Executive function and language in deaf children     

Figueras B  Edwards L  Langdon D 《Journal of deaf studies and deaf education》2008,13(3):362-377

The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with cochlear implants (n = 22) and nonimplanted deaf children (n = 25) with those of age-matched hearing controls (n = 22). Implanted and nonimplanted deaf children performed below the level of hearing children on tests assessing oral receptive language, as well as on a number of EF tests, but no significant differences emerged between the implanted and nonimplanted deaf groups. Language ability was significantly positively associated with EF in both hearing and deaf children. Possible interpretations of these findings are suggested and the theoretical and clinical implications considered.  相似文献   

Implications of Research on Effective Learning Environments for Initial Teacher Education     

Lindsey Conner  Anne Sliwka 《European Journal of Education》2014,49(2):165-177

As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning.  相似文献   

The relative impact of violation type and lie severity on judgments of message deceitfulness     

Timothy R. Levine  Kelli Jean K. Asada  Lisa L. Massi Lindsey 《Communication Research Reports》2013,30(3):208-218

This paper is part of a larger program of research assessing variables that underlie quantitative deceptiveness ratings. Several recent theoretical approaches, including Information Manipulation Theory (IMT), propose that deceptive messages are best understood as varying along two or more dimensions. At the same time, researchers have increasingly moved from dichotomous deception judgments to continuous deception ratings. This paper questions the validity of scaling degrees of deceptiveness along a single dimension, and argues that gradations in perceived deceptiveness reflect both the type of information manipulated and the severity of the consequences of the deception. This reasoning was tested with alxl experiment (N = 236) in which both the type of information manipulated and the severity of the consequences were systematically varied. As predicted, the results suggest that false messages (i.e., quality violations) are rated as more deceptive than lies of omission (i.e., quantity violations) when lie severity is low, but this difference diminishes as lie severity increases. In other words, false messages were rated as deceptive regardless of severity, but messages omitting information were rated as deceptive as false messages only when the consequences were serious. The implications for measuring deception are discussed.  相似文献   

Students’ use of evaluative constructivism: comparative degrees of intentional learning     

Lindsey Norma Conner 《International journal of qualitative studies in education》2013,26(4):472-489

Evaluative constructivism is used to describe how students derived learning intentions and made choices about what they would do during a unit of work in a final-year high school biology class, as they conducted an inquiry into the social and ethical issues associated with cancer. The context of the study, theoretical background and overview of students’ awareness of their learning strengths and needs are related to the level of achievement in the essays they wrote. The case studies illustrate the diversity in the extent of knowledge and use of learning strategies and the implications this has for the level of support teachers can provide to enable students to be more self-directed. The concepts outlined here have very wide application to multiple learning contexts.  相似文献   

Psychological research in speech     

Lindsey S. Perkins 《Communication quarterly》2013,61(1):22-27

  相似文献   

Some considerations of the significance of individual differences in reading     

T. T. Lindsey 《Peabody Journal of Education》2013,88(3):160-163

  相似文献   

Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome     

Colin Reilly  Lindsey Stedman 《Support for Learning》2013,28(3):115-121

An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social‐emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom‐based interventions. Suggested recommendations in the learning and emotional‐behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important.  相似文献   

COMPARE Forum: The post-2015 education and development agenda     

Yusuf Sayed  Terra Sprague  UNESCO  UNICEF  David Turner  Alan Smith 《Compare》2013,43(6):783-846

  相似文献   

Scientific misconduct: individual deviance or system complacency?     

Luft P  Sprague RL 《Journal of information ethics》1996,5(1):72-81

  相似文献   

The Viability of Using Rapid Judgments as a Method of Deception Detection     

Norah E. Dunbar  Matthew L. Jensen  Lindsey A. Harvell-Bowman  Katherine M. Kelley  Judee K. Burgoon 《Communication methods and measures》2017,11(2):121-136

Rapid Judgments (RJs) are quick assessments based on indirect verbal and nonverbal cues that are known to be associated with deception. RJs are advantageous because they eliminate the need for expensive detection equipment and only require minimal training for coders with relatively accurate judgments. Results of testing on two different datasets showed that trained coders were reliably making RJs after watching both long and short interaction segments but their judgments were not more accurate than the expert interviewers. The RJs did not discriminate between truth and deception as hypothesized. This raises more questions about the conditions under which making RJs from verbal and nonverbal cues achieves accurate detection of veracity.  相似文献