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Feldman HM Dale PS Campbell TF Colborn DK Kurs-Lasky M Rockette HE Paradise JL 《Child development》2005,76(4):856-868
The MacArthur-Bates Communicative Development Inventories (CDI; Dale, 1996; Fenson et al., 1994), parent reports about language skills, are being used increasingly in studies of theoretical and public health importance. This study (N = 113) correlated scores on the CDI at ages 2 and 3 years with scores at age 3 years on tests of cognition and receptive language and measures from parent-child conversation. Associations indicated reasonable concurrent and predictive validity. The findings suggest that satisfactory vocabulary scores at age 2 are likely to predict normal language skills at age 3, although some children with limited skills at age 3 will have had satisfactory scores at age 2. Many children with poor vocabulary scores at 2 will have normal skills at 3. 相似文献
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美丽金沙梦——金沙遗址博物馆《梦回金沙》4D电影制作过程纪略 总被引：1，自引：0，他引：1
上海永乐数码科技有限公司 《中国博物馆》2009,(2):69-73
2001年2月8日,沉睡了3000年的金沙掀开她神秘面纱的一角,即刻轰动全球,世界的目光瞬间聚焦成都,一个极具考古价值的遗址类博物馆随即紧锣密鼓地开始筹备。在整个筹建过程中,金沙遗址博物馆的策划者,在精心作好博物馆建设和基本展陈设计的同时,还一直在冥思苦想,希望能找寻到一种不同寻常的方式来诠释辉煌璀璨、神奇浪漫的古蜀金沙。 相似文献
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Irene M. Loe Maria D. Balestrino Randall A. Phelps Marcia Kurs‐Lasky Diego Chaves‐Gnecco Jack L. Paradise Heidi M. Feldman 《Child development》2008,79(6):1853-1868
In a prospective study of developmental outcomes in relation to early‐life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9–11 years of age (N = 741). At 9–11 years of age, 9% of the children were categorized as having attention‐deficit/hyperactivity disorder (ADHD) based on parent report. Compared to the non‐ADHD group, the ADHD group had higher (i.e., less favorable) scores on parent and teacher versions of the Child Behavior Checklist at all ages. Children in the ADHD group also had lower scores on cognitive and receptive language measures in preschool. The findings support the concept that ADHD is a cognitive as well as a behavioral disorder. 相似文献
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广枣提取液对小鼠免疫功能和运动耐力的影响 总被引：11，自引：0，他引：11
观察了广枣提取液对小鼠免疫功能、运动耐力的影响。结果表明：广枣提取液可明显增加小鼠耐缺氧时间，延长小鼠负重游泳时间，降低运动后小鼠血乳酸水平，显著提高其心肌组织中SOD活力；同时明显增加小鼠脾脏／体重、胸腺／体重比值，增强小鼠对巨噬细胞的吞噬能力．提高小鼠的细胞免疫、体液免疫功能。提示广枣提取液具有显著促进小鼠免疫功能及显著提高小鼠运动耐力的功效。 相似文献
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Ruth Paradise 《Infancia y Aprendizaje》2013,36(55):73-85
ResumenEn el salón de clase los alumnos manejan un conocimiento cultural que han adquirido por ser miembros de un grupo sociocultural particular. En parte este conocimiento se trata de formas sociales particulares de organizar el aprendizaje que se pueden identificar en los comportamientos y actitudes de los niños frente el quehacer escolar. Este artículo indaga acerca de la naturaleza de este tipo de conocimiento y su alcance dentro del salón de clase. El análisis se centra en la orientación cultural de los niños mazahuas de México hacia la observación como estrategia preferida en la organización del aprendizaje, y muestra cómo a partir de esta orientación se desarrollan arreglos interaccionales para realizar actividades de aprendizaje dentro del salón de clase. Las descripciones y los análisis se basan en los datos provistos por las observaciones intensivas y entrevistas abiertas realizadas en una escuela rural de México. Se enfoca la práctica escolar en un aula a la que asisten alumnos de quinto y sexto grados atendidos por un maestro. 相似文献
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Mark J. Barsoum Patrick J. Sellers A. Malcolm Campbell Laurie J. Heyer Christopher J. Paradise 《CBE life sciences education》2013,12(1):106-116
We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology. 相似文献