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Vincent Forma David. I. Anderson Joëlle Provasi Evelyne Soyez Mélina Martial Viviane Huet Lionel Granjon François Goffinet Marianne Barbu-Roth 《Child development》2019,90(4):1286-1302
The crawling behavior of sixty 2-day-old newborns was studied while they were supported prone on a mini skateboard and on a pediatric mattress without additional support. Analyses of the number and types of limb movements and their characteristics, the coactivation of limb pairs, and the displacement across the surface, revealed that newborns can crawl with locomotor patterns similar to those documented during quadrupedal locomotion in animals and human adults. This was particularly apparent on the skateboard. This discovery suggests that locomotor circuitry underlying quadrupedal locomotion develops during fetal life. Drawing upon other evidence for a quadrupedal organization underlying bipedal gait, we argue that early quadrupedal training may enhance interventions designed to hasten the onset of independent walking. 相似文献
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Josephine Grigg Eric Haakonssen Evelyne Rathbone Robin Orr Justin W. L. Keogh 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):383-401
The aim of this study was to quantify the validity and intra-tester reliability of a novel method of kinematic measurement. The measurement target was the joint angles of an athlete performing a BMX Supercross (SX) gate start action through the first 1.2 s of movement in situ on a BMX SX ramp using a standard gate start procedure. The method employed GoPro® Hero 4 Silver (GoPro Inc., USA) cameras capturing data at 120 fps 720 p on a ‘normal’ lens setting. Kinovea 0.8.15 (Kinovea.org, France) was used for analysis. Tracking data was exported and angles computed in Matlab (Mathworks®, USA). The gold standard 3D method for joint angle measurement could not safely be employed in this environment, so a rigid angle was used. Validity was measured to be within 2°. Intra-tester reliability was measured by the same tester performing the analysis twice with an average of 55 days between analyses. Intra-tester reliability was high, with an absolute error <6° and <9 frames (0.075 s) across all angles and time points for key positions, respectively. The methodology is valid within 2° and reliable within 6° for the calculation of joint angles in the first ~1.25 s. 相似文献
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André Didierjean Evelyne Cauzinille-Marmèche 《European Journal of Psychology of Education - EJPE》1998,13(3):385-398
One of the “classical” ways of learning consists of studying examples of already solved problems. In two experiments, we analyzed the degree of abstraction of the knowledge used by ninth grade students to solve algebra problems after studying worked examples. The results showed that there are two processes underlying reasoning by analogy, one that uses abstract knowledge and another that involves case-based reasoning. Both experiments pointed out interindividual differences in the population under study: when given examples, some subjects seem to extract the structure of the solving process by comparing the worked examples, while others focus more on the specifics of each example. To these two processes correspond two levels of transfer: correctly solve problems that have the same structure as the examples, regardless of how similar they are, or be better at solving problems that resemble the examples the most. Experiment 2 used a dual-task paradigm to show that some subjects implement both processes, in which case the mental load is greater. This experiment also showed that both processes can lead to the long-term acquisition of the principles behind the examples. 相似文献
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Abstract This article covers the background which led to the production of the self‐teaching guide to the management of educational resources soon to be published by Unesco. It gives the structure of the publication, and the text of the Preface and Introduction which serve to explain the guide. Further information on the guide can be obtained from the ICEM Secretariat, c/o CNDP, 29 rue d'Ulm, 75230 Paris, Cedex 05, France 相似文献
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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect such impairments. The effect of IQ and age on emotion understanding was estimated in 55 children with ASD aged between 5 and 10 and with IQ ranging from 70 to 130. Emotion understanding and non-verbal cognitive ability were assessed, respectively, with the Test of Emotion Comprehension and the Leiter-R scale. The majority of participants scored significantly lower on the TEC compared to the normative sample. Performance compared against norms decreased with age and improved with increasing IQ; children with ‘borderline cognitive functioning’ performed significantly worse than children with ‘normative cognitive functioning’. Emotion understanding skills in children with ASD are affected by cognitive level and age. Implications for educational interventions are discussed. 相似文献
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Evelyne Cauzinille-Marmèche Jacques Mathieu Lauren Resnick 《European Journal of Psychology of Education - EJPE》1987,2(1):41-56
This study analyses students integration of new knowledge in the domain of elementary algebra, which is based on arithmetics, but differs from it in a number of ways. Subjects aged between 11 and 16 years were presented with a task which consisted in evaluating equivalence of either numerical or algebraic isomorphic expressions. The results indicate that the context plays an important role in determining the choice of a strategy of comparison. In evaluating algebric expressions, students use formal rules. The observed errors derive from over-generalisation of prototypical rules and their conditions of application. In the case of numerical expressions, the dominant strategies are re-writing procedures: these may or may not be followed by quantitative evaluations of the resulting expressions. Errors are less frequent, but our analyses show that the semantics of the procedures are not always well understood. In sum, students posses a fair amount of knowledge of various kinds, but this knowledge is not well integrated or interrelated. Hence their knowledge base is not very stable and can easily become deformed. 相似文献
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Evelyne Barbin 《Educational Studies in Mathematics》2007,66(2):225-242
Simplicity arguments are to be found in most geometrical works, from those of Proclus in his Commentaries on the First Book of Euclid’s Elements, up to those of contemporary manuals. Our goal is to read these arguments in their historical contexts to analyze agreements,
disagreements and the multiplicity of points of view. For a better apprehension and a better understanding of the different
conceptions, we will focus on the notion of angles and their measurements. We will study the notion of ≪ simplicity ≫ in various Elements of Geometry, in particular those of Euclid, Peletier du Mans (1628), Arnauld (1667), Lacroix (1803) and Hoüel (1867). From there, we will examine French schoolbooks of geometry, beginning from the 1960s up to the 1990s, including those of
the so-called period of ≪la réforme des mathématiques modernes≫ in France. 相似文献
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