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991.
Word learning studies traditionally examine the narrow link between words and objects, indifferent to the rich contextual information surrounding objects. This research examined whether children attend to this contextual information and construct an associative matrix of the words, objects, people, and environmental context during word learning. In Experiment 1, preschool-aged children (age: 3;2–5;11 years) were presented with novel words and objects in an animated storybook. Results revealed that children constructed associations beyond words and objects. Specifically, children attended to and had the strongest associations for features of the environmental context but failed to learn word-object associations. Experiment 2 demonstrated that children (age: 3;0–5;8 years) leveraged strong associations for the person and environmental context to support word-object mapping. This work demonstrates that children are especially sensitive to the word learning context and use associative matrices to support word mapping. Indeed, this research suggests associative matrices of the environment may be foundational for children's vocabulary development. 相似文献
992.
993.
IntroductionEarly childhood is recognised as a critical window of opportunity for physical literacy development, however early childhood educators typically lack the training required to effectively provide appropriate physical literacy opportunities for children. We examined the effects of an online physical literacy professional development program—relative to continuing with ‘standard’ practice—on early childhood educators’ physical literacy knowledge and application.MethodsWe conducted a parallel two-arm randomised controlled trial, in which 88 early childhood educators were randomly assigned to an online professional development program designed to support educators’ physical literacy instructional skills (intervention arm; n = 37), or a ‘standard practice’ control condition (n = 51). Data were collected prior to and after the four-week intervention period. We measured educators’ physical literacy knowledge and application (our primary outcome) through independent coding of open-ended survey responses, and educators’ self-reported perceptions of values, confidence, behaviours, and barriers (secondary outcomes). Between-group differences were assessed through analysis of covariance.ResultsOne intervention arm participant withdrew from the study, resulting in 87 participants included in analysis. Educators in the intervention arm scored significantly higher on post-intervention physical literacy knowledge (d = 0.62) and application (d = 0.33) than those in the control arm. Educators in the intervention arm also scored significantly higher than controls on confidence in teaching physical activity (d = 0.42) and significantly lower than controls on perceived personal barriers to physical activity (d = 0.53). Thirteen participants in the intervention arm (36%) did not begin the online professional development program.ConclusionImprovements in physical literacy instructional outcomes indicate the potential for further investigation into broader implementation of online professional development programs of this nature in the future. 相似文献
994.
Although strong claims have been made about museums being ideal word learning environments, these are yet to be empirically supported. In the current study, 152 four- to five-year-olds children (81-M, 71-F) from minority backgrounds were taught six vocabulary items either in a museum, in their classroom with museum resources, or in their classroom with classroom resources. At test, children taught in their classroom with museum resources produced significantly more correct responses than children taught in the museum or in their classroom with classroom resources. Children were also significantly better at retaining the target vocabulary items than recalling them. These data demonstrate how context can impact word learning and point to the benefits of a collaborative relationship between schools and museums to support children's language development. 相似文献
995.
探究不同心智活动下的神经表征差异, 是认知神经科学关注的核心问题之一。早期的脑电/脑磁分析方法主要关注组平均后的神经响应水平, 这要求在关注的时间进程上, 各个被试在相同刺激条件下事件相关电位/事件相关磁场的振幅大小和方向、以及地形图分布和极性均要有较高的一致性。近些年来, 研究者们将功能性磁共振成像研究中常用到的两种技术——机器学习中的分类算法(即基于分类的解码)和表征相似性分析——引入到了脑电/脑磁数据分析中。这两种新技术可以克服传统脑电/脑磁数据基于具体电压/磁感应强度波形平均分析的缺点, 具有在个体水平上探究神经表征编码的特点, 为人们探究大脑在不同时间进程上如何对特定的神经表征信息进行动态编码提供了新的思路。两种技术基于不同的方法学原理来抽提个体间一致的脑认知加工机制, 还为脑电/脑磁研究开展跨时域、跨任务、跨模态、跨群体比较不同认知过程中的表征差异提供了更多新颖的途径。我们首先通过与传统的脑电/脑磁分析方法进行比较, 系统性介绍了基于分类的解码和表征相似性分析的原理和操作流程, 之后对两种方法的应用场景进行了梳理, 并在最后对未来可供研究的方向提出了我们的见解。 相似文献
996.
997.
不同情境下临场自我调节学习活动对学习结果的中介影响 总被引:1,自引:0,他引:1
探讨在两种学习目标(大致浏览与全面掌握)与两种时间压力(无时间限制提示与有时间限制提示)的情境下,60名被试的临场自我调节学习活动水平对两种学习结果(选择题测验与作文)的中介影响。结果表明,在不同情境下,无论学习目标高低或时间压力大小,被试的选择题测验成绩均不存在显著差异;而作文成绩均存在显著差异;被试的临场自我调节学习活动存在显著差异;被试的部分临场自我调节学习活动对学习结果具有中介影响。 相似文献
998.
Bernard Frankel 《Group》2000,24(2-3):177-184
The decline of training programs using traditional methods in group psychotherapy training may correspond to a static growth in membership and certifications in the two recognized national group associations. In addition, the increasing distance of group therapy from family therapy, two modalities that utilize group principles, may further illustrate the isolation of group training from the reality of today's practice. New ideas are needed for training programs to combine the varieties of group practice and settings, and the various practitioners, with standards of competency. A three-tiered training model may serve as an example of a training model that moves in a much needed, new direction. 相似文献
999.
This investigation assessed the effects of presenting non-target stimuli in the antecedent and consequent events on the future learning of responses to those stimuli. A 4-s constant time delay procedure was implemented to teach students with mild to moderate disabilities to read sight words. Future target stimuli (i.e., stimuli that were presented during instructional sessions of initial target stimuli, but were not directly instructed or targeted) were presented in one of two conditions; (a) in the antecedent event, or (b) in the consequent event portion of each instructional trial. Future target stimuli consisted of sight words that were unrelated to the target stimuli. An adapted alternating treatments design was used to assess and compare the two instructional conditions. Also, after students achieved criterion for reading target sight words, constant time delay was implemented to teach the future target stimuli. The number of sessions and the number and percentage of errors through criterion for teaching target and future target stimuli were assessed to measure the efficiency of the two conditions. All students reached criterion on the target stimuli and then acquired the future target stimuli when taught. Students required fewer sessions to achieve criterion on future target stimuli compared to initial target stimuli. There were minimal differences between the two conditions (i.e., antecedent versus consequent). 相似文献
1000.
北京地区中学生学习策略水平的调查研究 总被引:24,自引:1,他引:23
本研究采用中学生学习策略量表测查了542名中学生的学习策略使用情况。结果表明:(1)中学生学习策略量表有着较高的信度和效度,分量表项目间有良好的一致性。(2)从初三到高三,学生的学习策略水平没有表现出随年级增长而提高的趋势,甚至在时问管理、焦虑、信息加工等分量表方面有下降的表现。(3)女生在态度,动机,学习辅助和自我测试分量表上的得分明显高于男生;男生在信息加工分量表上的得分明显高于女生。(4)优差生在学习辅助和自我测试两个分量表上的得分没有明显差异,在其余分量表上均有显著差异。 相似文献