Editorial     

Kevin Roxas  Alyssa Hadley Dunn 《Multicultural Perspectives》2020,22(1)

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On recursive averaging processes and Hilbert space extensions of the contraction mapping principle     

J.C. Dunn 《Journal of The Franklin Institute》1973,295(2):117-133

If T maps a convex domain D_T into itself, and if {ω_n} is a real sequence with range in (0, 1] then the recursive averaging process, generates a sequence {x?_n}; with range in D_T. Under suitable conditions on D_T, T and {ω_n} the sequence {x?_n} will converge in some sense to a fixed point of T. We prove that if D_T is a closed convex subset of a complex Hilbert space H, if Tω = (1 ? ω) I + ωT is a strict contraction for some ω ? (0, 1], and if {ω_n} satisfies the conditions, and then, for arbitrary ξ ? D_T, {x?_n} converges strongly to (the unique) fixed point of T. We also prove that if D_T and {ω_n} satisfy the foregoing conditions, if T has at least one fixed point, and if Tω is non-expansive for some ω ? (0, 1], then for all ξ ? D_T, {x?_n} converges at least weakly to some fixed point of T. Finally, we apply these results to linear equations involving bounded normal operators and obtain an extension of the classical Neumann operator series.  相似文献   

Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance     

Sotola  Lukas K.  Crede  Marcus 《Educational Psychology Review》2021,33(2):407-426

Educational Psychology Review - We present the results of a meta-analytic synthesis of the literature on the association between the use of frequent low-stakes quizzes in real classes and...  相似文献   

Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations     

David Devraj Kumar  Jessica Dunn 《Journal of Science Education and Technology》2018,27(4):362-368

Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N?=?19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms.  相似文献   

Reading as pleasure or difficult task: Easy reading and disenchantment     

Bill Dunn 《Literacy》1985,19(3):140-146

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Hierarchical structures in expert performance     

Thomas G. Dunn  Christine A. Taylor 《Educational technology research and development : ETR & D》1990,38(2):5-18

This paper describes the use of learning-hierarchy analysis in studies of expertise. A hierarchical analysis was carried out on expertise in language-arts teacher planning for a short story. The resulting hierarchy depicted a complex pattern of prerequisite intellectual skills integrating knowledge of students, reading difficulty, strategies/activities, and the author (Stephen Crane). Of particular interest was that each branch of the hierarchy included “fuzzy sets,” that is, complex conceptual knowledge that experts were usually unable to explain. All elements in the hierarchy were capabilities learned from experience as opposed to direct instruction. It was recommended that advice-strategies developed from hierarchical analysis could be used to facilitate the development of expertise. These strategies do not teach expertise directly but encourage the learner to glean the most from task-relevant experience.  相似文献   

Is day care safe? A review of research on accidental injuries     

Charles W. Snow  Jane King Teleki  David M. Cline  Kathleen Dunn 《Early Childhood Education Journal》1992,19(3):28-31

A major concern about the effects of day care has been the safety of the children who participate. Although studies are limited, a body of research literature is beginning to emerge that provides some important information about the magnitude of accidental injuries in day care centers.Charles W. Snow is Professor and Jane King Teleki is Associate Professor, Department of Child Development and Family Relations; David M. Cline is Assistant Professor, Department of Emergency Medicine; and Kathleen Dunn is Clinical Instructor, Department of Preventive Medicine and Public Health Policy, East Carolina University, Greenville, NC.  相似文献   

Environmental differences within the family and adjustment differences within pairs of adolescent siblings   总被引：1，自引：0，他引：1  

D Daniels  J Dunn  F F Furstenberg  R Plomin 《Child development》1985,56(3):764-774

To what extent do siblings in the same family experience different parental treatment, sibling interaction, and peer relationships? Are such within-family experiential differences related to differences in the siblings' emotional adjustment? The present study explored these questions concerning within-family environment using data from 348 families that each included 2 siblings 11-17 years of age. The results indicate that siblings in the same family experience different environments, as reported by parents and to a larger extent by the siblings themselves. The results also demonstrate that within-family environmental differences are related to differences in development between siblings. Both the parent and sibling reports of the environment converge on the finding that the sibling who is more psychologically well adjusted (as reported by parents, siblings, and teachers) also experiences more maternal closeness, more sibling friendliness, more peer friendliness, more say in family decision making, and more parental chore expectations as compared to the other sibling.  相似文献   

Why Talk about Mental States? The Significance of Children's Conversations with Friends, Siblings, and Mothers   总被引：5，自引：1，他引：5  

Jane R. Brown  Nancy Donelan-McCall  Judy Dunn 《Child development》1996,67(3):836-849

Natural language data from 38 47-month-olds recorded at home in unstructured observations were analyzed and comparisons made of characteristics of mental state term use in child-friend, child-sibling, and child-mother dyads. Significantly more references to mental states were made by the children in conversations with siblings and friends than with mothers. Frequent use of mental state terms by both partners was related to cooperative interaction in both child-friend and child-sibling dyads and several associations were found with measures of language fluency, gender, and maternal education, although these varied across the 2 dyads. Children's use of mental state terms in conversations with siblings and friends was correlated with their performance on two false belief measures. Results highlight the importance of extending investigations into the social implications of the development of children's "theories of mind."  相似文献   

Review of Enterprise Information Portals and Knowledge Management     

Marcus Spies 《知识管理研究与实践》2003,1(2):120-122

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