Early Experience and the Development of Cognitive Competence: Some Theoretical and Methodological Issues 1     

Stein Erik Ulvund 《Scandinavian Journal of Educational Research》2013,57(2):45-75

Abstract

Ulvund, S.E. 1982. Early Experience and the Development of Cognitive Competence: Some Theoretical and Methodological Issues. Scandinavian Journal of Educational Research 26, 45‐75. A theoretical analysis focussing on the relationship between early experience and the development of cognitive competence is given. It is argued that the interactionistic position known as a transactional model of development (Sameroff 1975a) is especially applicable to the problem of early experience. It is further suggested that the optimal stimulation hypothesis forms a relevant basis for the identification of some of the major issues related to the effects of early experience, and that particularly the enhancement prediction (Wachs 1977) seems to correspond closely to what is meant by a transactional model of development. In accordance with McCall (1977), Sameroff (1975a) and Wohlwill (1973b), it is held that one of the main implications of a transactional model of development is that research to a larger extent should focus on discontinuity and instability in development rather than continuity and stability. Finally, based on various approaches to the problem of the effects of early experience (U?giris 1977), some integrated conceptions and their major implications for coming research are discussed.

  相似文献   

Children's Rights,die Antipädagogen,and the Paternalism of John Stuart Mill     

Sven Erik Nordenbo 《Scandinavian Journal of Educational Research》2013,57(4):163-180

Abstract: Nordenbo, S. E. 1987. Children's Rights, die Antipädagogen, and the Paternalism of John Stuart Mill. Scandinavian Journal of Educational Research 31, 163‐180. In recent decades it has been maintained by some contemporary heirs to the tradition of progressive education that children must be regarded as a ‘subjugated’ section of the population, and that support for this view can be found in John Stuart Mill's moral and political philosophy. This article attempts a closer examination of this latter claim. It can be shown that Mill's ‘principle of liberty’ must be understood according to the strategic theory of moral rules, and that it can thus be argued that paternalism towards children is justifiable, which is what Mill maintains. From this reading of Mill it follows that proponents of ‘educational liberalism’ are not justified in claiming Mill as spokesman for their views.  相似文献   

Friluftsliv: a contribution to equity and democracy in Swedish Physical Education? An analysis of codes in Swedish Physical Education curricula   总被引：2，自引：2，他引：0  

Erik Backman 《课程研究杂志》2013,45(2):269-288

During the last decade, expanding research investigating the school subject Physical Education (PE) indicates a promotion of inequalities regarding which children benefit from PE teaching. Outdoor education and its Scandinavian equivalent friluftsliv, is a part of the PE curriculum in many countries, and these practices have been claimed to have the potential to contribute to more equity in PE teaching. Through an investigation of how stipulations regarding friluftsliv in the national Swedish PE curriculum are transformed and interpreted into 31 local PE syllabus documents, this paper investigates the possibilities for friluftsliv to fulfil this potential. In an analysis inspired by the educational sociologist, Basil Bernstein, I claim that Swedish PE teachers’ marginalized interpretation of friluftsliv indicates its weak classification when a part of PE. When friluftsliv is addressed in PE, the strong dominance of a performance code transforms it into mere sport activities. The results of this study highlight questions regarding PE teachers’ interpretation of learning aims and their work with text documents. It also discusses alternatives to implementing friluftsliv through PE and the role of teachers in curriculum reforms.  相似文献   

Effect of stroke rate on the distribution of net mechanical power in rowing     

Mathijs J. Hofmijster  Erik H. J. Landman  Richard M. Smith  A. J. Knoek Van Soest 《Journal of sports sciences》2013,31(4):403-411

  相似文献   

Teacher characteristics and other factors affecting classroom interaction and teaching behaviour     

Mogens Jansen  Poul Erik Jensen  Peer Mylov 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):529-540

  相似文献   

The mass educational programme of the IRDP/DANIDA project,Noakhali, Bangladesh: A success story so far     

Poul Erik Rasmussen 《International Journal of Educational Development》1985,5(1):27-39

  相似文献   

Study time and test performance as a function of test expectations     

Géry d&#x;Ydewalle  Anne Swerts  Erik De Corte 《Contemporary educational psychology》1983,8(1):55-67

Study time and test performance change as a function of subjects expecting either open questions or a multiple-choice test on the contents of a history text. After studying a first history text, the subjects immediately received a test consisting of either open questions or multiple-choice items. They were led to expect the same type of test on a second text. Study time on Text 2 was self-paced, and the type of test was either the expected or unexpected one (either open questions or a multiple-choice test). The main hypothesis was confirmed that subjects consider open questions a more demanding test than a multiple-choice test. Accordingly, subjects expecting open questions on Text 2 used more study time and performed better on both types of test than did subjects expecting a multiple-choice test. Internal analyses revealed that the differences on study time and test achievement between the two expectation conditions occurred only when the subjects were thoroughly acquainted with the processing requirements of the learning material and its expected test.  相似文献   

Talking back to big bird: Preschool users and a simple speech recognition system     

Erik F. Strommen  Francine S. Frome 《Educational technology research and development : ETR & D》1993,41(1):5-16

The present study examined the effectiveness of one configuration of automatic speech recognition (ASR) software and hardware with a child sample of 36 three-year-olds and a comparison sample of 20 adults. Subjects used a speaker-dependent, template-based system to play a simple Sesame Street naming game. Results indicated that while the system performed well with adults, it was much less effective with children. An analysis of the children's performances indicates that children's speech is more variable, in both volume and content, than that of adults. The ASR system responded ineffectively to this variability, resulting in inferior performance. Specific behaviors and their effects on the ASR system are identified, and possible system modifications that address these behaviors are noted.  相似文献   

Unraveling the culture of the mathematics classroom: A video-based study in sixth grade     

Fien Depaepe  Erik De CorteLieven Verschaffel 《International Journal of Educational Research》2007,46(5):266-279

Changing perspectives on mathematics teaching and learning resulted in a new generation of mathematics textbooks, stressing among others the importance of mathematical reasoning and problem-solving skills and their application to real-life situations. The article reports a study that investigates to what extent the reform-based ideas underlying these mathematical textbooks impact the current teaching of mathematics. Two problem-solving lessons were videotaped in 10 sixth-grade classrooms and a coding scheme was developed to analyze these lessons with regard to three aspects of the classroom culture that are assumed to enhance students’ mathematical beliefs and problem-solving competencies: (1) the classroom norms that are established, (2) the instructional techniques and classroom organization forms, and (3) the set of tasks students are confronted with. Two instruments were administered to measure students’ beliefs about learning mathematical word problem solving, and to assess their problem-solving processes and skills. The results indicate that some reform-based aspects seemed to be easier to implement (e.g., a strong focus on heuristic skills, embedding tasks in a realistic context) than others (e.g., the use of group work, an explicit negotiation of appropriate social norms).  相似文献   

A tale of two epidemics: Contextual Word2Vec for classifying twitter streams during outbreaks     

Aparup Khatua  Apalak Khatua  Erik Cambria 《Information processing & management》2019,56(1):247-257

Unstructured tweet feeds are becoming the source of real-time information for various events. However, extracting actionable information in real-time from this unstructured text data is a challenging task. Hence, researchers are employing word embedding approach to classify unstructured text data. We set our study in the contexts of the 2014 Ebola and 2016 Zika outbreaks and probed the accuracy of domain-specific word vectors for identifying crisis-related actionable tweets. Our findings suggest that relatively smaller domain-specific input corpora from the Twitter corpus are better in extracting meaningful semantic relationship than generic pre-trained Word2Vec (contrived from Google News) or GloVe (of Stanford NLP group). However, domain-specific quality tweet corpora during the early stages of outbreaks are normally scant, and identifying actionable tweets during early stages is crucial to stemming the proliferation of an outbreak. To overcome this challenge, we consider scholarly abstracts, related to Ebola and Zika virus, from PubMed and probe the efficiency of cross-domain resource utilization for word vector generation. Our findings demonstrate that the relevance of PubMed abstracts for the training purpose when Twitter data (as input corpus) would be scant during the early stages of the outbreak. Thus, this approach can be implemented to handle future outbreaks in real time. We also explore the accuracy of our word vectors for various model architectures and hyper-parameter settings. We observe that Skip-gram accuracies are better than CBOW, and higher dimensions yield better accuracy.  相似文献