排序方式： 共有31条查询结果，搜索用时 15 毫秒
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Cantlon JF Davis SW Libertus ME Kahane J Brannon EM Pelphrey KA 《Learning and individual differences》2011,21(6):672-680
In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the cerebral hemispheres (the corpus callosum). We used diffusion tensor imaging (DTI) tractography analyses to test the link between the development of the corpus callosum and performance on symbolic and non-symbolic numerical judgment tasks. We were especially interested in the interhemispheric connections of parietal cortex in 6-year-old children, because regions of parietal cortex have been implicated in the development of numerical skills by several prior studies. Our results revealed significant structural differences between children and adults in the fibers of the corpus callosum connecting the left and right parietal lobes. Importantly, these structural differences were predictive of individual differences among children in performance on numerical judgment tasks: children with poor numerical performance relative to their peers exhibited reduced white matter coherence in the fibers passing through the isthmus of the corpus callosum, which connects the parietal hemispheres. 相似文献
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Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
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The study explores whether the naive concepts of solid and liquid persist in adolescence. Accuracy of responses and reaction times where measured while 41 ninth graders classified different
solids (rigid, non-rigid and powders) and different liquids (runny, dense) into solid or liquid. The results show that these
naive conceptions affect adolescences’ classifications in terms of both accuracy and reaction time. The rate of correct classifications
of non-rigid solids and powders was significantly lower than of rigid solids. Lower rate of success was also found for classification
of dense liquids compared with runny liquids. In addition, the reaction time results of correct classifications for non-rigid
solids and powders were longer than those for rigid solids and, likewise, reaction times for dense liquids were longer than
for runny ones. These results suggest that reasoning processes associated with correct classification of objects that are
not consistent with the naive conceptions are more demanding. 相似文献
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Reuven Babai Hanna Zilber Ruth Stavy Dina Tirosh 《International Journal of Science and Mathematics Education》2010,8(1):185-201
This study investigates the effect on student performance in drawing their attention to relevant task variables, focusing
on accuracy of responses and reaction times. We chose this methodology in order to better understand how such interventions
affect the reasoning process. The study employs a geometry task in which the irrelevant salient variable (area) interferes
with the reasoning process related to perimeter comparison. We compared eighth graders’ performances in a pretest and a posttest,
with or without intervention. The posttest results showed that raising students’ awareness of the relevant task variable activates
effortful and time-consuming control mechanisms which help them overcome the interference of the irrelevant variable. The
paper discusses the educational importance of helping students to attend selectively to relevant information in order to overcome
interference, thus promoting logical reasoning. 相似文献
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Nanotechnology, like other emerging technologies that increasingly characterize the dynamic of our era, makes specific demands on datamining to track and interpret efficiently what is happening, through publications and other scientific output. We here propose and describe a strategy based on an automated lexical modular methodology to overcome rapidly evolving content and classification problems, which may otherwise accommodate poor quality of data and expert bias, with potential dire consequences for interpretation, decision and strategy. The proposed methodology is based on an initial nanostring enriched and screened by eight subfields, automatically identified and defined through the journal inter-citation network density displayed in the initial core nanodataset. Relevant keywords linked to each subfield are then tested for their specificity and relevance before being sequentially incorporated to build a modular query. We then, as a first test, compare the database constructed using this methodology for years 2003 and 2005 with those obtained by other approaches previously used to cover and explore the nanotechnology dynamic. Finally, using the inherent transparency, portablity and replicability of our methodology, we offer, in order to help our initial query evolve and develop, a set of evaluation processes for tests by researchers in the nano field, other scientometric teams and intelligence experts involved in decision-making processes. 相似文献
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Reuven Babai Rachel Rosanne Eidelman Ruth Stavy 《International Journal of Science and Mathematics Education》2012,10(4):763-775
Many students encounter difficulties in science and mathematics. Earlier research suggested that although intuitions are often needed to gain new ideas and concepts and to solve problems in science and mathematics, some of students’ difficulties could stem from the interference of intuitive reasoning. The literature suggests that overcoming intuitive interference is associated with the activation of inhibitory control mechanisms. The goal of the current study was to find out whether indeed the reasoning processes associated with overcoming intuitive interference are different from the ones related to answering correctly in line with the intuition. To do so, we focused on the comparison-of-perimeters of geometrical shapes task that triggers intuitive responses and applied the prime–probe paradigm. High school students were presented with pairs of congruent and incongruent trials of different combinations. The findings showed that previous trial congruity affects response times of the probe. When congruent trials followed incongruent prime, an increase in response time was observed as compared with congruent trials that followed congruent ones, and vice versa. In addition, when congruent trials followed incongruent-equal prime, not only did response time increase but accuracy significantly dropped as well. The current study supports the suggestion that inhibitory control mechanisms play a key role in overcoming intuitive interference, even in adolescence, and points to the importance of enhancing students’ inhibitory control mechanisms. 相似文献