The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences          下载免费PDF全文

Isabel A. Vöhringer  Thorsten Kolling  Frauke Graf  Sonja Poloczek  Ina Fassbender  Claudia Freitag  Bettina Lamm  Janina Suhrke  Johanna Teiser  Manuel Teubert  Heidi Keller  Arnold Lohaus  Gudrun Schwarzer  Monika Knopf 《Child development》2018,89(2):370-382

The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues.  相似文献   

The Dialectic Relationship between Research and Practice in Mathematics Teacher Education     

Mercedes García  Victoria Sánchez  Isabel Escudero  Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128

This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development.  相似文献   

Differentiated instruction in teacher education: A case study of congruent teaching     

Ilse Ruys  Stijn Defruyt  Isabel Rots  Antonia Aelterman 《Teachers and Teaching》2013,19(1):93-107

Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education.  相似文献   

Understanding undergraduate sports coaching students’ development and learning: the necessity of uncertainty     

L. De Martin-Silva  J. Fonseca  R.L. Jones  K. Morgan  I. Mesquita 《Teaching in Higher Education》2013,18(7):669-683

Despite recent attention, research is yet to adequately focus on sports coaches’ intellectual development as a consequence of their formal learning experiences. Drawing on the work of Perry, the aim of this article was to explore how the intellectual development of undergraduate sports coaching students was affected by the social pedagogical setting exposed to. Twenty-seven students from two different universities were selected through network and convenience sampling, and ‘tracked’ over their three year course(s) of study. Data were gathered through focus groups, video diaries and reflective written logs. Findings revealed that over the course of their study students generally progressed from a dualist to a more relativist view of the world. Such a movement, however, was far from unproblematic and uniform. Rather, it was subject to the vagaries of assessment, course structure, the epistemic range of modules experienced, and in particular the relationships established with staff members.  相似文献   

Mediating Frida: Negotiating Discourses of Latina/o Authenticity in Global Media Representations of Ethnic Identity     

Isabel Molina Guzmán 《Critical Studies in Media Communication》2013,30(3):232-251

This article analyzes the discourses of Latina/o identity embedded in the movie Frida, the Latino news coverage about the film, and an on-line chat stream about the film. Comparing the identity discourses circulated by the movie's producers, Latina/o journalists, and Latina/o audiences when discussing the film shows how different communities negotiate the meanings of ethnic identity. The study concludes that the discourses of ethnic identity circulated through the movie, news coverage, and chat stream disrupt notions of Latina/o ethnic identity as a stable and commodifiable demographic category.  相似文献   

Effects of home environment and center-based child care quality on children's language,communication, and literacy outcomes     

Ana Isabel Pinto  Manuela Pessanha  Cecília Aguiar 《Early childhood research quarterly》2013

This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.  相似文献   

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory     

Diana Boaventura  Cláudia Faria  Isabel Chagas  Cecília Galvão 《International Journal of Science Education》2013,35(5):796-814

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.  相似文献   

Contextualising Learning through the Participatory Construction of an Environmental Education Programme     

Isabel Ruiz‐Mallen  Laura Barraza  Barbara Bodenhorn  Maria de la Paz Ceja‐Adame  Victoria Reyes‐García 《International Journal of Science Education》2013,35(13):1755-1770

Strengthening links between school and community is critical for improving people’s participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students’ life experience and are planned without considering either teachers’ or students’ opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school’s headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group’s participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan.  相似文献   

An analytical framework for analyzing student teachers’ verbal interaction in learning situations     

Victoria Sánchez  Mercedes García  Isabel Escudero 《Instructional Science》2013,41(2):247-269

This paper focuses on the study of student teachers’ verbal interaction in learning situations generated in a classroom corresponding to a mathematics methods course. In our work, we incorporate two ‘ways of seeing’ a group: as an entity or as a set composed of individualities. We present an analytical framework that considers two dimensions connected with these ways of seeing the group and four variables corresponding to these dimensions, through which the verbal interaction between student teachers in a group can be considered. As regards the first dimension, the variables included are specific language, cognitive processing, social processing; the second dimension considers the relational variable. We describe each of the different variables that form the framework, and how this framework allows us to analyse the verbal interaction in three groups of student teachers. We believe that building analytic frameworks that allow the study of verbal interaction in detail is worthwhile in the educational field due to their important role in the analysis of learning-teaching processes.  相似文献   

Cognitive processes and math performance: a study with children at third grade of basic education     

Isabel S. Campos  Leandro S. Almeida  Aristides I. Ferreira  Luis F. Martinez  Glória Ramalho 《European Journal of Psychology of Education - EJPE》2013,28(2):421-436

The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective attention test (d2), and mathematical exercises (arithmetic story problems and measurement skills). Data suggested significant correlations between math performance, executive, visuospatial sketchpad and g factor. Our findings suggest the importance of the cognitive factors in two mathematical domains considered. In consonance with the research in this area, we conclude that working memory (WM) assumes an important role in different math curricular achievements.  相似文献