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Catherine Bow 《档案与原稿》2019,47(1):94-112
ABSTRACTA socio-technical approach is taken to explore a digital archive of Australian Indigenous cultural heritage. The Living Archive of Aboriginal Languages is considered in terms of what it is currently doing and what it was intended to do. Two ethnographic stories focusing on user interactions and the outcomes of an online survey serve to evaluate the effectiveness of the Archive from the perspective of different users. This is then juxtaposed with a consideration of the original grant application, outlining what was envisaged for the project. This analysis serves to highlight some of the contingent relations and diverse socio-technical aspects of a specific knowledge infrastructure, as it allows multiple forms of interaction, new connections and generative activities as people discover, access and interact with the content now and into the future. 相似文献
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A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing. 相似文献
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Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit. 相似文献
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Bow Tong Lett 《Learning & behavior》1980,8(2):193-198
The present experiments assessed cue utilization in pigeons and quail on similar tests of poison-based aversion learning. In Experiments 1 and 2, three groups of pigeons were given colored water, flavored water, or colored flavored water prior to induction of sickness; these experiments differed only as to the specific colors and flavors used as stimuli. In both experiments, the birds trained with flavored water exhibited reliable taste aversions when tested with uncolored flavored water. Similar degrees of aversion were observed whether the flavored water had been colored or uncolored during training, suggesting that the color cue had little or no effect on the conditioning of the flavor cue. In contrast, the flavor cue had a pronounced effect on the conditioning of the color cue. When tested with unflavored colored water, the birds trained with colored flavored water exhibited significantly stronger color aversions than those trained with unflavored colored water. That is, the flavor cue enhanced or potentiated the conditioning of the color cue. In a third experiment, quail were trained in the same way as the pigeons with virtually the same result. The pattern of cue utilization observed in the present experiments with pigeons and quail differs markedly from that proposed by Wilcoxon, Dragoin, and Kral (1971) for quail. However, a reexamination of the results obtained by Wilcoxon et al. suggested that they are susceptible to an alternative interpretation consistent with the present results. 相似文献
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The behavioral and linguistic interactions of specifically language-delayed and normal boys with their mothers 总被引：1，自引：0，他引：1
C E Cunningham L S Siegel H I van der Spuy M L Clark S J Bow 《Child development》1985,56(6):1389-1403
3 studies were based on subgroups selected from larger pools of either normal children or children with delays in the expression and/or comprehension of language but normal nonverbal abilities. In Study 1, younger (28-50 months) and older (51-68 months) normal (N = 27) and language-delayed (N = 33) boys were observed interacting with their mothers in free play and structured task situations. Although language-delayed children initiated fewer interactions, their responsiveness to maternal interactions, questions, and commands did not differ from that of normal children. Mothers questioned language-delayed children less frequently during tasks but did not differ from mothers of normal children on other measures of interaction, responsiveness, control, or reward strategies. In Study 2, the complexity of maternal speech directed to normal (N = 11) and expressively delayed (N = 11) boys who were matched on the basis of comprehensive skills did not differ. Maternal speech to boys with delays in both language expression and comprehension (N = 11) was significantly less complex. In Study 3, the discrepancy between the speech complexity of mothers and that of their language-delayed children (N = 47) was greatest in younger children with greater expression and comprehension delays, who initiated fewer interactions and proved less responsive to maternal interactions and questions. 相似文献
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