Dot-to-dot practice enhances Children's handwriting: The advantage of a multi-session training protocol     

《Learning and Instruction》2023

Handwriting instruction commonly involves the practice of non-linguistic writing-like patterns. Here, we compare the transfer to Arabic sentence-writing of different practice scheduling of the Invented Letter Task (ILT), a simple dot-to-dot connecting task, aiming to decide best-practice scheduling. Ninety-seven 7- to 8-year-old public-school Arab Israeli second-graders were assigned randomly, within-class, to five study groups: three single-session practice groups (different amounts, with 60/180/360 repetitions), a 360-repetition multi-session practice group (distributed across four days), and an untrained control group. Handwriting was assessed at pre-training, 24-h, and 4–5 weeks post-training. The findings revealed that by 4–5 weeks post-training all the practice groups wrote more fluently or accurately than the control group. The multi-session practice group's handwriting performance was advantageous to that of the other groups, being more fluent than the other groups and more legible than the control group. The findings suggest that practicing simple grapho-motor tasks may enhance handwriting abilities.  相似文献   

汉初宫廷斗争的见证：刘邦及其子孙的楚歌     

  face=Verdana>姚军 《哈尔滨学院学报》2008,29(7):65-67

汉初诗坛,因刘邦尚楚歌,主要是楚歌的天地。楚歌有其雄奇阔大的一面,也有其哀婉凄侧的一面。围绕太子的废立与吕氏的干政,刘邦及其子孙唱出了命运的悲歌。他们的楚歌见证了刘氏衰微、吕氏干政、刘氏复振这一权力斗争过程的始终,复活了统治者宫廷搏杀的历史。  相似文献   

近年来我国“无直接利益冲突”研究综述     

戴银霞  马用浩 《怀化学院学报》2010,29(8)

近年来,一系列由无直接相关利益者参与的群体性事件——"无直接利益冲突"频频发生,并成为学术界关注的热点议题。从"无直接利益冲突"的内涵、性质、特征、产生原因和化解思路和对策等方面对这些研究成果进行梳理和简要分析,以期为该问题的深入研究提供参考和借鉴。  相似文献   

Heuristic task analysis on e-learning course development: a formative research study     

Ji-Yeon Lee  Charles M. Reigeluth 《Asia Pacific Education Review》2009,10(2):169-181

Utilizing heuristic task analysis (HTA), a method developed for eliciting, analyzing, and representing expertise in complex cognitive tasks, a formative research study was conducted on the task of e-learning course development to further improve the HTA process. Three instructional designers from three different post-secondary institutions in the U.S. were selected for interviews. The interviews focused on three e-learning course development cases (one from each institution), and the participants were asked to articulate their underlying thoughts and principles for designing e-learning courses. Overall, the HTA process worked well in the sense that the study could elicit procedural steps and sub-steps involved in e-learning course development and heuristic knowledge with which the instructional designers performed each step. On the surface, the e-learning course development processes that the instructional designers used looked more alike than different, entailing major steps such as meeting with faculty, developing content, monitoring courses in progress, and debriefing the instructor and students. The underlying principles and knowledge that guided each instructional designer through the processes, however, were unique in that each instructional designer constructed her own heuristics to accommodate the myriad contextual factors that arose in her work setting. The study also discussed the challenge of identifying the simplest yet most representative e-learning course development case with multiple experts and suggestions for further improving the HTA process were also presented.

Ji-Yeon LeeEmail:

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Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks     

Rose Martini  Bruce M. Shore   《Learning and individual differences》2008,18(2):237-247

This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes [Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.]. To date, the study of the use of metacognition by children with different levels of abilities (from those having a learning disability to those identified as gifted) has been mostly restricted to the cognitive abilities in academic areas such as reading, writing, or mathematics. The structure of knowledge has been more extensively explored in the expertise literature in the performance of both academic and psychomotor tasks. Similarities have been noted in the characteristic differences between experts and novices in both these types of tasks. Studies have begun to explore the use of metacognition in psychomotor tasks such as key strokes, ball throwing–catching, and running. It seems that, as with the structure of knowledge, parallels also exist in the use of metacognition by poor and proficient performers in academic and psychomotor tasks.  相似文献   

浅谈大学生心理健康教育     

刘静  张志民 《哈尔滨学院学报》2003,24(8):10-11

大学生心理健康教育是促进大学生全面发展、提高人才培养质量的重要途径和手段。本文通过对大学生在社会适应、自我认知、人际交往等方面存在的心理冲突进行分析，提出了对大学生进行心理健康教育的措施。  相似文献   

浅析TRIPs协议对商标与地理标志冲突的解决思路——兼评美国诉欧共体2081／92号条例一案     

吴玉娟 《广东广播电视大学学报》2008,17(1):66-71

商标与地理标志同为TRIPs协议保护的知识产权,但由于两者均为标记性的知识产权,因此在使用中不免发生冲突,TRIPs协议对两者的冲突时的保护规则也作出了一些的规定。本文从TRIPs协议对商标与地理标志冲突发生冲突的解决原则谈起,着重分析了在先商标与地理标志发生冲突时的保护原则的模糊规定,通过对美国诉欧共体2081／92号条例一案中各方观点（尤其是专家组观点）的阐述,指出在先商标与地理标志发生冲突时,一般情况下在先商标优先干地理标志受到保护,并分析了其对受里斯本协定保护的地理标志的影响。  相似文献   

《伤逝》和《沉沦》的爱情主题比较     

郑阿平 《石家庄学院学报》2004,6(1):42-46

《伤逝》和《沉沦》同为“五四”时代表现青年知识分子爱情悲剧和人生悲剧的重要作品,带有作家强烈的自传色彩,但由于鲁迅和郁达夫各自独特的生活道路和创作个性,《伤逝》和《沉沦》在表现爱情这一共同主题的时候分别呈现出不同的特点。作为一个现实主义作家,鲁迅更多的是通过青年知识分子的爱情婚姻悲剧探索更为深广的人生问题和社会问题,尤其是在混沌初开的社会氛围中新觉醒的知识女性的命运和悲剧,表现出忧愤深广的时代忧患。而浪漫主义作家郁达夫则在《沉沦》中尽情宣泄灵与肉的冲突,即性的要求和这一要求得不到满足的苦闷,具有强烈的反封建的色彩。《伤逝》和《沉沦》分别体现了鲁迅和郁达夫在不同角度和层面所进行的人生、人性开掘,均具有惊世骇俗的悲剧力量。  相似文献   

当代我国中小学家校冲突的原因分析与应对建议     

边玉芳  刘小琪  王凌飞 《中国电化教育》2021,(5):27-32

家校冲突是我国社会关注的热点问题。如何正确认识中小学家校冲突并采取措施有效解决是我国教育亟待解决的问题。该研究通过对家校冲突的原因进行深入分析,认为家庭和学校在家校合作的权责上划分不明确、家校互动相关的制度不够健全、家庭与学校对利益共同体的认识不足、家庭与学校在教育理念上存在分歧和家庭与学校在情感上没有相互信任等物质性和非物质性因素都是造成家校冲突的原因。在此基础上,该研究对于家校冲突的解决和预防提出了相应的应对建议。  相似文献   

母亲遭受家庭冷暴力对儿童早期多动行为的影响:亲子冲突与睡眠问题的链式中介作用     

高健  高敏  谭欣歌  刘娟 《中国特殊教育》2021,(1)

为探讨母亲遭受家庭冷暴力与儿童早期多动行为的关系及亲子冲突与睡眠问题的链式中介作用,使用家庭冷暴力量表、长处与困难问卷、亲子关系量表和Achenbach儿童睡眠行为量表对2728名1-8岁儿童及其母亲进行测查,采用SPSS26和MPlus8.3对数据进行统计分析并建立结构方程模型。研究发现,在控制了母亲的受教育程度、儿童性别和年龄等变量后,母亲遭受家庭冷暴力、亲子冲突、儿童睡眠问题与儿童多动行为均显著正相关;多重中介模型中,母亲遭受家庭冷暴力对儿童早期的多动行为的直接预测作用不显著,主要是通过亲子冲突和睡眠问题的中介作用而间接影响多动行为,同时还会通过二者的链式中介作用影响多动行为。因此,改善儿童早期的多动行为应注重改善夫妻关系,提升婚姻质量,实施积极的教养方式,减少亲子冲突;同时关注儿童早期睡眠健康,营造良好的睡眠环境。  相似文献