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621.
Michaela J. Harrison 《Reflective Practice》2017,18(3):312-325
This paper evaluates an attempt by the author to operationalise the theory of reflective practice within the context of initial teacher education. Whilst an integral element of many teacher education programmes, the problematic of ‘how’ to reflect on practice remains a concern. In response, and taking inspiration from the work of Deleuze and Guattari, specifically their critique of representational thought and common understandings of text, the author experiments with a method for reflecting called implicated reading. The method involves the reading of students’ lived experiences as beginning teachers (recorded in written form), against a variety of other texts. The author draws on interview data to analyse and discuss the merits of the approach. The paper concludes that the method of implicated reading has the potential to unsettle the common tendency to focus on meaning and interpretation when reflecting on events and experiences. It is argued that the student teachers involved in the project instead begin to experience reflection as a process of connectivity, rethinking pedagogy as a result. 相似文献
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Erika Zemková Michal Jeleň Zuzana Kováčiková Peter Miklovič Zdeněk Svoboda Miroslav Janura 《Journal of motor behavior》2017,49(5):514-523
The authors investigate the ways in which varied postural responses to translating platform perturbations are associated with the variables of strength and power. Twenty-four physically active and 27 sedentary young adults were exposed to a set of postural perturbations at varied velocities (10 and 20 cm/s) and the respective accelerations (6.4 and 6.9 m/s2), constant distance (6 cm), and 4 directions of platform motion (forward, backward, left-lateral, and right-lateral). They also performed maximum voluntary isometric contraction (MVC) and chair rising/chair jumping tests. The analysis of variance revealed significant interaction effect for peak center of pressure displacement, direction by velocity: F3,129 = 24.43, p = .002; and direction by acceleration: F3,129 = 34.18, p = .001. There were no significant correlations between peak center of pressure displacements and peak force and peak rate of force development measured during MVC in either standing (r = .27–57) or sitting positions (r = .12–51) and peak power during chair jumping (r = .47–.59) in all participants. As such, only a small proportion of variance was explained (9–39%, 3–23%, and 23–41%, respectively). In conclusion, interaction effects indicate that the composition of stimuli strongly influences compensatory responses and this effect is more pronounced in sedentary than in physically active young adults. Nevertheless, the dynamic balance is not associated with muscle strength and power in either group. 相似文献
624.
Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?
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Bonnie Wing‐Yin Chow Connie Suk‐Han Ho Simpson W. L. Wong Mary M. Y. Waye Mo Zheng 《Scandinavian journal of psychology》2017,58(6):519-529
This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading‐related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent‐reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading‐related cognitive skills. 相似文献
625.
Adam J. Parker Julie A. Kirkby Timothy J. Slattery 《Journal of Cognitive Psychology》2017,29(8):902-911
The predictability of upcoming words facilitates both spoken and written language comprehension. One interesting difference between these language modalities is that readers’ routinely have access to upcoming words in parafoveal vision while listeners must wait for each fleeting word from a speaker. Despite readers’ potential glimpse into the future, it is not clear if and how this bottom-up information aids top-down prediction. The current study manipulated the predictability of target words and their location on a line of text. Targets were located in the middle of the line (preview available) or as the first word on a new line (preview unavailable). This represents an innovative method for manipulating parafoveal preview which utilises return sweeps to deny access to parafoveal preview of target words without the use of invalid previews. The study is the first to demonstrate gaze duration word predictability effects in the absence of parafoveal preview. 相似文献
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阅读文学小说曾经被认为只是大众消遣娱乐的方式,但最近的研究表明,阅读文学小说能够提升个体的社会认知。然而,有些研究并未发现阅读文学小说能够提升社会认知。本文首先批判性地分析支持和质疑“阅读文学小说提升社会认知”的相关证据,随后提出未来的研究将如何解决这一争论,包括开发新的研究工具和技术、明确文学与小说的操作性定义、确定读者的关键特征、创新研究设计等多个方面。 相似文献
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以视觉搜索任务为检测作业,运用事件相关电位(ERPs)技术,考察快速阅读训练对神经系统注意功能的影响。进行视觉定位搜索测试,被试后测ERP成分P200在电极点F3的波幅较前测显著减小,但P130在电极点P7的潜伏期显著长于前测,N200在电极点P7的波幅较前测显著增大;进行视觉顺序搜索测试,被试后测ERP成分P130在电极点P7的潜伏期显著长于前测,N120在电极点P7的波幅显著大于前测;对于相同的视觉搜索任务,被试后测的反应时和作答率均优于前测,且被试进行顺序搜索时的作答率前后测差异具有显著性。结果表明,经过快速阅读训练,被试的前额叶功能和外源性注意功能可能得到了激活和扩大。 相似文献