Pupillary and Attentional Responses to Infant Facial Expressions in Mothers Across Socioeconomic Variations     

Santeri Yrttiaho  Belinda Bruwer  Heather J. Zar  Kirsten A Donald  Susan Malcolm-Smith  Lee Ginton  Nadia Hoffman  Eileen Vuong  Dana Niehaus  Jukka M. Leppänen  Dan J. Stein 《Child development》2021,92(3):e236-e251

Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17–44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public maternity clinics, possibly reflecting underlying differences in socioeconomic status (SES) across the groups. Study II, sampling uniformly low-SES neighborhoods, found increased pupil dilation and faster orientation to expressions of infant distress, but only in the highest income group. These results are consistent with maternal physiological and attentional sensitivity to infant distress cues but challenge the universality of this sensitivity across socioeconomic diversity.  相似文献   

German children's comprehension of word order and case marking in causative sentences   总被引：1，自引：0，他引：1  

Dittmar M  Abbot-Smith K  Lieven E  Tomasello M 《Child development》2008,79(4):1152-1167

Two comprehension experiments were conducted to investigate whether German children are able to use the grammatical cues of word order and word endings (case markers) to identify agents and patients in a causative sentence and whether they weigh these two cues differently across development. Two-year-olds correctly understood only sentences with both cues supporting each other—the prototypical form. Five-year-olds were able to use word order by itself but not case markers. Only 7-year-olds behaved like adults by relying on case markers over word order when the two cues conflicted. These findings suggest that prototypical instances of linguistic constructions with redundant grammatical marking play a special role in early acquisition, and only later do children isolate and weigh individual grammatical cues appropriately.  相似文献   

Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions     

Julian Roelle  Detlev Roelle  Kirsten Berthold 《Journal of Experimental Education》2019,87(2):299-313

Providing test questions after an initial study phase is a common instructional technique. In theory, questions that require higher-level (deep) processing should be more beneficial than those that require lower-level (shallow) processing. However, empirical evidence on the matter is inconsistent. To shed light on two potential reasons for these inconsistencies, we conducted an experiment (N = 81) to analyze the role of (a) the share of information to which test questions direct learners and (b) the learning activities performed in the initial study phase with respect to the effects between higher- and lower-level test questions. We found that both the share of focused information and the initial learning activities moderated the effects between higher- and lower-level test questions.  相似文献   

Temporary Book Storage Using a Document Management Company     

Meredith Giffin  Kirsten Huhn  Andréa Harland 《资料收集管理》2019,44(1):46-68

Finding an appropriate temporary storage location for books and providing access to them is a significant challenge for libraries undergoing renovations. The current article describes the use of a document management company by an academic library to store 430,000 books for 8 months and provide a retrieval-on-demand service. Aspects covered include the selection of a commercial storage provider with its own retrieval service; details of the move to and from offsite storage; the integration of the service with library processes; communications and user feedback; book usage during the storage period; overall costs; and lessons learned from the experience.  相似文献   

Lyotard’s pedagogies of affect in Les Immatériaux     

Kirsten Locke 《Educational Philosophy and Theory》2017,49(13):1277-1285

Abstract

This paper explores the continuing relevance to education of ideas about art and resistance that Jean-François Lyotard signalled in his curated exhibition in 1985 at the Centre Georges Pompidou in Paris entitled Les Immatériaux. The exhibition was for Lyotard the ‘staging’ of a resistance at the dawning of an information age that challenged the prioritisation of computerised ‘data’ through the very deconstruction of data as presented in artistic form. While the implications of this event for art exhibitions are still being theorised and debated, it is the insight Les Immat?ériaux provides as pedagogical encounter that is the focus of this article. The paper explores the exhibition in the context of the immateriality of art and develops this argument towards a notion of artistic testimony that then culminates in an analysis for the pedagogical significance of the exhibition in the information drenched, highly networked context of contemporary education.  相似文献   

Benchlearning – an action research program for transforming leadership and school practices     

Marit Aas  Kirsten F. Vennebo  Kjell A. Halvorsen 《Educational Action Research》2020,28(2):210-226

ABSTRACT

In this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations.  相似文献   

Huihui: Navigating Art and Literature in the Pacific Jeffrey Carroll,Brandy Nālani McDougall,and Georganne Nordstrom,Editors. Honolulu: University of Hawai'i Press, 2015.          下载免费PDF全文

Kirsten Møllegaard 《Journal of American culture (Malden, Mass. : 2003)》2016,39(4):463-464

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Problematic transitions from school to employment: freeters and NEETs in Japan and Germany     

Matthias Pilz  Kirsten Schmidt-Altmann  Mikiko Eswein 《Compare》2015,45(1):70-93

In the international debate surrounding transitions from school to employment, Japan and Germany are regularly cited as examples of success. This article draws on the Japanese concepts represented by two problematic groups – freeters and NEETs – to demonstrate that over recent years, young people in both countries have also been facing serious problems with the transition process. Interpretation of empirical data also, however, reveals a number of contrasts between them. We focus here on differences in their educational systems and on the role each system plays within its own society. The article also uses divergent recruitment practices and employment structures as vehicles for comparison and interpretation.  相似文献   

Activating Built Pedagogy: A genealogical exploration of educational space at the University of Auckland Epsom Campus and Business School     

Kirsten Locke 《Educational Philosophy and Theory》2015,47(6):596-607

Abstract

Inspired by a new teaching initiative that involved a redesign of conventional classroom spaces at the University of Auckland’s Epsom Campus, this article considers the relationship between architecture, the built environment and education. It characterises the teaching space of the Epsom Campus as the embodiment of educational policy following its inception in the early 1970s. Heralded as a modernist work of architecture juxtaposing material and textural combinations, the Epsom Campus emerged as a metaphorical vanguard of teaching pedagogy that stood as a symbol of a more progressive and culturally inclusive style of education. With consideration for a different kind of architectural space and pedagogy at the city-based business school, the article extends an understanding of spatiality and learning, and argues the structural architectonics of the teaching space and the built environment confer their own pedagogical value. By drawing on the critical stance of Nietzsche’s genealogical methodology for reading history, strands of historical discourse and ‘vibrant materialities’ are considered so that the ‘built pedagogy’ of both contexts can be activated and explored.  相似文献