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Tolar TD Lederberg AR Gokhale S Tomasello M 《Journal of deaf studies and deaf education》2008,13(2):225-240
Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-six 2.5- to 5-year-olds who had no previous exposure to signs were required to match iconic signs to pictures of referents. Whereas few of the 2.5-year-olds recognized the meaning of the iconic signs consistently, more than half of the 3.0-year-olds and most of 3.5-year-olds performed above chance. Thus, the ability to recognize the meaning of iconic signs gradually develops during the preschool years. Implications of these findings for sign language development, receptive signed vocabulary tests, and the development of the ability to interpret iconic symbols are discussed. 相似文献
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Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies 总被引：2，自引：0，他引：2
Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment. 相似文献
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Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
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Vaughan Van Hecke A Mundy PC Acra CF Block JJ Delgado CE Parlade MV Meyer JA Neal AR Pomares YB 《Child development》2007,78(1):53-69
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. 相似文献
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The influence of game location and outcome on behaviour and mood states among professional rugby league players 总被引：2，自引：0，他引：2
In this study, we examined the relationship between home and away matches on mood. In addition, the relationships between game location, game outcome, behavioural factors, and mood were investigated among 12 professional English rugby league players competing in the Super League. Participants completed daily diaries for 27 days. The diary consisted of six analogue scales measuring mood (relaxed-tense, energetic-weary, depressed-elated, tired-alert, anxious-calm, cheerful-miserable) as well as behavioural factors and self-rated performance. There were no significant differences in self-reported mood states leading up to home or away matches except for players feeling more tired when playing away. Significant relationships between mood and behaviours (e.g. sleep and eating) and subjective performance were observed. The outcome of the match was found to influence mood, with a defeat resulting in decreased mood. Our results show that game location did not influence mood and therefore does not provide an explanation for the home advantage. 相似文献
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从优胜劣汰到协同发展 总被引：1，自引：0，他引：1
优胜劣汰面临挑战 达尔文的物种选择论即进化论,其核心是生存斗争,适者存,不适者亡;其实质是弱肉强食;其结果是优胜劣汰。100多年来,这个理论对生物学产生了极为深刻的影响,也对社会学和人类社会产生了极为深刻的影响。后来,由于生物学、古生物学,特别是遗传学和基因工程的飞跃发展,达尔文主义进化论受到了越来越多的挑战。有着45亿年历史的地球经受过多次来自天外的和地内的灾变,造成过多次生物大规模灭绝事件,然而生命延续下来了,生物向前发展了,但却不是适者存、不适者亡和生存斗争、优胜劣汰的 相似文献
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中国科学院学部委员陈国达教授,在他创立地洼学说35周年的时候,撰写了《怎样进行科学研究》的专著(科学出版社,1991年),全书23万字,这是他毕生从事地质科研和科学创造的经验总结和智慧结晶。中国科学院院长周光召为这本书题词说:“学习如何进行科学研究,成为基础扎实、作风严谨、品德高尚的科学工作者,是有志于攀登科学高峰的青年的一项基本功。”作者也在书中写道:“当著者最初踏上科研征途、摸索前进的时候,曾渴 相似文献