Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control     

Pascale Marguerite Josiane Engel de Abreu  Susan Elizabeth Gathercole  Romain Martin 《Learning and individual differences》2011,21(5):569-574

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition.  相似文献   

The Importance of Teaching and Learning Nature of Science in the Early Childhood Years   总被引：1，自引：0，他引：1  

Valarie L. Akerson  Gayle A. Buck  Lisa A. Donnelly  Vanashri Nargund-Joshi  Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549

Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings. How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban, and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature, debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction. There were also several differences evident across contexts, and across grade levels. However, it is clear that students as young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed through school.  相似文献   

Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism     

Ruble LA  Usher EL  McGrew JH 《Focus on autism and other developmental disabilities》2011,26(2):67-74

Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura's 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources.  相似文献   

A Dual Identity Approach for Conceptualizing and Measuring Children's Gender Identity          下载免费PDF全文

Carol Lynn Martin  Naomi C. Z. Andrews  Dawn E. England  Kristina Zosuls  Diane N. Ruble 《Child development》2017,88(1):167-182

The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (M_age = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes.  相似文献   

Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter?          下载免费PDF全文

Lisa Dewulf  Johan van Braak  Mieke Van Houtte 《British Educational Research Journal》2017,43(5):931-951

This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed.  相似文献   

Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study          下载免费PDF全文

Jennifer Scaturo Watkinson  Emily C. Goodman‐Scott  Ian Martin  Kathy Biles 《Counselor Education & Supervision》2018,57(3):178-193

The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level.  相似文献   

„Jeder Schule ihre Lehrer“?     

Eva Treptow  Martin Rothland 《Zeitschrift für Erziehungswissenschaft》2005,8(2):305-320

Neue Personalauswahl- und Einstellungsverfahren, an denen die Einzelschulen ma?geblich beteiligt werden, kommen bei der Besetzung von Lehrerstellen in zahlreichen Bundesl?ndern seit Mitte der 1990er-Jahre zur Anwendung und haben mittlerweile die herk?mmlichen zentralen Auswahl- und Zuweisungsverfahren zumindest in einigen von ihnen nahezu vollst?ndig abgel?st. Die Praxis und Wirkung der neuen Auswahlverfahren wurde bislang allerdings nicht systematisch untersucht. In diesem Beitrag werden empirische Befunde einer Untersuchung von Schulen in Nordrhein-Westfalen vorgestellt, die im Jahr 2002 freie Lehrerstellen über das neue Ausschreibungsverfahren besetzt haben. Erfasst wurden unter anderem die in der Praxis angewandten Kriterien der Personalauswahl und die Inhalte der Auswahlgespr?che, die Beurteilung des neuen Auswahl- und Einstellungsverfahrens durch die beteiligten Schulleitungen und Mitglieder der Auswahlkommissionen, Einsch?tzungen und Erfahrungen der neu eingestellten Lehrkr?fte sowie der Verlauf ihrer Berufseinstiegsphase und ihre Bew?hrung am neuen Arbeitsplatz.  相似文献   

Deaf teacher candidates in hearing classrooms: a unique teacher preparation program     

Martin DS  Lytle RR 《American annals of the deaf》2000,145(1):15-21

An undergraduate teacher education program at Gallaudet University prepares deaf students in "regular" education. This includes a required full-time internship with hearing students (assisted by sign language interpreters). Graduates then continue in a master's degree program in deaf education, thus acquiring dual certification. Several studies indicate that these deaf candidates progress through the same developmental stages as hearing candidates and that they develop high expectations for deaf learners. Issues related to implementing such a program are discussed.  相似文献   

Why extraversion is not enough: the mediating role of initial peer network centrality linking personality to long-term academic performance     

Lisa Thiele  Nils Christian Sauer  Simone Kauffeld 《Higher Education》2018,76(5):789-805

Academic performance (i.e., grade point average) determines career entry factors as well as career success and is thus crucial for students’ future careers. Besides individual factors such as personality traits, individuals’ social embeddedness has been shown to enhance performance. Regarding academic performance, relationships to fellow students (peers), which bundle into one’s developmental network, are a valuable source of psychosocial and career support because occupying central positions within a social network provides the benefit of being able to access career-enhancing resources. Integrating individual and social-contextual factors for the purpose of examining academic performance is therefore plausible. Research results indicate that personality, especially extraversion, might predict performance through network centrality. In this study, we examined this assumption by focusing on extraversion and centrality in the peer developmental network of recently acquainted German psychology bachelor students (N?=?47, 15% male). In a longitudinal design, we analyzed the impact of extraversion and centrality on students’ academic performance at the end of their studies. Results revealed that centrality (i.e., popularity) mediates the relationship of extraversion with academic performance, indicating that extraverted students (regardless of their agreeableness) are more popular among their peers, which, in turn, enhances their academic performance. That is, the likelihood of getting superior final grades depends on whether students manage to attract peers at the very beginning of their university life, which is easier for extraverts. These findings emphasize the importance of the social embeddedness of people, highlight its long-term effects on performance, and yield several implications for research and practice.  相似文献   

Help‐Seeking and Non‐Help‐Seeking Students' Perceptions of Own and Peers' Mental Health Functioning     

Bruce S. Sharkin  Paula M. Plageman  Lisa P. Coulter 《Journal of College Counseling》2005,8(1):65-73

Help‐seeking (HS) students and non‐help‐seeking (NHS) students were compared on their perceptions of (a) their own level of mental health functioning and (b) the average level of mental health functioning of their (NHS or HS) peers. Results showed that NHS students' perceptions of HS students' self‐ratings were similar to HS students' self‐ratings of functioning but that HS students underestimated the level of functioning of their NHS peers. Implications of the findings for campus outreach and future research are discussed.  相似文献