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48 healthy neonates born to multiparae were randomly assigned to view a moving stimulus either in the horizontal or the upright position, with or without added vestibular stimulation and with or without pacifier sucking. The infant was shown a moving black line inside a strictly controlled visual environment provided by an apparatus which permitted horizontal and upright positioning and displacement of the infant. Visual tracking was recorded by a concealed TV camera positioned at a constant distance and angle from the infants' eyes in both positions. Quality of tracking during each of 4 trials was scored on a 7-point scale. Results indicate that vestibularproprioceptive stimulation provided to the infant either horizontally or semivertically significantly enhanced his visual tracking, whereas the upright position did not. Pacifier sucking also improved his performace. 相似文献
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Large‐scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be feasible in large‐scale studies, and the ramifications of these variations for drawing inferences about instructional quality. Using data from classroom videos, we found that decisions about whether to keep track of individual students in the coding, observe multiple contexts in the classroom (e.g., whole‐class and small‐group discussions), and capture nuances of student participation changed the resulting characterizations of classroom practice. Most importantly, simplifying the coding approach did not fully capture and even misrepresented the level and nature of student participation in many classrooms. 相似文献
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