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The term “education for all” in the context of inclusive schooling describes the aim that children with identified special/additional needs are fully included in education together with their typically developing peers. However, this is easier said than done as there are few easy‐to‐use methods that teachers can use while at the same time teaching the approbate curriculum to children with a full range of different abilities. The Good Inclusion Game (GIG) is a group contingency‐based tool to create inclusive classrooms that utilizes principles of the applied branch of the science of behavior analysis (applied behavior analysis) and can be used across settings and academic subjects. The GIG was evaluated across nine classrooms including 93 boys and girls aged between 9 and 15 years of age, including 20 children with identified special educational needs. Findings show that the GIG reliably led to a significant increase of inclusive curriculum‐focused activities with the collateral effect of decreasing disruptive behaviors for all children. Findings are discussed in the context of inclusive schooling and evidence‐based education. 相似文献
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Morgan M Dillenburger B Raphael S Solomon JA 《Attention, perception & psychophysics》2012,74(1):185-193
Psychometric sensory discrimination functions are usually modeled by cumulative Gaussian functions with just two parameters, their central tendency (μ) and their slope (1/σ). These correspond to Fechner's "constant" and "variable" errors, respectively. Fechner pointed out that even the constant error could vary over space and time and could masquerade as variable error. We wondered whether observers could deliberately introduce a constant error into their performance without loss of precision. In three-dot vernier and bisection tasks with the method of single stimuli, observers were instructed to favour one of the two responses when unsure of their answer. The slope of the resulting psychometric function was not significantly changed, despite a significant change in central tendency. Similar results were obtained when altered feedback was used to induce bias. We inferred that observers can adopt artificial response criteria without any significant increase in criterion fluctuation. These findings have implications for some studies that have measured perceptual "illusions" by shifts in the psychometric functions of sophisticated observers. 相似文献
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Obesity is the focus of multiple lines of inquiry that have -- together and separately -- produced many deep insights into
the physiology of weight gain and maintenance. We examine three such streams of research and show how they are oriented to
obesity intervention through multilevel integrated approaches. The first research programme is concerned with the genetics
and biochemistry of fat production, and it links metabolism, physiology, endocrinology and neurochemistry. The second account
of obesity is developmental and draws together epigenetic and environmental explanations that can be embedded in an evolutionary
framework. The third line of research focuses on the role of gut microbes in the production of obesity, and how microbial
activities interact with host genetics, development and metabolism. These interwoven explanatory strategies are driven by
an orientation to intervention, both for experimental and therapeutic outcomes. We connect the integrative and intervention-oriented
aspects of obesity research through a discussion of translation, broadening the concept to capture the dynamic, iterative
processes of scientific practice and therapy development. This system-oriented analysis of obesity research expands the philosophical
scrutiny of contemporary developments in the biosciences and biomedicine, and has the potential to enrich philosophy of science
and medicine. 相似文献
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Montserrat Fargas-Malet Karola Dillenburger 《Journal of aggression, maltreatment & trauma》2016,25(4):436-454
Intergenerational transmission of trauma describes the impact that traumatic events experienced by one generation have for the subsequent generation. In Northern Ireland, violent conflict raged between 1969 and 1998, when a peace process begun. This study explored to what extent (if any) parents’ experiences of the conflict influenced how children perceived life in this society. Parents completed a questionnaire, and their children drew 2 pictures, depicting Northern Ireland now and before they were born. Children’s behaviors and awareness of the conflict were influenced by their parents’ experiences and narratives, their age, gender, and school. Parental narrative about the violence was influenced by individual learning history, the child’s age and gender, and present circumstances. A behavior analytic approach is offered. 相似文献
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Karola Stotz 《Phenomenology and the Cognitive Sciences》2010,9(4):483-501
Recent theories in cognitive science have begun to focus on the active role of organisms in shaping their own environment,
and the role of these environmental resources for cognition. Approaches such as situated, embedded, ecological, distributed
and particularly extended cognition look beyond ‘what is inside your head’ to the old Gibsonian question of ‘what your head
is inside of’ and with which it forms a wider whole—its internal and external cognitive niche. Since these views have been treated as a radical departure from the received view of cognition, their proponents have looked
for support to similar extended views within (the philosophy of) biology, most notably the theory of niche construction. This
paper argues that there is an even closer and more fruitful parallel with developmental systems theory and developmental niche
construction. These ask not ‘what is inside the genes you inherited’, but ‘what the inherited genes are inside of’ and with
which they form a wider whole—their internal and external ontogenetic niche, understood as the set of epigenetic, social, ecological, epistemic and symbolic legacies inherited by the organism as necessary
developmental resources. To the cognizing agent, the epistemic niche presents itself not just as a partially self-engineered
selective niche, as the niche construction paradigm will have it, but even more so as a partially self-engineered ontogenetic niche, a problem-solving resource and scaffold for individual development and learning. This move should be beneficial for
coming to grips with our own (including cognitive) nature: what is most distinctive about humans is their developmentally
plastic brains immersed into a well-engineered, cumulatively constructed cognitive–developmental niche. 相似文献
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We outline three very different concepts of the gene—instrumental, nominal, and postgenomic. The instrumental gene has a critical
role in the construction and interpretation of experiments in which the relationship between genotype and phenotype is explored
via hybridization between organisms or directly between nucleic acid molecules. It also plays an important theoretical role
in the foundations of disciplines such as quantitative genetics and population genetics. The nominal gene is a critical practical
tool, allowing stable communication between bioscientists in a wide range of fields grounded in well-defined sequences of
nucleotides, but this concept does not embody major theoretical insights into genome structure or function. The post-genomic
gene embodies the continuing project of understanding how genome structure supports genome function, but with a deflationary
picture of the gene as a structural unit. This final concept of the gene poses a significant challenge to conventional assumptions
about the relationship between genome structure and function, and between genotype and phenotype. 相似文献