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Katrina Ferrara Kathy Hirsh‐Pasek Nora S. Newcombe Roberta Michnick Golinkoff Wendy Shallcross Lam 《Mind, Brain, and Education》2011,5(3):143-151
Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple‐to‐execute educational interventions. 相似文献
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Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献
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Paul Shallcross 《Journal of The Franklin Institute》1942,233(5):471-484
An electrode design is developed for the purpose of obtaining a constant potential gradient along the surface of a cylinder. Such a design is important in a high voltage low current resistance in order that the voltage drop per unit of resistance be constant. It is found that the dimensions of such a resistor and its associated electrodes can be reduced considerably by the proper electrode design. 相似文献
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Tony Shallcross 《Environmental Education Research》1995,1(3):279-290
Role play is a potent, widely employed technique in the teaching of controversial issues. Attitude modification is often cited as a major reason for using role play. But how can we expect attitudes to change if students, either through teacher accident or their own design, are allocated roles which reinforce attitudes with which they already identify? One possible remedy is to organise groups so that students are required to identify closely with value positions and attitudes with which they may not sympathise. The purpose of this paper is to outline a simple values clarification technique which can be used to assess students’ attitudes towards a controversial issue. Once this assessment has been completed, its results can be used for group selection. Subsequently the same technique can be used to assess the degree of attitude change. The approach outlined has the virtue of being a pedagogical technique which can also be used for group differentiation, summative evaluation and research. This approach will be illustrated by referring to the study of a controversial issue in Scotland by fourth year B.Ed. (Primary) students from Moray House Institute. Theoretical questions about how role play contributes to attitude change are also examined in the paper. 相似文献
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This article has two aims. Its first is to describe how findings from a questionnaire survey of 96 UK primary schools influenced the theory of action adopted in the SEEPS Project, (Sustainability Education in European Primary Schools, 1997) funded by DGXI and DGXXII of the European Commission and Scottish Natural Heritage. SEEPS is a continuing professional development (CPD) project developed by representatives from 11 European educational systems. The first section of the article outlines how the Project came to adopt a school focused theory of action in CPD, in preference to a centralised or school-based approach. School focused CPD trains trainers and provides them with adaptable materials that can support individualised CPD programmes decided in and by the school and its staff. The second aim is to outline and analyse some of the more interesting inter and intra-regional relationships, correlations and differences which emerged from the survey. We have only included those findings that illuminate CPD provision in sustainability education. This article seeks to share data with others working in environmental education and sustainability education and to stimulate a debate about the relevance of school focused approaches in international discussions about CPD in environmental and sustainability education. 相似文献
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