排序方式: 共有104条查询结果,搜索用时 0 毫秒
101.
Geometry is one of the highest achievements of our species, but its foundations are obscure. Consistent with longstanding suggestions that geometrical knowledge is rooted in processes guiding navigation, the present study examines potential sources of geometrical knowledge in the navigation processes by which young children establish their sense of orientation. Past research reveals that children reorient both by the shape of the surface layout and the shapes of distinctive landmarks, but it fails to clarify what shape properties children use. The present study explores 2-year-old children's sensitivity to angle, length, distance and direction by testing disoriented children's search in a variety of fragmented rhombic and rectangular environments. Children reoriented themselves in accord with surface distances and directions, but they failed to use surface lengths or corner angles either for directional reorientation or as local landmarks. Thus, navigating children navigate by some but not all of the abstract properties captured by formal Euclidean geometry. While navigation systems may contribute to children's developing geometric understanding, they likely are not the sole source of abstract geometric intuitions. 相似文献
102.
Lam SF Jimerson S Kikas E Cefai C Veiga FH Nelson B Hatzichristou C Polychroni F Basnett J Duck R Farrell P Liu Y Negovan V Shin H Stanculescu E Wong BP Yang H Zollneritsch J 《Journal of School Psychology》2012,50(1):77-94
This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world. 相似文献
103.
104.