Action, Consciousness and Theory of Mind: Children's Ability to Coordinate Story Characters' Actions and Thoughts     

Janette Pelletier  Janet Wilde Astington 《Early education and development》2004,15(1):5-22

This study reports on an analysis of the relation between kindergarten children's developing theory of mind and their understanding of characters' actions and consciousness in story narrative, based on Bruner's (1986) notion of the dual landscapes of action and consciousness. Wordless picture books were used to model these two aspects of narrative through the direct portrayal of action and thought by way of thought bubbles and adults' explicit metacognitive talk. Children were asked to retell stories following both an experimenter's and the teacher's initial storytelling. Children's ability to coordinate story characters' thoughts, beliefs and intentions (consciousness) was measured by the frequency of reference to both the character's action or presence and the content of his/her thought bubbles in the stories. Results of the analyses revealed relations among children's age, language ability, non-verbal intelligence, theory of mind development, and their ability to coordinate consciousness and action in the stories. Younger children who have less developed theory of mind more often retold just the action in the real world without reference to thought, or else described the scene depicted within the thought bubble without reference to the character who held the thought. Implications for education, such as teaching children to talk about the mind, are discussed.  相似文献   

Interactive video and group learning: two action enquiry based evaluations     

Chris Cloke  Margaret Farren  Janette Barrington 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):84-91

Two evaluations of Interactive Programmes are presented. Both studies involved groups of learners interacting with each other and with LaserVision software. However, the contexts of the programmes are different: one concerns counselling skills for student teachers, the other is a geography simulation programme. The evaluations identified the power of the medium to present powerful images. The issues of programme structure and group interaction are discussed. Although structures of these programmes are simple, there appears to be merit in them if they are managed well by teachers.  相似文献   

The impact of perceived teachers’ autonomy support on students’ mathematics achievement: evidences based on latent growth curve modelling     

Wei  Dan  Zhang  Danhui  He  Jingwen  Bobis  Janette 《European Journal of Psychology of Education - EJPE》2020,35(3):703-725

European Journal of Psychology of Education - According to the self-determination theory, autonomy-supportive teaching is considered an effective approach to motivate students to learn. The present...  相似文献   

Childhood abuse and later parenting outcomes in two American Indian tribes     

Libby AM  Orton HD  Beals J  Buchwald D  Manson SM;AI-SUPERPFP Team 《Child abuse & neglect》2008,32(2):195-211

OBJECTIVES: To examine the relationship of childhood physical and sexual abuse with reported parenting satisfaction and parenting role impairment later in life among American Indians (AIs). METHODS: AIs from Southwest and Northern Plains tribes who participated in a large-scale community-based study (n=3,084) were asked about traumatic events and family history; those with children were asked questions about their parenting experiences. Regression models estimated the relationships between childhood abuse and parenting satisfaction or parenting role impairment, and tested for mediation by depression or substance use disorders. RESULTS: Lifetime substance use disorder fully mediated the relationship between childhood physical abuse and both parenting satisfaction and parenting role impairment in the Northern Plains tribe. There was only partial mediation between childhood sexual abuse and parenting role impairment in the Southwest. In both tribes, lifetime depression did not meet the criteria for mediation of the relationship between childhood abuse and the two parenting outcomes. Instrumental and perceived social support significantly enhanced parenting satisfaction; negative social support reduced satisfaction and increased the likelihood of parenting role impairment. Exposure to parental violence while growing up had deleterious effects on parenting outcomes. Mothers and fathers did not differ significantly in the relation of childhood abuse experience and later parenting outcomes. CONCLUSIONS: Strong effects of social support and mediation of substance abuse disorders in the Northern Plains offer direct ways in which childhood victims of abuse could be helped to avoid negative attributes of parenting that could put their own children at risk. PRACTICE IMPLICATIONS: Mothers were not significantly different from fathers in the relation of abusive childhood experiences and later parenting outcomes, indicating both are candidates for interventions. Strong effects of social support offer avenues for interventions to parents. The prevalence of substance use disorders and their role as a mediator of two parenting outcomes in the Northern Plains should focus special attention on substance use treatment, especially among those who experienced childhood victimization. These factors offer direct ways in which childhood victims of abuse can be helped to avoid negative attributes of parenting that could put their own children at risk of violence.  相似文献   

Pathways to Children’s Academic Performance and Prosocial Behaviour: Roles of physical health status,environmental, family,and child factors     

Gillian King  Janette McDougall  David DeWit  Sungjin Hong  Linda Miller  David Offord 《International Journal of Disability, Development & Education》2005,52(4):313-344

The objective of this article is to examine the pathways by which children’s physical health status, environmental, family, and child factors affect children’s academic performance and prosocial behaviour, using a theoretically‐based and empirically‐based model of competence development. The model proposes that 3 types of relational processes, dealing with opportunity, support, and skill development through participation, lead to competence. Structural equation modelling was performed on cross‐sectional, parent‐report data for approximately 10,000 Canadian children aged 6–11 years from the 1994–95 National Longitudinal Survey of Children and Youth. The analyses controlled for family socioeconomic status and child’s age and sex, and included 3 groups of children (those with activity‐limiting conditions, non‐activity‐limiting conditions, or no health problems). There was little evidence that children with chronic conditions were at direct risk for poorer outcomes. Children with activity‐limiting conditions were at increased indirect risk for academic difficulties through the role played by cognitive functioning. Cognitive functioning and hyperactivity/inattention difficulties were the major predictors of academic performance. Recreational participation and behavioural functioning were the main predictors of prosocial behaviour. The pathways in the model also indicated the importance of family functioning, social support to parents, and neighbourhood cohesion. In conclusion, the findings indicate the utility of the model of competence development in understanding the pathways and processes by which various factors affect children’s academic and social outcomes.  相似文献   

Young Children's Knowledge Building and Literacy Development Through Knowledge Forum®     

Janette Pelletier  Richard Reeve  Cindy Halewood 《Early education and development》2006,17(3):323-346

This study examined how the use of Knowledge Forum (KF)®, a networked, Internet-based learning environment, was related to the literacy development of 4-year-old children in a laboratory school affiliated with the University of Toronto. Over the course of the year, children participated in a longitudinal photo journal project. With adult support, children posted their photo journals and ideas to KF® in the form of electronic “notes”, which allowed children to view each other's work and to build on ideas by posting their responses and comments. A comparison group employed a paper-only format to write notes about their photos. Results showed that children were motivated to read others' notes and to respond using invented spelling. There were gender differences in the number of notes posted. Implications of the study are discussed regarding the motivation for literacy among boys and girls and the benefits of having electronic archives of literacy development.  相似文献   

Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications     

Janette R. Hill  Liyan Song  Richard E. West 《The American journal of distance education》2013,27(2):88-103

Abstract

Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.  相似文献   

Personal Well-Being of Gifted Students Following Participation in an Early College-Entrance Program     

Janette Boazman  Michael Sayler 《Roeper Review》2013,35(2):76-85

In this study, life satisfaction and its correlates were explored through analysis of the experiences and psychological traits of highly gifted students who were accelerated into an early college-entrance program. Happiness, fulfillment in life, assuredness, and good dispositions are constructs that point toward positive character development and thriving. These early college entrants expressed greater global satisfaction with their lives than age peers. They specifically reported elevated levels of satisfaction in their achievements, immediate standard of living, personal safety, and future security than age peers. They expressed powerful feelings of general self-efficacy and high levels of trait seriousness, two constructs related to facilitating success. The findings in this study suggest these early college entrants are on a path toward personal thriving and living a good life.  相似文献   

基于资源的学习环境设计   总被引：2，自引：0，他引：2  

Janette Hill  钟志贤 《远程教育杂志》2009,(1)

本文针对数字化时代基于资源的学习需求,论述了基于资源的学习环境（RBLEs）的定义和特点,描述和分析了RBLEs的基本结构,讨论了RBLEs在未来发展所面临的挑战和机遇,从而为RBLEs提供了一个设计框架。  相似文献   

A shifting landscape: using tablets to support learning in students with diverse abilities     

Anne Burke  Janette Hughes 《Technology, Pedagogy and Education》2018,27(2):183-198

As technology becomes a larger part of people’s everyday lives, it is logical to think that it should also become a part of the learning process. The use of tablets in classrooms is becoming an area of interest as researchers are trying to understand what the benefits are – if any – to using these devices. This article gives an overview of some of the recent literature related to the benefits and challenges associated with the use of tablets with students in middle schools. Prevalent themes include the benefits of using tablets with students who have learning disabilities, and the challenges that can arise in the classroom, specifically issues of safety and security, access to apps and disruptive behaviours when using these devices. The authors share qualitative case studies of two teachers who have used tablets extensively with their students and discuss how their experiences resonate with the literature. The authors conclude with a summary of the affordances and constraints of using tablets with students who have special needs and offer workable solutions for some of the challenges educators face when using these devices.  相似文献