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1.
Gaps and Bits: Conceptualizing Measurements for Digital Divide/s 总被引：1，自引：0，他引：1
Karine Barzilai-Nahon 《The Information Society》2006,22(5):269-278
Three arguments are raised in this article with regard to the indices used to measure the digital divide. First, I criticize policymakers who rely on simplistic measures of the digital divide, at the expense of a thoughtful analysis of (1) the purpose of the tool, (2) the level of observation, and (3) the method of approaching the data. Second, I argue that networks and associated technologies are not neutral artifacts but are political and social spaces in their structure as well as in their content levels. Accordingly, we need to factor in the context as an important actor in conceptualizing and measuring the digital divide. Third, two general types of indices are used for the measurement of the digital divide(s): focused monotopical indices and comprehensive indices. Monotopical indices are more widely available, while comprehensive ones are rare. I argue that policymakers need to promote comprehensive indices over monotopical indices. Finally, I present a conceptual definition of the digital divide and a framework for developing a comprehensive index to measure it. 相似文献
2.
The big-fish-little-pond effect (BFLPE) model predicts students’ academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators. Integrating the BFLPE model with Achievement Goal Theory, the present study aims to determine whether the negative effect of class-average achievement on academic self-concept is moderated by individual and class-average achievement goals. Our sample comprised of 2987 students (50% boys) from Grade 6 in 112 elementary schools in the Flemish region of Belgium (174 classes). Applying multilevel modelling, we found a stronger BFLPE when students’ individual achievement goals were higher, regardless of the specific nature of these goals. The BFLPE was not moderated by class-average levels of achievement goals. Overall, our findings demonstrate that the BFLPE is moderated by individual goal-related factors. 相似文献
3.
According to the big-fish-little-pond (BFLP) model, the self-concept is not only influenced in a positive way by one’s own achievement, but also in a negative way by one’s relative achievement in comparison with one’s immediate peers. This study investigates whether the BFLP effect also holds for second language acquisition. A random sample of 9167 Dutch-speaking students from Grade 8 took a reading comprehension test in French followed by a short background questionnaire in which they were asked for their self-concept of reading French. Multilevel regressions of the latter on individual and group achievement confirmed the BFLP effect but did not confirm an interaction of the effect with gender, individual achievement or class size. Moreover, in line with the local dominance hypothesis, it was shown that the negative effect of the average performance of peers is stronger for classmates than for schoolmates. 相似文献
4.
Four-month-old infants were habituated with an upright or an upside-down face. Eye-movement recordings showed that the upright and upside-down faces were not explored the same way. Infants spent more time exploring internal features, mainly in the region of the nose and mouth, when the face was upright. They also alternated as frequently between the face's internal features (eyes vs. nose/mouth) as between external and internal features. When the face was upside down, the infants spent half of their time exploring external features, and preferentially alternated between external features and internal features. The main effect of inversion was a decrease of the looking time to the nose/mouth region and of the number of shifts between the eye region and the nose/mouth region. 相似文献
5.
The Internal Working Model of the Self, Attachment, and Competence in Five-Year-Olds 总被引：5，自引：0，他引：5
The present studies examine some of the correlates of the self in the lives of young children. In Study 1, the connection is tested between young children's internal working model of self and their competence, social acceptance, behavioral adjustment, and behavioral manifestations of self-esteem. Ninety-five kindergartners aged between 51 and 76 months ( M age = 5 years, 3 months) participated in the study. An adapted version of the Puppet Interview was used to assess the representation of self. Affective quality (positiveness) of self and openness to admit imperfections were rated independently. Results show significant and positive relations of the positiveness of self with competence and social acceptance, with behavioral adjustment to school, and with behavioral manifestations of self-esteem, all rated by the teacher. In Study 2, Bowlby's assumption was tested that the working model of self is closely intertwined with the working model of attachment to mother. Subjects were 50 children aged between 55 months and 75 months ( M age = 5 years, 5 months). The working model of child-mother attachment was assessed through an Attachment Story Completion Task. The working model of self was measured via the Puppet Interview. Results show a positive and strong connection between the security of the child-mother attachment representation and the positiveness of self. The results of the two studies contribute to the validation of the adapted Puppet Interview. The Puppet Interview seems to be a promising instrument for assessing the representation of self in young children. 相似文献
6.
Veerle Germeijs Koen Luyckx Guy Notelaers Luc Goossens Karine Verschueren 《Contemporary educational psychology》2012
This study identified decision-making profiles of students who make a choice of a major in higher education. These profiles were examined in a sample of Belgian students at the end of Grade 12, when the educational system expects that these adolescents choose a specific major. Using latent class cluster analysis on adolescents’ scores for coping with career decisional tasks (i.e., orientation, exploration, decisional status, and commitment), four clusters were identified. As expected, these profiles paralleled Marcia’s (1966) identity statuses (i.e., the achievement, moratorium, foreclosure, and diffusion status). Results provided support for the external validity of the identified clusters through differential associations with several person variables (i.e., career decision-making self-efficacy, career choice anxiety, and decision-making style) and with academic functioning in higher education (i.e., commitment, academic and social adjustment). Implications for current educational research and research on career decision-making are discussed. 相似文献
7.
在过去的30年中,研究美索不达米亚、古代中国和印度的数学史家们已经揭示出,现存最早的阿卡德文、中文和梵文文献证明了这样一个事实,那就是这三个地区的古代数学家用这样或那样的方式讨论着数学证明。这些数学史家们发表的论著对当前的编史学产生的影响还只是微乎其微。本文对这种未能产生影响的情况进行了大致分析,并试图开启一片数学证明史讨论的新空间,其中每一种证据都会被考虑。本文尤其利用数学家们最近的一次争论,提出了一种构造数学证明新编史学的途径。 相似文献
8.
AbstractRelying on a nudge—a simple, non-paternalistic tool that spontaneously triggers behaviours in a volitional, predictable and expected way—as an education instrument, and more particularly relying on social labelling, this paper demonstrates that an extremely frugal protocol can foster children’s intentions to behave pro-environmentally. In an experiment conducted among 115 children (aged between 7 and 12?years), whose gender and levels of environmental perception before the experiment were controlled for, we show that applying an ‘eco-friendly’ label is sufficient to trigger more subsequent intentions to behave ecologically than what was observed in the control group. We also provide evidence that the most effective age for using this nudge is above 10. Our results show that the intentions to behave ecologically persist a week after labelling. This on-going effect suggests that the influence of social labelling is not limited to the immediate response. An ethical discussion on the issue closes the paper. 相似文献
9.
Karine Barzilai-Nahon 《The Information Society》2013,29(5):269-278
Three arguments are raised in this article with regard to the indices used to measure the digital divide. First, I criticize policymakers who rely on simplistic measures of the digital divide, at the expense of a thoughtful analysis of (1) the purpose of the tool, (2) the level of observation, and (3) the method of approaching the data. Second, I argue that networks and associated technologies are not neutral artifacts but are political and social spaces in their structure as well as in their content levels. Accordingly, we need to factor in the context as an important actor in conceptualizing and measuring the digital divide. Third, two general types of indices are used for the measurement of the digital divide(s): focused monotopical indices and comprehensive indices. Monotopical indices are more widely available, while comprehensive ones are rare. I argue that policymakers need to promote comprehensive indices over monotopical indices. Finally, I present a conceptual definition of the digital divide and a framework for developing a comprehensive index to measure it. 相似文献
10.
AbstractThe purpose of this study was to determine the influence of lumbar spine extension and erector spinae muscle activation on vertical jump height during maximal squat jumping. Eight male athletes performed maximal squat jumps. Electromyograms of the erector spinae were recorded during these jumps. A simulation model of the musculoskeletal system was used to simulate maximal squat jumping with and without spine extension. The effect on vertical jump height of changing erector spinae strength was also tested through the simulated jumps. Concerning the participant jumps, the kinematics indicated a spine extension and erector spinae activation. Concerning the simulated jumps, vertical jump height was about 5.4 cm lower during squat jump without trunk extension compared to squat jump. These results were explained by greater total muscle work during squat jump, more especially by the erector spinae work (+119.5 J). The erector spinae may contribute to spine extension during maximal squat jumping. The simulated jumps confirmed this hypothesis showing that vertical jumping was decreased if this muscle was not taken into consideration in the model. Therefore it is concluded that the erector spinae should be considered as a trunk extensor, which enables to enhance total muscle work and consequently vertical jump height. 相似文献