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02:55Stereotypes, Prejudice, and Discrimination
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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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01:27Language and Cognition
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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01:18Types of Records II: Educational and Administrative Records
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Maintaining nurses' educational and administrative records in healthcare settings, including hospitals and nursing schools, is paramount. Here's a breakdown of the types of academic records mentioned:
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01:24Revisionist Views of Adolescent and Adult Cognition
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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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03:20The Stanford Prison Experiment
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The famous and controversial Stanford Prison Experiment, conducted by social psychologist Philip Zimbardo and his colleagues at Stanford University, demonstrated the power of social roles, social norms, and scripts.
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02:57The Sense of Self: Reflected Self-Appraisal and Social Comparison
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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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课堂演讲:通过教育解释传达的内容
Elizabeth C Langer1, Peter K Crume2
1Department of Speech, Language, & Hearing Sciences Crume, University of Colorado-Boulder, USA.
Journal of deaf studies and deaf education
|July 29, 2023
概括
教育口译员只传达了大约一半的课堂关键信息,影响了聋和听障学生. 需要改善培训和支持,以便更好地获得教育.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 听力学 听力学是指听力学.
背景情况:
- 聋子和听力障碍学生依靠口译员进入课堂.
- 完全访问的假设可能不反映解释质量的现实.
研究的目的:
- 评估教育口译员传达的信息的清晰度和完整性.
- 识别经常被遗漏或改变的课堂话语的特定元素.
主要方法:
- 40名教育口译员对口译的分析.
- 专注于关键的话语元素:主要思想,方向,相关性,评论,参与,心理状态和组织.
主要成果:
- 翻译人员准确地传达了48.6%的关键课堂话语元素.
- 观察到显著的遗漏和改变,改变了预期的信息.
- 信息获取情况各不相同,只有三分之一到三分之二的信息有效地传达.
结论:
- 当前的教育解释实践可能会限制学生对课堂内容的访问.
- 加强口译员培训,教师-口译员合作和学生支持服务至关重要.
- 提高对解释错误性的认识是改善教育公平的必要条件.
