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51.
In spite of its different cantonal jurisdictions and traditions, the development of religious education in Switzerland over the past decade has taken a common direction: the state has assumed a more active role in the field of religious education in public (state‐run) schools. In this article, we ask the question: How do key social actors interpret these reforms and how do these interpretations relate to the social structure of religion in Switzerland, in particular with respect to the majority category of the so‐called distanced Christians? Drawing on qualitative interviews with members of the schools’ teaching staff, school administrators, and church representatives, the article highlights a dominant interpretative pattern that frames the socially accepted representation of religion in public schools. Thus, rather than addressing the pedagogical dimension of religious education, we discuss the significance of this pattern for the debate on the public presence of religion in Switzerland and Europe. 相似文献
52.
Etsuko Haryu 《The Japanese psychological research》2014,56(2):180-188
A causative verb is likely to appear in a sentence with two noun arguments, whereas a noncausative verb tends to appear in a sentence with a single argument. The present research investigates from what point children learning Chinese begin to show this knowledge of argument structure. Two‐, 3‐, 4‐, and 5‐year‐old children were tested using a forced‐choice pointing task. The results showed that Chinese‐speaking children aged 2 years could associate a transitive construction with a causative event, whereas they were not able to map an intransitive construction to a noncausative event even after reaching 5 years of age. The reason why Chinese children have such difficulty in learning knowledge of intransitive construction is discussed, focusing on (a) the semantic properties of certain intransitive verbs, which have been found not only in Chinese but also in other languages, and (b) the ellipsis of arguments, which is characteristic of Chinese. 相似文献
53.
The ability to learn the direction of causal relations is critical for understanding and acting in the world. We investigated how children learn causal directionality in situations in which the states of variables are temporally dependent (i.e., autocorrelated). In Experiment 1, children learned about causal direction by comparing the states of one variable before versus after an intervention on another variable. In Experiment 2, children reliably inferred causal directionality merely from observing how two variables change over time; they interpreted Y changing without a change in X as evidence that Y does not influence X. Both of these strategies make sense if one believes the variables to be temporally dependent. We discuss the implications of these results for interpreting previous findings. More broadly, given that many real‐world environments are characterized by temporal dependency, these results suggest strategies that children may use to learn the causal structure of their environments. 相似文献
54.
To explore how model building adapts to changing environments, we had participants play “rock‐paper‐scissors” against a computer that played a frequency bias or a player‐dependent bias and then switched. Participants demonstrated their use of prior experience in how quickly they recognized and exploited changes in the computer's play strategy; in general, the more similar the strategies, the more efficient the updating. These findings inform our understanding of previously reported updating impairments in right‐brain damaged patients. 相似文献
55.
56.
该研究调查了1304名来自18个不同专业领域的大学生的基本兴趣和专业承诺,并用回归法分析了特定基本兴趣与专业承诺之间的关系.结果发现:(1)大学生的31种基本兴趣在二维空间中呈现近似圆形的排列,且基本兴趣结构上的性别差异不明显;(2)在14个专业领域内大学生的特定基本兴趣能显著预测其专业承诺,所解释的变异量平均为20%,接近中等水平的效果大小;(3)在不同专业领域内基本兴趣对专业承诺的影响效果大小有所不同. 相似文献
57.
Using data from three samples and more than 1000 participants, this study have examined the psychometric properties of the Driver Behaviour Questionnaire (DBQ) in three countries from South-East Europe. Differences in driving behaviour between countries were also investigated. Exploratory factor analysis results supported the distinction between errors and violations in all three countries. Furthermore, the positive associations of both errors and violations with self-reported traffic accidents were also consistent in all three samples. In terms of differences in driving behaviour, Romanian drivers scored higher on many error and violation items in comparison to the other two countries. Also, speeding violations were the most common violations in all three countries. Overall, our results provide further support for using the DBQ to measure aberrant (i.e. errors and violations) driver behaviour. 相似文献
58.
Collecting samples is a challenging task for face recognition, especially for some real-world applications such as law enhancement and ID card identification, where there is usually single sample per person (SSPS) used to train a face recognition system. To extract discriminative features from the small size samples, in this paper we propose virtual samples via bidirectional feature selection with global and local structure preservation (VS-BFS-GL) to augment the number of training samples. In VS-BFS-GL, bidirectional feature selection is developed, which introduces L2,1 norm to explore the face variations from both horizontal and vertical directions. Further, to include more variations in the virtual images, the global structure information and sample-specified local structure information of the SSPP training set are considered. By integrating bidirectional feature selection, global and local structure, the limited training samples are fully utilized and more knowledge are mined. To further improve the effectiveness of VS-BFS-GL, an auxiliary database containing different face variations can be used to explore the local structure information. We extensively evaluated the proposed approach on AR and FERET database. The promising recognition results demonstrate that VS-BFS-GL is robust to expression, pose and partial occlusion variations in the faces. 相似文献
59.
Oliver W. Edwards 《Journal Of Applied School Psychology》2018,34(1):86-100
Increasing numbers of children raised by grandparents are students in schools. Their substitute family structure and precursors to the emergence of this family structure have implications for the children's school performance. Research suggests teachers view these children as at risk for difficult school functioning. The aforementioned judgment is problematic because teacher expectations, attributions, and biases are associated with stereotype threat that impacts student performance adversely. The author compares children raised by grandparents with children raised by parents and foster parents. The author examines the children's perceptions of their teachers' views of their school performance. He also examines the children's general feelings about school. Participants in the study were 6,550 students in Grades 6–8 from the nationally representative Health Behaviour in School-aged Children survey. Nonparametric statistical analyses reveal children raised by grandparents believe teachers' view their school performance negatively when compared with children living with both parents. Strategies are described to improve the children's performance in school and to foster favorable teacher perceptions. 相似文献
60.
The authors investigated children's narrative competence by analyzing the development of the reciprocal relationship between storytelling and story retelling performances over a school year through a cross-lagged panel design. The participants in this study were 170 Italian kindergarten pupils (M age = 4.98 ± 0.31 years). Children were asked to produce oral narratives in two different tasks: a storytelling and a story retelling task. Narrative competence was assessed in terms of structure and coherence. The cross-lagged panel analyses showed that both storytelling and story retelling tasks are stable constructs, but they differ in the emphasis on coherence. Data confirmed the pivotal role played by storytelling as a task, and structure as a component in fostering the development of children's narrative competence. Overall, results from this study suggest that storytelling and story retelling are tasks that involve interrelated but not overlapping processes, and trigger different aspects of narrative competence. 相似文献