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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
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Anabela Abreu Malpique Deborah Pino-Pasternak Debora Valcan 《Reading and writing》2017,30(8):1789-1812
Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study involved 177 kindergarten children enrolled in 23 classrooms from seven government-funded primary schools in Western Australia. Individual child level data (e.g., handwriting automaticity and word-reading skills) were collected and teachers were asked to complete a survey assessing the amount of time and types of writing activities developed in their classrooms (e.g., teaching basic skills and teaching writing processes). Hierarchical linear models were conducted to examine total variance attributable to child and classroom levels. Results showed a total variance of approximately 20% in children’s handwriting automaticity attributable to differences among classrooms when gender and word-reading skills were controlled for. Large variability was noted in the amount and type of writing instruction reported by a subset of participating teachers. Handwriting automaticity was associated with the teaching of revising strategies but not with the teaching of handwriting. Implications for writing development and writing instruction are discussed. 相似文献
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M.O. Thirunarayanan Manuel Vilchez Liala Abreu Cyntianna Ledesma Sandra Lopez 《Educational Media International》2013,50(4):311-327
A survey was conducted in a public, research university located in a large and diverse metropolitan area in the southeastern part of the USA. The purpose of the survey was to determine both the positive and negative personal, educational, social, and work related consequences of playing video games. Nearly two‐thirds of the 203 participants in this study were of Hispanic heritage. A majority of the sample of participants was derived using a school intercept, as opposed to mall intercept, strategy. The remaining participants were obtained using snowball, and convenience sampling techniques. Statistically significant differences between males and females were found in the areas of communication, decision making in daily lives, leadership skills, collaborating, functioning in a team, and giving directions to others. These differences were favorable to males. 相似文献
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Throughout the world universities are having to face constantly changing environments. A particular type of important change is public policy reforms or regulatory jolts. The English higher education sector is an example of the latter, where constant regulatory jolts have been seen in past decades. Leaders at universities have needed to interpret these environmental changes and decide how to cope with them. In this paper, the case of the post-Browne Review reforms in England’s higher education sector is used in order to explore how senior leaders in universities make sense of regulatory jolts. Based on primary qualitative research, which involved 47 semi-structured interviews with senior university leaders in England, including 24 vice-chancellors, I explore how senior leaders in universities interpreted, or made sense of, the post-Browne Review regulatory jolt. The paper suggests that senior university leaders’ interpretations might be deeply intertwined with their identity interpretations of who they are throughout these periods of turbulence. 相似文献
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The present study investigates Ehri's (Ehri & Wilce 1985; Scott & Ehri 1990) hypothesis that knowledge of the alphabet enables children to learn to read by processing and storing letter-sound relations in words. In particular, it examines whether letter-name knowledge facilitates the learning of spellings in which the names of one or more letters can be heard in the pronunciation of the words. Preschool children who could not read any word out of context were divided into two groups on the basis of their ability to name the letters of the alphabet: one group knew the names of the letters while the other did not. Both groups were taught to read two types of simplified spellings: visual spellings, that is, spellings whose letters did not correspond to sounds in the pronunciations of the words but which were visually more salient (e.g., XQKO for the word cerveja), and phonetic spellings, that is, spellings whose letters corresponded to sounds in the pronunciation of the words (e.g., CRVA for the word cerveja). In all phonetic spellings, the name of at least one letter could be clearly heard in the pronunciation of the words. Results corroborated Ehri's hypothesis. The children who did not know the names of the letters learned to read the visual spellings more easily than the phonetic ones. On the other hand, the children who knew the names of the letters showed the opposite pattern, that is, they learned the phonetic spellings more easily than the visual ones. 相似文献
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This article explores the ways in which parents use their own past experiences as a mediational tool for understanding their
child’s current school learning. Following a sociocultural approach parents’ past experiences were examined drawing on the
notions of (1) heterochronicity, which looks at the partially overlapping histories of the individual and society and (2)
prolepsis whereby the imagined future mediates and constrains the world of the present. The analysis draws on 22 interviews
with parents whose children were from three primary multiethnic schools in a town in the Southeast of England. The findings
brought to light the means by which parents can either intentionally or unintentionally use the past to inform their current
representations and practices. Thus at times they use their past experiences to mediate internalisation (reproduction of the
experience), at other times they use them to promote externalisation (change brought about by the experience). It is within
this process that parents projected a future ideal for their child, which was either congruent or discordant with their own
past. 相似文献
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Paula Clara Santos Sandra Abreu Carla Moreira Diana Lopes Rute Santos Odete Alves 《Journal of sports sciences》2013,31(14):1398-1408
AbstractThe aims of the this prospective study were to analyse physical activity (PA) engagement during the first and second trimesters, considering the different guidelines published on PA, to document the individual characteristics associated with the accomplishment of these guidelines and to examine pregnant women’s perceived barriers to leisure PA, using a socioecological framework. A sample of 133 pregnant women in two stages – at 10–12 weeks’ gestation (T1) and 20–22 weeks’ gestation (T2) – were evaluated. PA was assessed by accelerometry during the T1 and T2 evaluation stages. Socio-demographic characteristics, lifestyle factors and barriers to leisure PA were assessed via questionnaire. A large proportion of women (ranging from 32% to 96%) did not reach the levels of PA recommended by the guidelines. There were no significant differences between T1 and T2 with regard to compliance with PA recommendations. A decrease in PA levels from T1 to T2 was noted for all recommendations. No associations were found between participants’ characteristics and adherence to the recommendations in T1 and T2. No significant differences were found in barriers to leisure PA between T1 and T2. The most commonly reported barriers to leisure PA were intrapersonal, not health related. Our results indicate that there were no differences between trimesters regarding compliance of PA recommendations, and perceived barriers were similar in both trimesters. 相似文献
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Abreu PR Almeida MC Bernardo RM Bernardo LC Brito LC Garcia EA Fonseca AS Bernardo-Filho M 《Journal of Zhejiang University. Science. B》2006,7(6):429-435
Psidium guajava （guava） leaf is a phytotherapic used in folk medicine to treat gastrointestinal and respiratory disturbances and is used as anti-inflammatory medicine. In nuclear medicine, blood constituents （BC） are labelled with technetium-99m （^99mTc） and used to image procedures. However, data have demonstrated that synthetic or natural drugs could modify the labelling of BC with ^99mTC. The aim of this work was to evaluate the effects of aqueous extract of guava leaves on the labelling of BC with ^99mTc. Blood samples of Wistar rats were incubated with different concentrations of guava extract and labelled with ^99mTc after the percentage of incorporated radioactivity （%ATI） in BC was determined. The results suggest that aqueous guava extract could present antioxidant action and/or alters the membrane structures involved in ion transport into cells, thus decreasing the radiolabelling of BC with ^99mTc. The data showed significant （P〈0.05） alteration of ATI in BC from blood incubated with guava extract. 相似文献