The Nonreciprocating Robot: Effects on Verbal Discourse, Social Play, and Social Referencing at Two Years of Age     

Philip Dunham  Frances Dunham  Simone Tran  Nameera Akhtar 《Child development》1991,62(6):1489-1502

2-year-old children interacted with a robot in a large playroom while their mother sat quietly in the corner. Identical vocalizations from the robot had very different effects on 3 dimensions of the children's behavior when the vocalizations were embedded in reciprocating and nonreciprocating social structures. The reciprocating robot produced (1) more topic-maintaining verbal dialogue, (2) less physical and more linguistically mediated social play, and (3) gender-specific effects on the children's tendency to visually reference their mother during the play session. The data are discussed with reference to the frequently encountered assumption that reciprocal social structures have an impact on children's behavior when the quantity and other qualitative dimensions of social stimulation are held constant, and with reference to the children's attributions about the robot as a social partner.  相似文献   

Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals     

Simone E. Volet  Peter D. Renshaw 《Higher Education》1995,30(4):407-433

International education and university study exchange programs are now widely established around the world. Yet little is known about possible cultural differences in international and local students' goals and perceptions, and about how international students adapt to the specific academic requirements of the host country. The mediating role of student's goals and perceptions, as well as the dynamic and adaptive nature of those cognitions have been emphasised in theories of self-regulation of learning and empirical research on student learning. The present study examined the extent to which international students' ways of thinking about learning, learning goals and perceptions of the usefulness of typical university study contexts differ from local students at the beginning of their study in the host university, and then become similar to that of local students after a period of time. Comparisons of matched groups of international students (from South-east Asia) and local (Australian) students revealed evidence of cultural/educational differences between their conceptualisation of goals at the beginning of their university study but this difference disappeared after one semester. At the start of their university study, South-east Asian students displayed higher levels of goals than local students, but neither group was certain yet which study settings would be most useful for achieving their personal goals. After one semester, South-east Asian students had become more like local students but the two groups' overall patterns of change over time were similar, providing further support for the view that the specific characteristics of study environments have a strong impact on students' learning. South-east Asian students' clear differentiation of the usefulness of typical study settings for the achievement of high vs low level goals however, contrasted with local students' undifferentiated view that individual study is the most useful form of learning.  相似文献   

Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator     

Helen Grimmett  Rachel Forgasz  Judy Williams  Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353

New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education.  相似文献   

Methods and preliminary results     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):15-32

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Home and preschool learning environments and their relations to the development of early numeracy skills   总被引：1，自引：0，他引：1  

Yvonne Anders  Hans-Günther RossbachSabine Weinert  Susanne EbertSusanne Kuger  Simone LehrlJutta von Maurice 《Early childhood research quarterly》2012

This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement—particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.  相似文献   

Inductive Selectivity in Children's Cross-Classified Concepts     

SP Nguyen 《Child development》2012,83(5):1748-1761

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Trajectories of change in university students’ general views of group work following one single group assignment: significance of instructional context and multidimensional aspects of experience     

Marold Wosnitza  Simone Volet 《European Journal of Psychology of Education - EJPE》2014,29(1):101-115

This paper examines how distinct trajectories of change in students’ general views of group work over the duration of one single group assignment could be explained by multidimensional aspects of their experience and the overall instructional context. Science (336) and Education (377) students involved in a semester-long group assignment completed questionnaires at the beginning and end of their assignment. Individual and group level analyses provided evidence of change in general views of group work for over half of students and one third of the groups. Students’ multidimensional experience of their group assignment was investigated in terms of its cognitive, motivational, affect, interpersonal, management, and assessment aspects. Change in general views of group work could be explained by different aspects, which varied depending on the overall instructional context and whether change was toward more positive or more negative views. Overall, the findings highlight the significance of affect in students’ experience of group work and the influence of enabling or inhibiting features of instructional contexts. The criticality of distinguishing between different experiential aspects of group work and examining the nature of students’ experience in relation to the characteristics of the instructional context was demonstrated. Understanding what triggers change in students’ general views of group work is important as these views are expected to have a major impact on the quality of subsequent engagement in group activities.  相似文献   

I want to be a scientist/a teacher: students' perceptions of career decision-making in gender-typed,non-traditional areas of work     

Christine Bieri Buschor  Christa Kappler  Andrea Keck Frei  Simone Berweger 《Gender and education》2014,26(7):743-758

The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'.  相似文献   

British Communications     

Simone Donnelly 《Communication Booknotes Quarterly》2013,44(6):131-134

THE MASS MEDIA AND POWER IN MODERN BRITAIN by John Eldridge, Jenny Kitzinger and Kevin Williams (Oxford, England: Oxford University Press “Oxford Modern Britain”; series, 1997—£8.99, paper, ISBN 0–19–878171–7, 199 pp., photos, bibliography, index)

A JOURNALIST'S GUIDE TO SOURCES by David Spark (Jordan Hill, England/Newton, MA: Focal Press “Journalism Media Manual”; series, 1997—$28.95, paper, ISBN 0–240–51470‐X, 398 pp., appendices, index)

CREATING LOCAL TELEVISION: LOCAL AND COMMUNITY TELEVISION UNDER THE RESTRICTED SERVICES LICENSE by Dave Rushton (Luton, England: University of Luton Press/John Libbey Media, 1997—about $16.00, paper, ISBN1–89940–501–1, 96 pp. Diagrams, appendix)

THE PRESS AS PUBLIC EDUCATOR by Colin Lacey and David Longman (Luton, England: University of Luton Press/John Libbey Media, 1997—about $28, paper, ISBN 1–86020–536–4, 236 pp., tables, charts, bibliography, index)

MEDIA, CULTURE AND THE ENVIRONMENT by Alison Anderson (London: UCL Press/New Brunswick, NJ: Rutgers University Press, 1997—$50/17.95, ISBN 0–8135–2394‐X hard, 0–8135–2395–8 paper, 236 pp., photos, diagram, references, index)  相似文献   

Emergent Team Roles in Organizational Meetings: Identifying Communication Patterns via Cluster Analysis     

Nale Lehmann-Willenbrock  Stephenson J. Beck  Simone Kauffeld 《Communication Studies》2016,67(1):37-57

Previous team role taxonomies have largely relied on self-report data, have focused on functional roles and have described individual predispositions or personality traits. Instead, this study takes a communicative approach and proposes that team roles are produced, shaped and sustained in communicative behaviors. To identify team roles communicatively, 59 regular organizational meetings were videotaped and analyzed. Cluster analysis revealed five emergent roles: the solution seeker, the problem analyst, the procedural facilitator, the complainer, and the indifferent. In terms of meeting outcomes, solution seekers were beneficial to idea longevity, whereas complainers were harmful for meeting satisfaction and idea longevity. Future research directions and managerial implications are highlighted.  相似文献