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461.
采用问卷法,本研究探讨了小学生数学学习观的结构与表现特点。研究表明:小学生数学学习观的四个因素,即数学学习兴趣、课堂参与性、数学学科观与数学交流的素养,能够较好地解释数学学习观的心理结构;小学生的数学学习兴趣与课堂参与性,随着年级升高显著下降,而在数学学科观与数学交流的素养方面则表现出相反的趋势,即随着年级升高而提升;男生的学习兴趣与课堂参与性明显高于女生,但在数学学科观与数学交流的素养方面,女生则明显好于男生。 相似文献
462.
通过设置不同问题情景引导被试利用乘法运算定律解决数学问题,探讨不同问题情景对小学四、六年级学生运用乘法运算策略的影响。结果表明:(1)被试掌握交换律的情况均好于分配律;即使没有正式学过交换律,四年级被试使用交换律的成绩与六年级被试没有显著差异。(2)六年级被试在同形问题情景中利用分配律线索的成绩好于其它的问题情景,两个年级后进生同形问题的成绩均好于其它问题情景。总体而言,相对于面积问题情景和笛卡尔积问题情景,同形问题表征方式更有利于小学生利用乘法运算策略。 相似文献
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465.
认知神经心理学为阅读机制的探讨提供了大量的证据,认为不同阅读障碍是不同加工通道选择性受损的结果。近年来,基于联结主义的三角模型理论,研究者提出了主要系统假说(primary system hypothesis),认为阅读障碍是主要的认知系统(如视觉、语义和语音系统)受损导致的:表层障碍是因为语义系统受损导致的阅读困难,语音和深层障碍是语音和语义系统同时受损时综合症状的连续体。该理论认为各主要系统可能同时是多个认知活动的加工成分,一个系统的受损会影响所有与之相关的认知过程,从而把阅读障碍与其它认知功能障碍联系起来。统一的主要系统受损下对各种获得性阅读障碍形成机制在文中得到详细的解释 相似文献
466.
The commonly perceived tension between authentic moral and ethical action and action involving tolerance is held to be the
illusory product of an unduly individualistic frame of thought. Moral and ethical actions are produced not by independent
individuals but by participants in cultural traditions. And even the wholly routine continuation of a single homogeneous tradition
must always and invariably involve mutual tolerance: participants must interact not as independent individuals but as tolerant
members. Tolerance deserves recognition, accordingly, as a primary virtue, not merely compatible with authentic moral and
ethical action, but required by it. An explicit rhetoric enjoining tolerance needs to be understood as performative discourse
employed to change, or else to sustain, the systems of tolerances in which all cultures, whether simple or differentiated,
homogeneous or diverse, unified or fragmented, invariably consist.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
467.
Gian Vittorio Caprara 《Aggressive behavior》1984,10(3):213-220
The aim of this study was to test the psychoanalytic notion that there is a gradual progression with age from primary to secondary process thinking. Three cohorts of children, age 6, 9, and 12, were administered the Rorschach procedure at yearly intervals—twice for the oldest cohort and three times for the two younger ones. No support was found for the developmental hypothesis in terms of aggressive content of the responses and the related defenses. The expectation of more aggressive content at earlier ages, as a reflection of more primitive aggressive drives, was not confirmed. 相似文献
468.
Antonietta Di Caccavo Nasreen Fazal‐Short Timothy P. Moss 《Journal of community & applied social psychology》2000,10(1):63-67
Eighteen general practitioners indicated diagnostic and treatment decisions in response to patient vignettes. Results indicated that White patients were more likely to be correctly diagnosed as having anxiety than any other complaint. Asians were just as likely to receive a physical diagnosis as they were to receive one of anxiety. Copyright © 2000 John Wiley & Sons, Ltd. 相似文献
469.
本研究在大量的调查、访谈和问卷分析的基础上,提出了有关幼儿心理压力的问题,并对幼儿心理压力的来源和表现进行了深入细致的调查和分析。结果发现,幼儿身边存在很多压力事件;幼儿的心理压力主要来源于6个方面:父母、老师、环境适应、同伴关系、功课学习和其他;幼儿的心理压力主要表现在四个方面:生理上的反应、行为上的反常、情绪上的变化和个性上的改变。 相似文献
470.
Stephanie Irby Coard E. Wayne Holden 《Journal of clinical psychology in medical settings》1998,5(3):275-294
The effects of racial and ethnic diversity on the detection and management of behavioral and emotional problems in pediatric primary care are addressed. Service access and utilization as a function of race and culture are initially examined. Important barriers within pediatric training including minimal emphases on behavioral training and the limited supply of minority physicians are underscored. The impact of ethnicity on the development and maintenance of the clinical relationship that is critical to accurately and sensitively identifying and managing behavioral and developmental problems is briefly addressed. Recommendations for further integration of racial/ethnic issues into mental health service provision within the pediatric primary care arena are presented. 相似文献