School readiness losses during the COVID-19 outbreak. A comparison of two cohorts of young children     

Meliza González  Tianna Loose  Maite Liz  Mónica Pérez  Juan I. Rodríguez-Vinçon  Clementina Tomás-Llerena   Alejandro Vásquez-Echeverría 《Child development》2022,93(4):910-924

The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13 – 0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development.  相似文献   

Blocking in human causal learning is affected by outcome assumptions manipulated through causal structure     

Fernando Blanco  Frank Baeyens  Tom Beckers 《Learning & behavior》2014,42(2):185-199

Additivity-related assumptions have been proven to modulate blocking in human causal learning. Typically, these assumptions are manipulated by means of pretraining phases (including exposure to different outcome magnitudes), or through explicit instructions. In two experiments, we used a different approach that involved neither pretraining nor instructional manipulations. Instead, we manipulated the causal structure in which the cues were embedded, thereby appealing directly to the participants’ prior knowledge about causal relations and how causes would add up to yield stronger outcomes. Specifically, in our “different-system” condition, the participants should assume that the outcomes would add up, whereas in our “same-system” condition, a ceiling effect would prevent such an assumption. Consistent with our predictions, Experiment 1 showed that, when two cues from separate causal systems were combined, the participants did expect a stronger outcome on compound trials, and blocking was found, whereas when the cues belonged to the same causal system, the participants did not expect a stronger outcome on compound trials, and blocking was not observed. The results were partially replicated in Experiment 2, in which this pattern was found when the cues were tested for the second time. This evidence supports the claim that prior knowledge about the nature of causal relations can affect human causal learning. In addition, the fact that we did not manipulate causal assumptions through pretraining renders the results hard to account for with associative theories of learning.  相似文献   

Early Home Activities and Oral Language Skills in Middle Childhood: A Quantile Analysis          下载免费PDF全文

James Law  Robert Rush  Tom King  Elizabeth Westrupp  Sheena Reilly 《Child development》2018,89(1):295-309

Oral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions.  相似文献   

The wider impacts of high-technology employment: Evidence from U.S. cities     

Tom Kemeny  Taner Osman 《Research Policy》2018,47(9):1729-1740

Innovative, high-technology industries are commonly described as drivers of regional development. ‘Tech’ workers earn high wages, but they are also said to generate knock-on effects throughout the local economies that host them, spurring growth in jobs and wages in nontradable activities. At the same time, in iconic high-tech agglomerations like the San Francisco Bay Area, the home of Silicon Valley, the success of the tech industry creates tensions, in part as living costs rise beyond the reach of many non-tech workers. Across a large sample of U.S. cities, this paper explores these issues systematically. Combining annual data on wages, employment and prices from the Quarterly Census of Employment and Wages, the Department of Housing and Urban Development and the Consumer Price Index, it estimates how growth in tradable tech employment affects the real, living-cost deflated wages of local workers in nontradable sectors. Results indicate that high-technology employment has significant, positive, but modest effects on the real wages of workers in nontradable sectors. These effects appear to be spread consistently across different kinds of nontradable activities. In terms of substantive wider impacts, tech appears benign, though fairly ineffectual.  相似文献   

The Hurlers: The First All-Ireland Championship and the Making of Modern Hurling     

Tom Hunt 《国际体育史杂志》2018,35(15-16):1663-1665

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Correction to: Effect of surrogate design on the measured stiffness of snowboarding wrist protectors     

Caroline Adams  David James  Terry Senior  Tom Allen  Nick Hamilton 《Sports Engineering》2018,21(3):227-227

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Resources for sports engineering education     

Tom Allen  John Eric Goff 《Sports Engineering》2018,21(4):245-253

This paper serves as a resource guide for Sports Engineering educators. The paper covers key topics in Sports Engineering, including ball impact, friction, safety and materials. A variety of resource types are presented to reflect modern methods of learning and searching for information, including textbooks, research and review papers, websites and videos. The field could benefit from more resources specifically designated for teaching Sports Engineering, particularly textbooks.  相似文献   

The impact of referee training: reflections on the reduction of home advantage in association football     

Tom Webb  Matt Dicks  Richard Thelwell  Alan Nevill 《Soccer & Society》2018,19(7):1024-1037

The effect of increased development and professionalization in elite Association Football referee training and the relationship with reduced home advantage in the English professional leagues were examined. The central aim was to chart the evolution of referee training, and how these developments in referee training have assisted in reducing home advantage. Interviews were conducted with elite and ex-elite referees, as well as those involved in the management, training and administration of elite referees in order to identify more recent adaptations to elite referee training and further explain the relationship between training and the reduction in home advantage. Findings indicate training and support is pronounced within elite refereeing has developed appreciably over time, and has contributed significantly to an increase in performance, decision-making correctness and subsequent decline in home advantage.  相似文献   

That Old Deja‐vu     

Tom L. Freudenheim 《Curator: The Museum Journal》2005,48(1):51-56

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Applying constructivism: A test for the learner-as-scientist   总被引：2，自引：1，他引：1  

Tom Cobb 《Educational technology research and development : ETR & D》1999,47(3):15-31

Constructivist learning theory predicts that knowledge encoded from data by learners themselves will be more flexible, transferable, and useful than knowledge encoded for them by experts and transmitted to them by an instructor or other delivery agent. If this prediction is correct, then learners should be modeled as scientists and use the reasoning and technologies of scientists to construct their own knowledge. However, it cannot be taken for granted that the prediction is correct, or correct in every knowledge domain. The present study attempts to establish conditions in which the prediction can be operationalized and tested. It reports on the adaptation of constructivist principles to instructional design in a particular domain, second language vocabulary acquisition. Students learning English for academic purposes in the Sultanate of Oman followed one of two approaches to vocabulary expansion, learning pre-encoded dictionary definitions of words, or constructing definitions for themselves using an adapted version of the computational tools of lexicographers. After 12 weeks, both groups were equal in definitional knowledge of target words, but lexicography group students were more able to transfer their word knowledge to novel contexts.  相似文献