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81.
This article proposes an integrated theory of acquisition of knowledge about whole numbers and fractions. Although whole numbers and fractions differ in many ways that influence their development, an important commonality is the centrality of knowledge of numerical magnitudes in overall understanding. The present findings with 11- and 13-year-olds indicate that, as with whole numbers, accuracy of fraction magnitude representations is closely related to both fractions arithmetic proficiency and overall mathematics achievement test scores, that fraction magnitude representations account for substantial variance in mathematics achievement test scores beyond that explained by fraction arithmetic proficiency, and that developing effective strategies plays a key role in improved knowledge of fractions. Theoretical and instructional implications are discussed. 相似文献
82.
This study examined the role of perceived discrimination, social connectedness, age, gender, years of study in the US, English language competency, and social contact patterns on adjustment difficulties among a sample of 229 Turkish international students studying in the United States. Findings indicated that students who reported higher levels of social connectedness, lower levels of perceived discrimination, more years of study in the US, and higher levels of English language competency reported lower levels of adjustment difficulties. Other results showed that (lack of) social connectedness and perceived discrimination were predictors of adjustment difficulties. In addition, results indicated that students who socialized with individuals from the US had lower levels of adjustment difficulties than did those who socialized with coculture members. Implications are discussed and suggestions for interventions are provided. 相似文献
83.
Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development 总被引:1,自引:0,他引:1
The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock–Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development. 相似文献
84.
This study examined numerical magnitude processing in first graders with severe and mild forms of mathematical difficulties, children with mathematics learning disabilities (MLD) and children with low achievement (LA) in mathematics, respectively. In total, 20 children with MLD, 21 children with LA, and 41 regular achievers completed a numerical magnitude comparison task and an approximate addition task, which were presented in a symbolic and a nonsymbolic (dot arrays) format. Children with MLD and LA were impaired on tasks that involved the access of numerical magnitude information from symbolic representations, with the LA children showing a less severe performance pattern than children with MLD. They showed no deficits in accessing magnitude from underlying nonsymbolic magnitude representations. Our findings indicate that this performance pattern occurs in children from first grade onward and generalizes beyond numerical magnitude comparison tasks. These findings shed light on the types of intervention that may help children who struggle with learning mathematics. 相似文献
85.
The prevalence of reading difficulties (RD) reflects controversial data ranging from 3.1–3.2% to 17.5%. Possible explanations are partly based on the incidence of orthography-specific factors influencing the reading process, but also on methodological differences that hinder comparison of the reported results. For this reason, the present study aims to analyse the prevalence of RD in a sample of 1,408 Spanish-speaking school children by comparing different ways of calculating the prevalence rate. The results reflect a prevalence of 2.2?5.3%, consistent with data reported for predominantly transparent orthographies. Some of the procedures used to identify RD are more accurate in early school years than at more advanced moments of schooling. Furthermore, the consideration of students’ sex when calculating the prevalence of RD seems to represent a more sensitive way of identifying students with RD. 相似文献
86.
87.
张霞英 《医学与哲学(人文社会医学版)》2010,(10):68-69
针对目前助产工作中出现的诸多困惑,透过现象深入思考,认为这些现象发生的原因是有关部门和管理组织对助产士工作认识模糊、内涵理解不深。助产被医疗和护理两极边缘化,简单地从属于普通护理;行业缺乏有力监督,专业缺乏特色,专业体系、继续教育缺失。 相似文献
88.
89.
将写作困难儿童随机分入三个不同的目标设置组,总目标设置条件要求儿童根据话题写议论文,目标为文章应能说服读者赞同他们的观点;分目标设置条件对儿童有同样的要求,但给儿童提供了以议论文的基本构成为基础的分目标;辩论加分目标设置除了与分目标设置组相同的条件外,还要求儿童在写作前进行辩论。研究结果表明,分目标设置组儿童的议论文比总目标设置组和辩论加分目标设置组儿童的议论文更具说服力度。在文章构成成分上,分目标设置组和辩论加分目标设置组要好于总目标设置组。这三种目标设置中,分目标对写作困难儿童的议论文说服力有很大的促进作用。 相似文献
90.
决策中的延迟选择行为 总被引:1,自引:0,他引:1
延迟选择(choice deferral)指个体在应该作出选择的时候却决定不作选择,包括推迟选择(如选择延迟选项)或拒绝在可选项中选择一个选项。本文首先探讨了影响延迟选择行为的认知因素和情绪因素;随后讨论了当在决策情景中引入延迟选项时,延迟选项对决策者随后情绪体验和决策行为的影响;最后对未来研究进行了展望。 相似文献