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381.
The goal of this study was to examine the influence of collective student characteristics (academic skills and task persistence at the beginning of first grade) and different teaching practices (child-centered, teacher-directed, and child-dominated) on the development of academic skills and task persistence during the first two years in school. We hypothesized that teaching practices would differentially impact the development of academic skills and task persistence depending on the collective needs of the classroom. Participants were 523 students (273 boys) from 32 classrooms across Estonia. By using multilevel modeling, we found several interactions indicating that both contextual influences are important in determining subsequent academic functioning and task persistence but that some teaching practices are more beneficial depending on the collective starting point of students. These findings highlight the importance of studying different contextual influences hand in hand when trying to understand what enhances young children's academic development. 相似文献
382.
Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual‐Task Study With Preschoolers
Iro Xenidou‐Dervou Ernest C. D. M. van Lieshout Menno van der Schoot 《Cognitive Science》2014,38(1):101-127
Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resources. WM has been consistently shown to be an important predictor of children's math development and achievement. The aim of our study was to uncover the specific role of WM in nonsymbolic approximate math. For this purpose, we conducted a dual‐task study with preschoolers with active phonological, visual, spatial, and central executive interference during the completion of a nonsymbolic approximate addition dot task. With regard to the role of WM, we found a clear performance breakdown in the central executive interference condition. Our findings provide insight into the underlying cognitive processes involved in storing and manipulating nonsymbolic approximate numerosities during early arithmetic. 相似文献
383.
Although much progress has been made in race relations in the United States, discrimination still persists in the workplace. As a result, Black women, among individuals from other underrepresented groups, develop coping strategies, such as identity shifting, to diminish the negative consequences of discrimination. We used the phenomenological variant of ecological systems theory to examine shifting racial, gender, and class identities among early career (recent college graduates) U.S. Black women working in predominantly White environments. Drawing on ten semi-structured interviews with college-educated Black women, data were analyzed with an interpretative phenomenological analysis. The results revealed two major themes: (a) benefits of identity shifting and (b) the costs of identity shifting, the latter with five subthemes: (a) managing interpersonal rejection: frozen effect, (b) assimilation to the dominant culture and inauthenticity, (c) confronting and dismantling stereotypes, (d) model Black citizen, and (c) mixed feelings toward identity shifting. The findings indicate that Black women vacillate between the benefits and costs of identity shifting, altering their dialect and behavior to meet social norms. Our study’s implications suggest the necessity of a multicultural approach by employers to affirm their workers’ social identities, strengthen employee relationships, and lessen the need for shifting identities. 相似文献
384.
Roger C. Schank Gregg C. Collins Ernest Davis Peter N. Johnson Steve Lytinen Brian J. Reiser 《Cognitive Science》1982,6(3):255-275
We present a theory of conversation comprehension in which a line of the conversation is “understood” by relating it to one of seven possible “points”. We define these points, and present examples where it seems plausible that the failure to “get the point” would indeed constitute a failure to understand the conversation. We argue that the recognition of such points must proceed in both a top down and bottom up fashion, and thus is likely to be quite complicated. Finally, we see the processing of information in the conversation to be dependent upon which point classification the user decides upon. 相似文献
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Ernest L. Simmons 《Zygon》2023,58(1):285-304
By utilizing the concept of quantum decoherence, augmented by the novel theory of quantum Darwinism, to understand the transition from the quantum to the classical worlds, the scaling up of the concept of quantum entanglement2018 to the biological level offers a fascinating metaphor for the presence of the creative spirit in nature and the “flesh” of Incarnation. This in turn provides helpful theological metaphors for articulating divine presence at the level of life in theistic evolution, partially addressing the issue of evolutionary theodicy by supporting the concept of deep Incarnation. The point of understanding the Incarnation as deeply entangled enfleshment is that it brings the suffering of creation into the life of the Redeemer as well as the Creator, facilitating redemption and hope through the divine life. 相似文献
390.