psychology in the schools》2013,50(5):500-519

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Teacher education in practice: reconciling practices and theories in the United States context     

Elizabeth B. Kozleski  Taucia Gonzalez  Laura Atkinson  Cynthia Mruczek  Lisa Lacy 《欧洲特需教育杂志》2013,28(2):156-172

This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation.  相似文献   

The effects of multimodal texts on science reading comprehension in Chilean fifth-graders: text scaffolding and comprehension skills     

Alejandra Meneses  José-Pablo Escobar  Soledad Véliz 《International Journal of Science Education》2013,35(18):2226-2244

ABSTRACT

Reading comprehension is a crucial skill that elementary school students must develop in order to learn science. However, there is not yet enough research about the role that multimodal texts play in scaffolding student reading comprehension of complex scientific processes, such as energy transfer. This study explored how verbal and visual resources (scaffolding level) and individual differences (reading skills) contribute to science reading comprehension. One-hundred and sixty Chilean fifth-graders were assessed on reading skills, vocabulary, and prior science knowledge. A counterbalanced design was used to test two groups: Group 1 reads a text with low multimodal scaffolding and Group 2 reads a text with high multimodal scaffolding. Level of text scaffolding was determined by (1) image function, (2) visual-verbal relations, (3) presence of an explicit explanatory structure, and (4) lexico-grammatical resources. General monomodal and multimodal science reading comprehension were assessed with multiple-choice tests. An ANCOVA analysis revealed non-significant differences between groups after controlling for prior knowledge, fluency, and vocabulary. Likewise, a two-factor ANCOVA analysis showed that the high-multimodal scaffolding text significantly boosted science reading comprehension for low-skilled comprehenders. The paper discusses the implications of these findings for pedagogy and research, aiming to foster multimodal literacy for learning in content areas.  相似文献   

LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and recommendations for prevention and intervention in school psychology journals     

Roberto L. Abreu  Lillian Audette  Y'Londa Mitchell  Ina Simpson  Jessica Ward  Lindsay Ackerman  Kirsten A. Gonzalez  Katherine Washington 《Psychology in the schools》2022,59(1):115-151

The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United States and an over-representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well-being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies.  相似文献   

“They’re Going to Forget About Their Mother Tongue”: Influence of Chinese Beliefs in Child Home Language and Literacy Development     

Gonzalez  Jorge E.  Liew  Jeffrey  Zou  Yali  Curtis  Gayle  Li  Danni 《Early Childhood Education Journal》2022,50(7):1109-1120

Early Childhood Education Journal - The primary aim of this study was to explore and understand Chinese American parents’ language and literacy beliefs, perceptions, and practices with regard...  相似文献   

Sports tourism does not have to be accompanied by crime: a case for the NFL Super Bowl     

Hassan Tajalli  Alejandra Iraide Peña 《Journal of Sport Tourism》2017,21(1):15-32

The Routine Activities Theory suggests that when there is the presence of a motivated offender, a suitable target, and the absence of a capable guardian, crime has the opportunity to occur. Large sporting events accompanied by massive tourists bring these ingredients of crime together. The purpose of this study is to find out whether the crime rates spike in the host cities during the high tourist month of the Super Bowl. Twenty-four months of crime rates on eight types of crimes were obtained for every American city that has hosted the Super Bowl. Panel Data Analysis is used to test the Hypotheses of this study. The findings do not show a spike in crime rates during the month of Super Bowl for any of the crimes examined in this study. It is in the economic interests of all stakeholders to provide a safe and secure venue free of crimes for sports tourists.  相似文献   

Executive function deficits in team sport athletes with a history of concussion revealed by a visual-auditory dual task paradigm     

Anthony Tapper  Dave Gonzalez  Eric Roy  Ewa Niechwiej-Szwedo 《Journal of sports sciences》2017,35(3):231-240

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