Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence     

Paola Uccelli  Özlem Ece Demir-Lira  Meredith L. Rowe  Susan Levine  Susan Goldin-Meadow 《Child development》2019,90(5):1650-1663

This study examines whether children's decontextualized talk—talk about nonpresent events, explanations, or pretend—at 30 months predicts seventh-grade academic language proficiency (age 12). Academic language (AL) refers to the language of school texts. AL proficiency has been identified as an important predictor of adolescent text comprehension. Yet research on precursors to AL proficiency is scarce. Child decontextualized talk is known to be a predictor of early discourse development, but its relation to later language outcomes remains unclear. Forty-two children and their caregivers participated in this study. The proportion of child talk that was decontextualized emerged as a significant predictor of seventh-grade AL proficiency, even after controlling for socioeconomic status, parent decontextualized talk, child total words, child vocabulary, and child syntactic comprehension.  相似文献   

Within and Across Language Predictors of Word Learning Processes in Dual Language Learners     

Amy Pace  Rufan Luo  Dani Levine  Aquiles Iglesias  Jill de Villiers  Roberta M. Golinkoff  Mary S. Wilson  Kathy Hirsh-Pasek 《Child development》2021,92(1):35-53

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.  相似文献   

Learning to reason from samples     

Dani Ben-Zvi  Arthur Bakker  Katie Makar 《Educational Studies in Mathematics》2015,88(3):291-303

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Assessing early arithmetic abilities: Effects of verbal and nonverbal response types on the calculation performance of middle-and low-income children     

Nancy C. JordanJanellen Huttenlocher  Susan Cohen Levine 《Learning and individual differences》1994,6(4)

In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic.  相似文献   

转达未知世界的信息:科幻作品的交际模式     

乔治·斯拉瑟  达尼埃莱·夏特兰  王金凯 《洛阳师范学院学报》2006,25(6):81-87

科幻作品叙事最初使用两种传统的叙事形式:旅行叙事和历史叙事。按其物质规则,科幻作品也意识到科学发现在向这些传统发起挑战,并最终证明传统的叙事手法是不足的。科幻叙事向读者转达过去或将来未知世界的信息时,情况更是如此。某些科幻叙事,即使在与血肉之躯的读者相关的叙事受众极度错位的情况下,继续违背事实地依赖传统形式,对问题视而不见。而另一些科幻叙事,比如本文中所讨论的这些,两者均意识到了由于时空错位所产生的问题,显然在寻求开辟新的叙事模式来应对这些问题。科幻作品中的“新颖性”,通常是指主题与内容。主题与形式是不可分割的,但是我们也希望结合由科学产生的新的时空情境,说明科幻作品如何证明原有层次的高度创造性。  相似文献   

STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School     

Quigley  Cassie F.  Herro  Dani  King  Elizabeth  Plank  Holly 《Journal of Science Education and Technology》2020,29(4):499-518

Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the...  相似文献   

Mental health professionals' experiences reporting suspected child abuse and maltreatment     

Weinstein B  Levine M  Kogan N  Harkavy-Friedman J  Miller JM 《Child abuse & neglect》2000,24(10):1317-1328

OBJECTIVE: The purpose of this study was to provide systematic data on the experiences of mental health professionals (e.g., psychiatrists, psychologists, and social workers) who reported cases of suspected child abuse and maltreatment concerning their clients. METHOD: Mail surveys were completed by 258 mental health professionals known to have reported a case of suspected child abuse and maltreatment to the New York State Central Register (NYSCR) in 1993. Subjects were asked to complete a survey describing their experience with making reports, referring to a specific case they reported. RESULTS: About 40% did not inform the client about the limits of confidentiality until reportable material came up. Most clinicians reported that informing clients about the limits of confidentiality did not deter them from entering treatment. Many clinicians learned about abuse/maltreatment after approximately 3 months into therapy. Even very experienced clinicians usually consulted with others before making the report. Clinicians most typically informed the client about the report directly and before it was made, but did not call the NYSCR in the presence of the client. Following the report, most clinicians performed additional activities such as calling clients and scheduling additional sessions. When clients evidenced resistance to continuing therapy, it usually dissipated after a brief period of time. In over 72% of the cases, making the report did not disrupt the relationship and in many instances it was helpful in the therapeutic process; about 27% were continuously resistant or terminated therapy shortly after the report was made. CONCLUSIONS: Implications for practice, training, program development, and research are discussed.  相似文献   

Effect of a conspecific’s presence on deprived rats’ Performance: Social facilitation vs distraction/imitation     

John M. Levine  Thomas R. Zentall 《Learning & behavior》1974,2(2):119-122

The present study investigated effects of (a) conspecific’s “mere presence” and (b) water deprivation on emission of dominant responses by rats. Zajonc (1965) suggests that a conspecific’s presence functions like a physiologically based drive in enhancing performance of dominant responses. Alternative interpretations suggest that a conspecific’s presence impairs performance by distracting the observer or eliciting imitation of “irrelevant” responses. The social facilitation vs distraction/imitation hypotheses were tested in a 2 by 2 design: Barpress-trained rats, deprived of water for 4 or 23 h, barpressed for water in the presence of a naive rat or alone. Results supported social facilitation theory: Performance was significantly higher when the conspecific was present rather than absent and when the responder was 23 h rather than 4 h deprived. In reconciling these data with conflicting results, it was suggested that degree of contact may be important in determining how a conspecific’s presence affects performance of dominant responses.  相似文献   

Echecs scolaires à l'IESP et profil de recrutement     

Danièle Bonfond  Pierre Charlier  Francis Perée 《欧洲师范教育杂志》1986,9(1):85-107

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The scientific matrix     

Arthur L. Benton  Mary Wootton Masland M.A.  Jane B. Levine  Carl L. Kline M.D.  C.R.C.P.  MBR 《Annals of dyslexia》1971,21(1):111-127

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