Semantic structures of one-step word problems involving multiplication or division     

Siegbert Smidt  Werner Weiser 《Educational Studies in Mathematics》1995,28(1):55-72

From classifications of word problems in international discussion of elementary mathematics instruction as well as from conceptual elaborations of didactical analyses in Germany, a classification of semantic structures of one-step word problems involving multiplication or division is proposed, comprehending four main classes: Forming the n-th multiple of measurers, combinatorial multiplication, composition of operators, and multiplication by formula. This classification is more comprehensive and differentiated than the classifications of Vergnaud (1983), Nesher (1988), and Bellet al. (1989) — aiming at a better assignment between diverse contextual circumstances and conceptual demands of mathematics and at compatibility with the well-known semantic structures of addition and subtraction word problems.  相似文献   

Book reviews     

J. K. Lindsey  Arthur W. Foshay  W. D. Halls  Sid Bourke  R. Murray Thomas  Michael J. McRory  J. Keith Watson  M. K. Raina  David Phillips  S. Anandalakshmy  Klaus Künzel  Hans Werner Heymann  Edmund King  Ronald Taft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):377-399

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Classical conditioning of vocalizations in the rat: Acoustic characteristics of the CR and UCR     

Werner Nitschke 《Learning & behavior》1979,7(4):457-460

Classically conditioned shock-elicited vocalizations in the adult rat were acoustically analyzed and described, The fundamental frequency of the CRs ranged between 2,000 and 3,600 Hz, with overtones that extended well into the ultrasonic range and with durations lasting approximately 1÷2 sec. Major differences between CR and UCR signals were apparent. The CR vocalizations had little frequency variation and little or no noise, while the UCR vocalizations were associated with highly irregular frequencies and broad-band noise. Post-shock vocalizations had combined features of the CR and UCR sounds. It is suggested that the differences between the CR and UCR are related to the CR being the emotional cry and the UCR the pain cry.  相似文献   

Delayed discriminations in the pigeon: The role of within-trial location of conditional cues     

Werner K. Honig  Peter W. D. Dodd 《Learning & behavior》1983,11(1):1-9

Four pigeons were trained in a delayed conditional discrimination in which color and line cues jointly indicated trial outcome. These were either combined in advance of a retention interval (RI) or separately presented before and after the RI. The former procedure resulted in less forgetting over the RI, the difference increasing with longer RIs. In a second study, the line cue was presented redundantly before and after the RI, and then selectively omitted from either temporal location during probe tests. In general, the results indicated that the birds relied upon the line as a cue to a greater extent when it was compounded with the color in advance of the RI than when it was presented after the RI. The data support an interpretation based on anticipatory processing in working memory, which leads to better retention than retrospective remembering.  相似文献   

Infants of depressed mothers show "depressed" behavior even with nondepressed adults   总被引：4，自引：0，他引：4  

T Field  B Healy  S Goldstein  S Perry  D Bendell  S Schanberg  E A Zimmerman  C Kuhn 《Child development》1988,59(6):1569-1579

To determine whether the "depressed" behavior (e.g., less positive affect and lower activity level) of infants noted during interactions with their "depressed" mothers generalizes to their interactions with nondepressed adults, 74 3-6-month-old infants of "depressed" and nondepressed mothers were videotaped in face-to-face interactions with their mothers and with nondepressed female strangers. "Depressed" mothers and their infants received lower ratings on all behaviors than nondepressed mothers and infants. Although the infants of "depressed" versus nondepressed mothers also received lower ratings with the stranger adult, very few differences were noted between those infants' ratings when interacting with their mother versus the stranger, suggesting that their "depressed" style of interacting is not specific to their interactions with depressed mothers but generalizes to their interactions with nondepressed adults as early as 3 months of age.  相似文献   

A study of varying modes of topical presentation in elementary college biology to determine the effect of advance organizers in knowledge acquisition and retention     

David J. Kuhn  Joseph D. Novak 《科学教学研究杂志》1970,7(3):249-252

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Mechanismen der Elitebildung im deutschen Bildungssystem     

Prof. Dr. Heinz-Hermann Krüger  Werner Helsper  Reinhold Sackmann  Georg Breidenstein  Ulrich Br?ckling  Reinhard Kreckel  Johanna Mierendorff  Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2012,15(2):327-343

The German education system is currently experiencing two contrasting trends: On the one hand, social opening, e.g. through the introduction of a partially-integrated secondary school system, compensatory all-day-schooling. On the other hand, an increasing vertical hierarchy in certain educational phases, e.g. through the explicitly encouraged introduction of private kindergartens and primary schools and the establishment of prime (academic track) Gymnasien and elite universities. In line with these structural changes, next to equality, the principle of excellence is gaining an increasing significance as a justification argument. This contribution will present the situation from an education-policy perspective, discuss theoretical discourses, and the national and international state of research on the topic of elitism and education. It will close with future research challenges.  相似文献   

Choose Your Evidence     

Kuhn  Deanna  Modrek  Anahid S. 《Science & Education》2022,31(1):21-31

Science & Education - Schooling traditionally affords students more experience in learning and practicing procedures than in identifying what a situation calls for. When asked to choose...  相似文献   

The Impact of Victimization and Witnessing Violence on Physical Aggression Among High‐Risk Adolescents     

Albert D. Farrell  Krista R. Mehari  Alison Kramer‐Kuhn  Elizabeth A. Goncy 《Child development》2014,85(4):1694-1710

Relations among witnessing violence, victimization, and physical aggression were investigated within a high‐risk sample of 1,156 sixth graders. Longitudinal, multilevel analyses were conducted on two waves of data from two cohorts of students in 37 schools from four communities. The sample was 65% male and 67% African American. Neighborhood concentrated disadvantage, witnessing violence, victimization, and physical aggression were strongly and positively correlated at the school level. Contrary to hypothesis, exposure to violence did not mediate the effects of neighborhood concentrated disadvantage on changes in physical aggression. As expected, witnessing violence and physical aggression had bidirectional longitudinal effects on each other at the student level. In contrast, there were no cross‐variable relations between changes in violent victimization and aggression over time.  相似文献   

Infant Auditory Temporal Acuity: Gap Detection     

Lynne A. Werner  G. Cameron Marean  Christopher F. Halpin  Naney Benson Spetner  Jay M. Gillenwater 《Child development》1992,63(2):260-272

The development of auditory temporal acuity during infancy was examined in 3-, 6-, and 12-month-old infants and in adults using the gap detection paradigm. Listeners detected a series of gaps, or silent intervals, or variable duration in a broadband noise. In order to vary the acoustic frequencies available to the listener, a high-pass noise was used to mask frequencies above specified cutoffs. High-pass maskers with cutoffs of 500, 2,000, and 8,000 Hz were used. The minimum detectable gap was determined using the Observer-based Psychoacoustic Procedure. The thresholds of 3- and 6-month-olds were considerably poorer than those of the adults, although the effect of masker condition was about the same for these 3 groups. The thresholds of 12-month-olds were significantly worse than the adults when the stimulus was unmasked or when the masker cutoff frequency was 2,000 or 8,000 Hz. When the masker cutoff frequency was 500 Hz, 12-month-olds fell into 2 groups: some had gap thresholds that were about the same as 3- and 6-month-olds, while some had gap thresholds that approached those of adults. In a second experiment, a larger group of 12-month-olds were tested with a 500-Hz masker cutoff. Average performance of 12-month-olds was about the same as that of 3- and 6-month-olds in Experiment 1. Some infants attained thresholds close to those of adults. Thus, gap detection thresholds are quite poor in infants, although the similarity of the effect of frequency on performance in infants and adults suggests that the mechanisms governing temporal resolution in infants operate qualitatively like those in adults.  相似文献