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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 21 1 Meta-Analysis of the Functional Neuroimaging Literature with Probabilistic Logic Programming Abdallah, Majd; Iovene, Valentin; Zanitti, Gaston... In: https://hal.archives-ouvertes.fr/hal-03590714 ; 2022 (2022) BASE Show details 2 A Meta-Analysis of Semantic Memory in Mild Cognitive Impairment Joubert, Sven; Gardy, Ludovic; Didic, Mira... In: ISSN: 1040-7308 ; EISSN: 1573-6660 ; Neuropsychology Review ; https://hal.archives-ouvertes.fr/hal-03015335 ; Neuropsychology Review, Springer Verlag, 2021, ⟨10.1007/s11065-020-09453-5⟩ (2021) BASE Show details 3 Near and far transfer: Is music special? Bigand, E; Tillmann, Barbara In: Memory and Cognition ; https://hal.archives-ouvertes.fr/hal-03384381 ; Memory and Cognition, 2021, ⟨10.3758/s13421-021-01226-6⟩ (2021) BASE Show details 4 Eye spy a liar: Assessing the utility of eye fixations and confidence judgments for detecting concealed recognition of people, places and objects Millen, Ailsa E; Hope, Lorraine; Hillstrom, Anne P. - : BMC, 2020 BASE Show details 5 Neurodevelopmental outcomes of children born to opioid-dependent mothers: a systematic review and meta-analysis Lee, Samantha J.; Bora, Samudragupta; Austin, Nicola C.. - : Elsevier, 2019 BASE Show details 6 The Pragmatics of Confidence in Perceptual and Value-based Choice ... Folke, Nils Erik Tomas. - : Apollo - University of Cambridge Repository, 2018 BASE Show details 7 The Pragmatics of Confidence in Perceptual and Value-based Choice Folke, Nils Erik Tomas. - : University of Cambridge, 2018. : Department of Psychology, 2018. : Darwin, 2018 BASE Show details 8 General and specialized brain correlates for analogical reasoning: A meta-analysis of functional imaging studies Hobeika, Lucie; Diard-Detoeuf, Capucine; Garcin, Béatrice... In: ISSN: 1065-9471 ; EISSN: 1097-0193 ; Human Brain Mapping ; https://hal.sorbonne-universite.fr/hal-01297536 ; Human Brain Mapping, Wiley, 2016, 37 (5), pp.1953-1969 ⟨10.1002/hbm.23149⟩ (2016) BASE Show details 9 Conceptual primes in human languages and their analogues in animal communication and cognition Wierzbicka, Anna In: Language Sciences (2015) BASE Show details 10 Conceptual primes in human languages and their analogues in animal communication and cognition Wierzbicka, Anna In: Language Sciences (2015) BASE Show details 11 Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze ... Oleschko, Sven; Olfert, Helena. - : Lang, 2014 BASE Show details 12 Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze Oleschko, Sven; Olfert, Helena In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014) BASE Show details 13 國小高年級一般智能資優學童科學書寫能力之研究 ; The Study on the Performance of Written Expression in Science of Gifted Students in Primary Schools 吳玉妙; Wu, Yu-Miao. - 2013 Abstract: 本研究旨在探討國小資優班的科學書寫能力之表現。研究目的首要了解國小資優生科學書寫能力的現況，其次了解國小資優生先備知識、科學學習後設認知與科學書寫能力的相關，以提供未來在提升科學書寫能力的改進方向。研究方法採問卷調查法，使用「科學書寫能力測驗」與「科學學習後設認知量表」等工具，樣本選取三所高雄市國小一般智能資優資源班高年級42位學生為研究對象。所得資料以SPSS版統計軟體執行，其中包括描述統計、t考驗、相關、迴歸等統計方法進行資料處理分析。另外，針對資優生的科學書寫內容，進行質性資料的分析。研究結果如下：(1)資優生的科學書寫能力在「理解科學語彙」、「書寫可研究的科學問題」、「書寫合乎邏輯的推論」、「依據證據書寫合理解釋」等四個向度皆顯著優於一般生。(2)資優生的科學書寫能力表現，以「理解科學語彙」的能力表現最佳，「書寫可研究的科學問題」能力表現排名第二，「書寫合乎邏輯的推論」的能力表現排名第三，「依據證據書寫合理解釋」表現最低。(3)資優生先備知識包括「國語」、「自然」學業成績的表現，自然成績優於國語成績，「國語」成績、「自然」成績與科學書寫能力皆無顯著相關。(4)資優生科學學習後設認知在「條件性與程序性知識」方面得分最高，「陳述性知識」得分第二，「調整與組織能力」得分第三，「反省與評鑑能力」得分最低，顯示資優生的科學學習後設認知知識表現優於科學學習後設認知能力。(5)資優生科學學習後設認知能力中的「調整與組織能力」與科學書寫能力中的「理解科學語彙」呈現顯著正相關，顯現資優生調整組織能力越強，理解科學語彙的表現也越好。(6)根據資優生書寫的質性資料，發現資優生雖然在理解科學語彙的表現最佳，但仍發現資優生針對問題回答可能的假設，所描述的語詞涵蓋層面過廣，不夠精確，或是依據證據書寫解釋時，所解釋的現象不完整，甚至呈現部分迷思概念。最後，本研究根據研究發現與結論，對資優班教師在教學上及未來研究提出相關建議事項，以供參考。 ; This research aimed to investigate the performance of written expression in science of gifted students in primary schools. In order to raise a suggestion on the improving of the written expression ability education in science for the future, the purposes of this research were, first, to discover the current situation of gifted students’ written expression ability in science in primary schools and, secondly, to examine the relationship among their prior knowledge, meta-cognition in science learning, and written expression in science.This research adopted the questionnaire survey method by using “Written Expression Examination in Science” as well as “Metacognition Inventory in Science Learning.” Forty- two gifted students from three different primary schools in Kaohsiung were recruited in the study. The data were analyzed by SPSS, which included descriptive statistics, t-test independent samples, correlation analysis, and regression analysis. Furthermore, the content of the samples’ writing were discussed by qualitative research method.The findings of the study are as follows: (1) The written expression ability of gifted students in “understanding science vocabulary”, “identifying a problem to be investigated”, “providing evidence in responding to the question”, “drawing evidence-based explanations” was saliently prior than average students. (2) The written expression ability of gifted students was better than average students, which comes in the following sequence of, first, “understanding science vocabulary”, second, “identifying a problem to be investigated”, third, “providing evidence in responding to the question”, and the last, “drawing evidence-based explanations.” (3) The prior knowledge of gifted students includes the performance of Chinese and Science, in which that performance in Science was better than that of Chinese. Moreover, the performance in Chinese and Science shows no salient correlation with written expression in science. (4) The meta-cognition awareness in science of gifted students resulted in the following order of, first, “conditional knowledge and procedural knowledge”, second, “declarative knowledge”, third, “adjusting and organizing ability”, and the last, “evaluation and reflection ability”, which showed that the gifted students performed better in the meta-cognition awareness knowledge than meta-cognition awareness ability in science. (5) The gifted students’ “adjusting and organizing ability” in meta-cognition awareness ability showed positive correlation to “understanding science vocabulary” in written expression ability in science. (6) Although gifted students performed best in understanding science vocabulary, they tend to use some vague expression that was not precise enough to describe their assumption or to show some myth concept while drawing evidence-based explanation, which were observed by qualitative research method from their writing. Finally, this study proposed some viewpoints for teachers who teach in gifted classes and provide some suggestion for further study according to the finding. Keyword: prior knowledge;written expression ability in science;gifted class in primary school;meta-cognition awareness in science learning; 先備知識;科學書寫能力;國小資優班;科學學習後設認知 URL: http://140.127.82.166/handle/987654321/15125 http://140.127.82.166/bitstream/987654321/15125/-1/101NPTT0476022-001.pdf BASE Hide details 14 The angular gyrus: multiple functions and multiple subdivisions. Seghier, ML In: Neuroscientist , 19 (1) 43 - 61. (2013) (2013) BASE Show details 15 "Le coaching linguistique : un processus de co-élaboration avec l'acteur?" Lureau, Maxence In: « Quand le cinéma prend la parole » Université du Littoral-Côte d'Opale ; https://halshs.archives-ouvertes.fr/halshs-00371491 ; « Quand le cinéma prend la parole »Université du Littoral-Côte d'Opale, Mar 2009, Boulogne/Mer, France (2009) BASE Show details 16 "Linguistic coaching: learning and teaching the strategic pragmatics of communication" Lureau, Maxence In: YLMP : Young Linguists Meeting in Poznan ; https://halshs.archives-ouvertes.fr/halshs-00380586 ; YLMP : Young Linguists Meeting in Poznan, Apr 2009, Poznan, Poland (2009) BASE Show details 17 Dyslexia and EFL Mitra, Abhijit. - 2008 BASE Show details 18 Detecting, Classifying, and Handling Contradictions in a Large, Dynamic Information Environment Perlis, Donald; Anderson, Michael; Josyula, Darsana... In: DTIC (2006) BASE Show details 19 Mutual Ground Alterman, Rick In: DTIC (2005) BASE Show details 20 Exploring Participative Learner Modelling and Its Effects on Learner Behaviour Morales Gamboa, Rafael. - : University of Edinburgh. College of Science and Engineering. School of Informatics., 2000 BASE Show details Page: 1 2

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