Public libraries: A meeting place for immigrant women?     

Ragnar Audunson^{Author Vitae}  Sophie EssmatAuthor VitaeSvanhild AabøAuthor Vitae 《Library & information science research》2011,33(3):220-227

The potential role of the public library in the lives of immigrant women is elicited by in-depth interviews with nine female immigrants to Norway from Iran, Afghanistan, and Kurdistan. The research utilizes social capital theory, the concepts of communities of practice and legitimate peripheral participation, as well as the concepts of high intensive versus low intensive meeting places. The results indicate that the library plays different roles in the different stages in the respondents' experiences as immigrants. It allows for legitimate peripheral participation when the immigrants move from observing at a distance to more active participation. The library functions as a high intensive as well as a low intensive meeting place and seems to contribute to building social capital in a variety of ways.  相似文献   

Choosing and using methodological search filters: searchers' views     

Sophie Beale  Steven Duffy  Julie Glanville  Carol Lefebvre  Dianne Wright  Rachael McCool  Danielle Varley  Charles Boachie  Cynthia Fraser  Jenny Harbour  Lynne Smith 《Health information and libraries journal》2014,31(2):133-147

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A Quest for the Holy Grail in the New Millennium: In Search of a Unified Theory of Cognitive Development     

Sophie Parent  Sylvie Normandeau  & Serge Larivée 《Child development》2000,71(4):860-861

Our reply emphasizes the benefits of cooperation between researchers in developing a comprehensive model of cognitive development that considers the constraints of human brain structures and the interplay of general laws of development and individual differences in developmental pathways within the context of social and cultural environments.  相似文献   

Young Children's Understanding of Addition Concepts     

Katherine H. Canobi  Robert A. Reeve  Philippa E. Pattison 《教育心理学》2002,22(5):513-532

Children's knowledge of concrete versions of additive composition, commutativity and associativity was investigated in two studies. In Study 1, 24 four- to five-year-olds and 25 five- to six-year-olds judged the equivalence of conceptually related addition problems presented using groups of objects. In Study 2, 45 five- to six-year-olds judged related problems and solved addition problems. Both studies indicated that concrete versions of principles were salient to most children although associativity was more difficult than commutativity and there were considerable individual differences in children's understanding. Study 1 results indicated that schoolchildren were more accurate at recognising additive composition than preschoolers and Study 2 results suggested that commutativity knowledge was related to using advanced counting strategies for solving addition problems. Overall, the research supports the claim that examining early knowledge of addition principles provides important insights into children's emerging part-whole knowledge and mathematical development.  相似文献   

PLATO'S PHILOSOPHY OF LISTENING     

Sophie Haroutunian‐Gordon 《Educational theory》2011,61(2):125-139

In the article, Sophie Haroutunian‐Gordon asks, Did Plato have a philosophy of listening, and if so, what was it? Listening is the counterpart of speaking in a dialogue, and it is no less important. Indeed, learning from the dialogue is less likely to occur as people participate unless listening as well as speaking takes place. Haroutunian‐Gordon defines a philosophy of listening as a set of beliefs that fall into four categories: (1) the aim of listening; (2) the nature of listening; (3) the role of the listener; and (4) the relation between the listener and the speaker. The beliefs, as they fall into these four categories, have implications for one another, and, because they are logically related, constitute a philosophy of listening. In the article, Haroutunian‐Gordon argues that Plato had a philosophy of listening and describes its components.  相似文献   

Investigating lexical and sub‐lexical orthographic processing skills in French 3rd and 5th graders     

Eva Commissaire  Anne‐Sophie Besse 《Journal of Research in Reading》2019,42(2):268-287

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Gold coated optical fibers as three-dimensional electrodes for microfluidic enzymatic biofuel cells: Toward geometrically enhanced performance     

Denis Desma?le  Louis Renaud  Sophie Tingry 《Biomicrofluidics》2015,9(4)

For the first time, we report on the preliminary evaluation of gold coated optical fibers (GCOFs) as three-dimensional (3D) electrodes for a membraneless glucose/O₂ enzymatic biofuel cell. Two off-the-shelf 125 μm diameter GCOFs were integrated into a 3D microfluidic chip fabricated via rapid prototyping. Using soluble enzymes and a 10 mM glucose solution flowing at an average velocity of 16 mm s⁻¹ along 3 mm long GCOFs, the maximum power density reached 30.0 ± 0.1 μW cm⁻² at a current density of 160.6 ± 0.3 μA cm⁻². Bundles composed of multiple GCOFs could further enhance these first results while serving as substrates for enzyme immobilization.  相似文献   

Orienting Toward Face‐Like Stimuli in Early Childhood          下载免费PDF全文

Punit Shah  Francesca Happé  Sophie Sowden  Richard Cook  Geoffrey Bird 《Child development》2015,86(6):1693-1700

Newborn infants orient preferentially toward face‐like or “protoface” stimuli and recent studies suggest similar reflexive orienting responses in adults. Little is known, however, about the operation of this mechanism in childhood. An attentional‐cueing procedure was therefore developed to investigate protoface orienting in early childhood. Consistent with the extant literature, 5‐ to 6‐year‐old children (n = 25) exhibited orienting toward face‐like stimuli; they responded faster when target location was cued by the appearance of a protoface stimulus than when location was cued by matched control patterns. The potential of this procedure to investigate the development of typical and atypical social perception is discussed.  相似文献   

Phonological skill,lexical decision and letter report performance in good and poor adult spellers     

Jackie Masterson  Veronica Laxon  Sophie Lovejoy  Victoria Morris 《Journal of Research in Reading》2007,30(4):429-442

Two groups of undergraduate students, matched for reading skill but differing in spelling ability, participated in three experiments with the aim of exploring the causes of differences in spelling skill in this population. In the first experiment participants were presented with a range of tasks to investigate the possibility that the poor spellers had poorer phonological abilities than the good spellers. No significant differences were observed. In Experiment 2, a lexical decision task was used. The words in the task differed in orthographic neighbourhood size (N) and frequency. Analysis of the latencies revealed effects of frequency and N, but the effect of spelling group was not significant and neither was the interaction with N. Analysis of the errors revealed that the poor spellers made significantly more errors than the good spellers. In Experiment 3 participants were asked to identify the letters in briefly presented words and non‐words. There was a significant effect of stimulus type in favour of words. Poor spellers made more errors in the task than the good spellers, although the difference was restricted to non‐words. Finally, an analysis of the errors made in spelling to dictation by the two groups was carried out. This revealed that the poor spellers were more likely than the good spellers to make errors that were not phonologically plausible and that differed markedly from the target. Overall, the results are interpreted in terms of a partial orthographic representations explanation of poor spelling in good readers.  相似文献   

A STUDY OF REFLECTIVE THINKING: PATTERNS IN INTERPRETIVE DISCUSSION     

Sophie Haroutunian-Gordon 《Educational theory》1998,48(1):33-58

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