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   

Modifications of Recognition Memory Processes in Preterm Children: An Event‐Related Potential Study          下载免费PDF全文

Kerstin H. Kipp  Axel Mecklinger  Nicole Brunnemann  Mohammed G. Shamdeen  Juliane Meng‐Hentschel  Ludwig Gortner 《Child development》2015,86(2):379-393

Prematurity may cause hippocampal compromise. Therefore, hippocampus‐dependent memory processes (recollection‐based retrieval) may be more impaired than hippocampus‐independent processes (familiarity‐based retrieval). The memory of 18 children born preterm with reduced hippocampal volumes, without neonatal complications (weeks of gestation < 34, weight < 1,600 g), and 15 controls (8–10 years) was tested using an item recognition task. While groups were equal in memory performance, dissociation was found: The event‐related potential (ERP) correlate of familiarity was intact in the preterm group, whereas the correlate of recollection was attenuated. A follow‐up experiment ruled out that this was due to general cognitive deficits. Furthermore, gestational age correlated with the ERP index of recollection. Thus, recognition memory in preterm children may be characterized by a compensation of attenuated recollection by familiarity.  相似文献   

Personal learning environments: design and use / Los entornos personales de aprendizaje en la educación superior: del diseño al uso     

César Coll  Anna Engel  Alexandra Saz  Alfonso Bustos 《Cultura y Educación》2014,26(4):775-801

Abstract

This study focuses on the uses that two groups of higher education students make of technological resources offered by an institution to build their own personal learning environments. The main thesis is that these uses depend on the techno-pedagogical design of the teaching and learning process in which the technological resources are framed. In order to explore and illustrate this thesis two instructional sequences have been analysed. Both use the same technological design, the Elgg platform, which allows users to select and organize a set of resources or widgets according to their interests and needs. The results show that in both cases the uses that students make of technology are related to the characteristics and requirements of the particular techno-pedagogical designs. We conclude that the key is not to offer technological resources to the students so they can build their own personal learning environments, but to design activities that attract and induce them to build these personal environments and to guide and support the process of construction.  相似文献   

Editorial: the datafication of education     

Juliane Jarke  Andreas Breiter 《Learning, Media and Technology》2019,44(1):1-6

  相似文献   

The materiality of biographical knowledge – ethnography on aesthetic practices     

Juliane Engel 《Ethnography and Education》2020,15(3):377-393

ABSTRACT

The article aims to develop a theory of biographical knowledge and practices of aesthetic articulation. Thus, it examines the aesthetic practices of young people beyond their verbal utterances. Using seven video case studies, it demonstrates the extent to which biographical knowledge is articulated in aesthetic practices – drawing, dancing, making music, etc. Aesthetic practices of articulation are theoretically defined as modes of relation between people and objects and between people and spaces. The article introduces a new ethnographic approach in biographical research that takes into account the lack of research into the significance of aesthetic practices in non-formally institutionalized areas and is thus also an epistemological guide that goes beyond highly cultural patterns and contexts. This has also proved particularly relevant for investigating subjectivation processes of vulnerable groups or, more specifically, the emergence of unequal subject positioning.  相似文献   

When one plus one equals one: Hadley Irwin     

Rae Haws  Rosalind Engel 《Children‘s Literature in Education》1987,18(4):195-201

  相似文献   

THE EVOLUTION AND IMPACT OF PROGRAMME EVALUATION IN A NEW MEDICAL SCHOOL     

C.E. Engel  R.M. Clarke  G.I. Feletti 《Assessment & Evaluation in Higher Education》1982,7(3):257-268

While the purpose, theory and method of evaluation of educational programmes are well‐documented, there is little published evidence on the actual evaluation of higher professional educational programmes and their outcomes. This paper outlines the background and development of programme evaluation in a new institution of higher professional education. It outlines current programme monitoring activities and their effects, and identifies the urgent and feasible tasks to be undertaken in the methodologically difficult and politically sensitive area of outcome evaluation.  相似文献   

School transition from elementary to secondary school: changes in psychological adjustment     

Arnold Lohaus  CorneliaEv Elben  Juliane Ball  Johannes Klein-hessling 《教育心理学》2004,24(2):161-173

School transition is a critical life event for many children. However, the effects of school transition on children's stress experiences reported in the literature have been inconsistent. The present study with 564 third- to sixth-graders compared the changes in experienced stress level and in somatic and psychological symptoms during the transition from elementary to secondary schools (from grade 4 to grade 5) to the changes of two control groups (experiencing changes from grades 3 to 4 and from grades 5 to 6, but without school transition). The results show decreases in experienced stress levels and somatic and psychological symptoms after school transition. However, these decreases reflect mainly recovery effects after the school summer break, as comparisons with the control groups indicate.  相似文献   

„Entzauberung der Welt” oder „Rettung der Welt”     

Prof. Dr. Juliane Jacobi 《Zeitschrift für Erziehungswissenschaft》2006,9(2):171-186

Zusammenfassung Religion und Religiosit?t von Frauen nahmen überall in Europa einen zentralen Stellenwert für den Auf-und Ausbau der M?dchen-und Frauenbildung im 19. Jahrhundert ein. Auch in Deutschland gehen sowohl das M?dchenschulwesen wie die Lehrerinnenausbildung als auch das Ausbildungswesen für sozialp?dagogische und pflegerische Berufe zu einem nicht unerheblichen Teil auf Aktivit?ten von religi?s motivierten Frauen zurück. Die religi?sen Motive erzieherischen Handelns er?ffneten vielen Frauen im 19. Jahrhundert, die ihren Lebensentwurf nicht in Ehe und Familie sahen, eine Perspektive beruflicher T?tigkeit, die die Geschlechterordnung stützte. Gleichzeitig nutzten diese Frauen die Geschlechterordnung für die Schaffung eines weiblichen Bildungsmilieus, das in relativer Unabh?ngigkeit von einzelnen M?nnern ein aktives Berufsleben erm?glichte. Entlang konfessioneller Linien (Katholizismus, Protestantismus, Judentum und Freireligi?se) werden institutionelle und biographische Dimensionen eines bildungsgeschichtlichen Entwicklungsprozesses nachgezeichnet, der treffender mit den Begriffen „Dechristianisierung” und „Rechristianisierung” als mit dem modernisierungstheoretischen Begriff „S?kularisierung” erfasst wird.   相似文献   

Integrating Video Documentary Into the Classroom: A Community Assessment Assignment     

Samantha G. Levinson  Keith Caldwell  Helen E. Petracchi  Sandra Wexler  Rafael Engel 《Journal of Teaching in Social Work》2013,33(2):160-175

Community assessment is a strategy commonly taught to social work students to identify a community’s strengths and challenges. This article describes the value of using video documentary as part of a community assessment assignment. We identify the advantages of using video documentary in the assessment process and the reporting of findings. We discuss the preproduction, production, and postproduction steps necessary to produce a video documentary and illustrate how such assignments can be incorporated into a social work course. We conclude by identifying the educational benefits accrued to students.  相似文献