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Donna Berthelsen,Kate Williams 환태평양유아교육연구학회 2013 Pacific Early Childhood Education Research Associa Vol.- No.14
This study used data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) to investigate how parent report of children’s emotional and cognitive regulation at age 2-3 years was associated with teacher ratings of children’s prosocial behaviors in the early years of school. A sample of 2,392 children was drawn from the LSAC Birth Cohort for the analyses. The analyses used structural equation modeling to estimate parameters of the relationships between key variables. Within the model, estimates of mother-reported emotional and cognitive regulation at age 2 to 3 years were significantly associated with teacher-reported prosocial behavior at 6 to 7 years. Emotional regulation was a slightly stronger indicator of prosocial behavior than cognitive regulation. Being female and from a family with a higher socioeconomic position were also associated with higher levels of prosocial behavior. Results are discussed in relation to the role of early childhood teachers in fostering children’s self-regulatory behaviors and in providing environments in which empathic and prosocial behaviors are modeled, guided, and scaffolded so that foundations are laid for caring behaviors to be understood and internalized by children.
Trilayer Tunnel Selectors for Memristor Memory Cells
Choi, Byung Joon,Zhang, Jiaming,Norris, Kate,Gibson, Gary,Kim, Kyung Min,Jackson, Warren,Zhang, Min‐,Xian Max,Li, Zhiyong,Yang, J. Joshua,Williams, R. Stanley John Wiley and Sons Inc. 2016 Advanced Materials Vol.28 No.2
<P><B>An integrated memory cell with a memristor</B> and a trilayer crested barrier selector, showing repeatable nonlinear current–voltage switching loops is presented. The fully atomic‐layer‐deposited TaN<SUB>1+x</SUB>/Ta<SUB>2</SUB>O<SUB>5</SUB>/TaN<SUB>1+x</SUB> crested barrier selector yields a large nonlinearity (>10<SUP>4</SUP>), high endurance (>10<SUP>8</SUP>), low variability, and low temperature dependence. </P>
Early Mathematical Learning: Number Processing Skills and Executive Function at 5 and 8 Years of Age
Sonia L,J,White,Donna Berthelsen,Sue Walker,Kate E,Williams 환태평양유아교육연구학회 2015 Asia-Pacific journal of research in early childhoo Vol.9 No.3
This research investigated differences and associations in performance in number processing and executive function for children attending primary school in a large Australian metropolitan city. In a cross-sectional study, performance of 25 children in the first full-time year of school, (Prep; mean age = 5.5 years) and 21 children in Year 3 (mean age = 8.5 years) completed three number processing tasks and three executive function tasks. Year 3 children consistently outperformed the Prep year children on measures of accuracy and reaction time, on the tasks of number comparison, calculation, shifting, and inhibition but not on number line estimation. The components of executive function (shifting, inhibition, and working memory) showed different patterns of correlation to performance on number processing tasks across the early years of school. Findings could be used to enhance teachers’ understanding about the role of the cognitive processes employed by children in numeracy learning, and so inform teachers’ classroom practices.