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121.
The eight short explorations in the first part of this paper attempt to identify some crucial developments in the history of Western learning which eclipsed pluralist educational practices in their (Socratic) infancy and thereafter, and which contributed to the widespread employment of education as a force for cultural uniformity, or assumed superiority. Drawing together the lessons of the first part with contemporary insights from hermeneutic philosophy, the second part sets forth briefly the promising educational possibilities for human self-understanding and co-existence which are furnished by a newly-inspired reclamation of the long-eclipsed heritage. 相似文献
122.
Jennifer Zuk Jade Dunstan Elizabeth Norton Xi Yu Ola Ozernov‐Palchik Yingying Wang Tiffany P. Hogan John D. E. Gabrieli Nadine Gaab 《Developmental science》2021,24(1)
Recent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under‐identification of at‐risk children, low specificity can lead to over‐identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at‐risk in kindergarten who do not subsequently develop poor reading skills to specify factors associated with better reading outcomes among at‐risk children. Early screening was conducted in kindergarten and a subset of children was tracked longitudinally until second grade. Potential protective factors were evaluated at cognitive‐linguistic, environmental, and neural levels. Relative to at‐risk kindergarteners with subsequent poor reading, those with typical reading outcomes were characterized by significantly higher socioeconomic status (SES), speech production accuracy, and structural organization of the posterior right‐hemispheric superior longitudinal fasciculus (SLF). A positive association between structural organization of the right SLF and subsequent decoding skills was found to be specific to at‐risk children and not observed among typical controls. Among at‐risk children, several kindergarten‐age factors were found to significantly contribute to the prediction of subsequent decoding skills: white matter organization in the posterior right SLF, age, gender, SES, and phonological awareness. These findings suggest that putative compensatory mechanisms are already present by the start of kindergarten. The right SLF, in conjunction with the cognitive‐linguistic and socioeconomic factors identified, may play an important role in facilitating reading development among at‐risk children. This study has important implications for approaches to early screening, and assessment strategies for at‐risk children. 相似文献
123.
Michael J. Hogan 《New Ideas in Psychology》2008,26(1):55-68
In a recent contribution to New Ideas in Psychology, Seán O’Nualláin draws out a distinction between inner and outer empiricism, and suggests that consciousness research can benefit from analysis in both directions, that is, via the exploration of facts and relations that facilitate a third-person understanding of consciousness (by reference to an analysis of the structures, processes, and functions of the brain) and via the direct exploration of conscious experience itself, both in terms of its computational (content filled) and non-computational (content empty) aspects. In positing a substrate of subjectivity independent of the contents of consciousness (and, more specifically, a state of “nothingness”), Ò’Nualláin follows a long tradition deeply rooted in mythical, religious, and esoteric schools of belief and practice. Although there is considerable debate amongst philosophers, psychologists, and neuroscientists as to whether or not a non-computational view of consciousness is viable, O’Nualláin accepts that such a possibility does exist. Further, he suggests that a dialogue between the inner and outer empiricists will be fruitful. In this comment I, critique Ò’Nualláin's initial thoughts on the subject and draw out a series of useful distinctions that will help to advance the dialogue between inner and outer empiricism. Critical amongst these distinctions is explicit reference to (1) ontological and epistemological interdependencies in consciousness research, and (2) states of consciousness that describe the transition from “mindfulness” through “nothingness” to “no-mind”. 相似文献
124.
Experience and problem representation in statistics 总被引:1,自引:0,他引:1
This research investigated experience level differences in problem representation in statistics. A triad judgment task was designed so that source problems shared either surface similarity (story narrative) or structural (inferential level) features (t test, correlation, or chi-square) with the target problem. Graduate students with varying levels of experience in statistics were asked to choose which source problem "goes best" with the target problem for each triad. Given a choice between a problem that shares surface-level characteristics and one that shares inferential-level characteristics, students who had taken 0 to 4 courses in statistics tended to represent problems on the basis of surface-level features. Students who had more than 4 courses did not consistently make choices on the basis of surface-level features, nor did they consistently rely on structural features. However, all students with statistics course backgrounds noticed structural features when competition between different types of features was eliminated. The role of surface and structural features in determining problem representations is discussed. 相似文献
125.
Leadership and the fate of organizations 总被引:4,自引:0,他引:4
This article concerns the real-world importance of leadership for the success or failure of organizations and social institutions. The authors propose conceptualizing leadership and evaluating leaders in terms of the performance of the team or organization for which they are responsible. The authors next offer a taxonomy of the dependent variables used as criteria in leadership studies. A review of research using this taxonomy suggests that the vast empirical literature on leadership may tell us more about the success of individual managerial careers than the success of these people in leading groups, teams, and organizations. The authors then summarize the evidence showing that leaders do indeed affect the performance of organizations--for better or for worse--and conclude by describing the mechanisms through which they do so. 相似文献
126.
Children’s early word production is influenced by the statistical frequency of speech sounds and combinations. Three experiments asked whether this production effect can be explained by a perceptual learning mechanism that is sensitive to word-token frequency and/or variability. Four-year-olds were exposed to nonwords that were either frequent (presented 10 times) or infrequent (presented once). When the frequent nonwords were spoken by the same talker, children showed no significant effect of perceptual frequency on production. When the frequent nonwords were spoken by different talkers, children produced them with fewer errors and shorter latencies. The results implicate token variability in perceptual learning. 相似文献
127.
128.
Generalization of Sight Word Accuracy using a Common Stimulus Procedure: A Preliminary Investigation
Eric M. Mesmer Gary J. Duhon Karen Hogan Brandi Newry Savannah Hommema Courtney Fletcher Maggie Boso 《Journal of Behavioral Education》2010,19(1):47-61
The need to investigate strategies promoting the generalization of reading skills is well documented. The current study builds
upon previous literature by examining the impact of a common stimulus procedure on accuracy of reading generalization words
in isolation. The common stimulus procedure used in this study intended to enhance the salience of the orthographic and phonemic
features between taught and generalization words by highlighting the common rime structure in each word with a specific color.
Taught and generalization words representing four word families were used (e.g., end, et, ell, & en). Using a multiple-baseline
design across three participants with a replication of procedures for a fourth student, the impact of the common stimulus
on accuracy of reading generalization words was examined. Results demonstrated increased accuracy and stability of responding
when common stimulus procedures were implemented. 相似文献
129.
130.