Effects of goal- and task-oriented motivation in theguilty action test

Effects of goal- and task-oriented motivation in theguilty action test
Effects of goal- and task-oriented motivation in theguilty action test

Effects of goal-and task-oriented motivation in the guilty action test

Eitan Elaad ?

Department of Behavioral Sciences,Ariel University,Ariel,40700,Israel

a b s t r a c t

a r t i c l e i n f o Article history:

Received 18September 2012

Received in revised form 9February 2013Accepted 15February 2013Available online 1March 2013Keywords:

Detection of information Autonomic responses Motivation

Guilty action test Cooperation

The present study examined the effectiveness of the Guilty Action Test in detecting critical information from goal-oriented and task-oriented informed innocent examinees.A mock crime procedure was employed and informed innocent participants were either motivated to prove innocence (goal-oriented motivation)or to prove innocence by being cooperative on the test (task-oriented motivation).Half of the participants in each motivation condition were promised course credit reward for successful completion of their mission to prove innocence or to be cooperative (high incentive level).The other half were promised no reward (low incentive level).A ?fth group of uninformed innocent participants served for control purposes.Electrodemal,respiration,and cardiovascular measures were used to indicate the motivation effects.Results showed that the combination of goal-oriented instructions and an incentive for success contributed to enhanced responses to the crime-related information.The combination of task-oriented instructions and an incentive for success attenuated these responses.Skin conductance responses were most sensitive to these effects.Theoretical and practical aspects of the results were discussed.

?2013Elsevier B.V.All rights reserved.

1.Introduction

There is a continuous search for appropriate approaches and methods that can help the legal system to differentiate between guilty and innocent suspects.The different state of mind of guilty and innocent suspects may help the legal system in this matter.The state of mind of innocent suspects directs them to prepare for the police interview (Hartwig et al.,2007).Hartwig et al.(2007)found that a majority of guilty participants in a mock study reported to have a plan before facing a police interview whereas only few innocent partic-ipants reported to have prepared for the interview.Innocent suspects'behavior was explained by their belief that telling the truth “like it happened ”is suf ?cient to exonerate them.This notion may be extend-ed to actual police polygraph testing.The polygraph test requires the examinee to agree to be examined.Such early agreement promotes pretest self-selection of examinees.Innocent suspects who strongly fear false positive test outcomes are likely to drop out and not risk their chances by taking the test.The remaining innocent examinees expect that telling the truth as it is will be suf ?cient to release them from further questioning after the test.They feel that their prospects of proving their innocence are good and believe that the polygraph examiner is a professional person whose aim is to arrive at the correct decision.Thus,the polygraph's goals coincide with their own interests and they are ready to cooperate on the test.The focus of the current study is on innocent examinees with this unique attitude.

1.1.The Concealed Information Test

The Concealed Information Test (CIT),or the Guilty Knowledge Test (GKT),is a method of psychophysiological detection that utilizes a series of multiple-choice questions each having one correct answer (e.g.,a feature of the crime)and several incorrect alternative answers.The incorrect items are chosen so that an innocent suspect who has no crime-related knowledge cannot discriminate between them (Lykken,1998).If the examinee's physiological responses to critical (crime-related)items are consistently greater than to the neutral items,knowledge about the crime in question is inferred.The physiological responses that are typically used in CIT testing are skin conductance increase,respiratory suppression,and cardiovascular activity,often vasoconstriction in the limbs and heart rate slowing (Elaad and Ben-Shakhar,2006).Research on the CIT in laboratory settings has revealed highly accurate decisions for both guilty and innocent partic-ipants (Ben-Shakhar and Elaad,2003).

Differential responses to critical and neutral details of the crime may be explained by the orienting response (OR).Bradley (2009)sug-gested that two motivational systems,the appetitive system and the defensive system,affect the magnitude of the orienting response (OR).Appetitive motivation mediates transactions in the environment that promote survival of the individual,while defensive motivation is activated in response to task relevant stimuli.When activation of either system is minimal,rated arousal is low and events are usually labeled “unemotional ”or “neutral.”This implies a weak action tendency and weak physiological responding.As appetitive or defensive motivation increases,ratings of arousal and physiological responding increase as well,indexing anticipation for action.Continuing this line of reasoning,

International Journal of Psychophysiology 88(2013)82–90

?Tel.:+97225865634.

E-mail address:elaad@https://www.360docs.net/doc/4316653700.html,.il

.

0167-8760/$–see front matter ?2013Elsevier B.V.All rights reserved.

https://www.360docs.net/doc/4316653700.html,/10.1016/j.ijpsycho.2013.02.004

Contents lists available at SciVerse ScienceDirect

International Journal of Psychophysiology

j o u r n a l h o m e p a ge :w w w.e l s e v i e r.c o m/l o c a t e /i j p s y c h o

when neutral items are presented in the CIT,the activation of the defensive motivation is minimal and physiological responding is weak.When a crime-related item is identi?ed,defensive motivation is activated with elevated physiological responding.

A different account for the differential responses in the CIT associ-ates physiological responding with response inhibition(Verschuere et al.,2007).These researchers suggested that guilty examinees who identify a crime-related item,try to suppress their arousal that accompanies the OR.Consequently,arousal increases rather than decreases.

1.1.1.Application of the CIT in actual?eld settings

The CIT has been successfully adopted as standard criminal proce-dure in Japan(Hira and Furumitsu,2002;Osugi,2011),indicating that there is the potential for applying the test in actual settings given that there is a suf?cient number of salient crime-related features that can be used to formulate proper CIT questions,and given that the critical details of the crime are protected from public disclosure and shielded from examinees.However,in other parts of the world,and particular-ly the US,the CIT is hardly applied.One main reason for the limited CIT's application is that investigative procedures have to be altered to protect the information from disclosure(Krapohl,2011).Another reason given for the infrequent use of the CIT'is the dif?culty to identify a suf?cient number of salient crime-related features that can be used to formulate proper CIT questions,at least in FBI criminal poly-graph examinations(Podlesny,1993,2003).A proper CIT question re-fers to a speci?c fact of the event that is highly likely to be noticed and remembered by perpetrators yet one that innocent suspects should not be able to identify.The extra effort that is required to protect the infor-mation from disclosure raises the question of informed innocent suspects.

1.1.

2.Detection of information among informed innocent examinees

The rationale of the CIT assumes informed guilty suspects and ignorant innocent suspects.However,informed innocent suspects may also exist.These suspects may have legitimate access to the crime scene(living or working there)and,learn the details of the crime by witnessing them,discovering these details independently, correctly guessed them,or heard others discuss them(Podlesny, 2003).Innocent suspects may possess crime-related information from the mass media who reported the crime,and they may have been ex-posed to intentionally delivered information during the interrogation itself(Konieczny,2007,cited in Krapohl,2011).Therefore,examining the behavior of informed innocents in the CIT is important.

Studying informed innocent participants is also important from a theoretical perspective.Ben-Shakhar and Elaad(2003)reported that highly motivated deceptive guilty participants were more easily detected in the CIT than less motivated deceptive guilty participants. It seems that whenever motivation to prove innocence is involved, informed guilty participants are encouraged to invest more effort to cope with the test and avoid detection while ignorant innocent participants are not affected by the motivation manipulation at all. In this comparison knowledge is an intervening factor.Therefore, whenever guilty and innocent participants are compared to account for factors other than mere knowledge(e.g.,emotions,act of decep-tion,motivation to prove innocence)one should consider informed innocents in addition to ignorant innocents.

The notion that the CIT is based entirely on recognition of critical in-formation,would predict that informed innocent examinees are detected as frequently as guilty examinees.However,results of early mock-crime studies(Giesen and Rollison,1980;Stern et al.,1981) showed the opposite.In these studies,the same crime-related informa-tion was presented to guilty participants who actually committed the mock crime and to innocent participants who received the information in a neutral context.The critical items thus had special signi?cance to all participants.Furthermore,the effects of deception were excluded because participants in these two studies remained silent.Nonetheless, it was still possible to discriminate between guilty and informed inno-cent participants.Unfortunately,no attempt was made to compare the responses of informed innocents to those of uninformed innocents. Bradley and War?eld(1984)questioned whether innocents in these two studies were explicitly aware of the relevance of the incriminating information as there was no indication that the information was relat-ed to the interrogated crime.

To further examine this issue,Bradley and War?eld(1984)staged a mock crime,which was executed by a group of guilty participants. Three groups of innocent participants received critical information through various means.To guarantee that informed innocents were truthful when they denied any involvement with the crime-related items,Bradley and War?eld(1984)used the Guilty Action Test (GAT),in which questions were converted from passive knowledge (e.g.,“What was the color of the stolen envelope?”)to active partici-pation(e.g.,“Was the color of the envelope you stole…?”).The advantage of the GAT method over the standard CIT is its ability to separate between deception and knowledge.Thus,although both guilty and informed innocent participants are aware of the critical in-formation,only guilty participants are deceptive in their answers to the GAT questions.Mock crime studies that used the GAT questioning format showed that guilty participants were more responsive to the critical items than participants who were merely aware of the infor-mation(e.g.,Ben-Shakhar et al.,1999;Bradley and Rettinger,1992; Bradley and War?eld,1984).These results may lead to the conclusion that innocent participants may be exposed to crime related informa-tion,remember it,and understand its relevance to the interrogated crime,and yet fail the GAT less than guilty participants.Another important question is whether informed innocents can be discrimi-nated from non-informed innocents.In a reanalysis of Bradley and War?eld's(1984)data Elaad and Ben-Shakhar(1989)demonstrated that the mean detection score based on the pooled data of all three in-formed innocent groups was greater than chance.Ben-Shakhar et al. (1999)used a control group of uninformed innocent participants and demonstrated that informed innocent participants showed rela-tively larger electrodermal responses to the critical items than uninformed innocent participants.Similar results were recently obtained by Zvi et al.(2012).It may be concluded that the mere knowledge of the relevant information in itself enhance physiological responses of informed innocent examinees.

The following question is whether the GAT questioning format is superior to the CIT in reducing the risk of false positive results for informed innocents.Bradley et al.(1996)compared the CIT and the GAT on guilty and informed innocent participants and reported a very high rate of false positives among informed innocent participants who were questioned with the CIT.They concluded that deception enhances differential responding to critical and neutral items and therefore,informed innocents have a better chance of passing the test when the GAT questioning format is used.However,recent studies reported no different responses to the critical items between informed innocents and guilty participants(Gamer et al.,2010;Nahari and Ben-Shakhar,2011).Gamer et al.(2010)concluded that when informed innocents are able to remember critical details of the crime during the GAT,they have a high risk of failing the test.Gamer (2010)argued that neither the CIT nor the GAT formats seemed to allow for a valid differentiation of guilty examinees and informed inno-cents when crime related knowledge is deeply encoded in memory and participants are motivated to pass the test.

Motivation to conceal information affects detection of guilty participants(Ben-Shakhar and Elaad,2003).Speci?cally,highly moti-vated deceptive guilty participants were more easily detected than less motivated deceptive guilty participants.Motivation to pass the test encourages guilty participants to invest effort to cope with the test and avoid detection,and has no effect on ignorant innocent partic-ipants.The following reasoning suggests that motivation to prove

83

E.Elaad/International Journal of Psychophysiology88(2013)82–90

innocence would affect physiological responding of informed innocent participants and guilty participants in a similar manner(e.g.,Elaad and Ben-Shakhar,1989).As long as informed participants are motivated to prove their innocence,it becomes more dif?cult to disregard the critical information and this is true for guilty and informed innocent participants alike.

A recent study(Zvi et al.,2012)instructed guilty participants who actually committed a mock-theft,and informed innocent participants who handled the critical items of the crime in an innocent context,to adopt either a coping or a cooperative attitude toward the GAT.The researchers reported that when participants were instructed to cope with the polygraph both guilty and informed innocents enhanced their responses to the critical details.When they were instructed to cooperate,responses to critical items were attenuated.

1.1.3.The present study

It is not clear how the manipulation of coping vs.cooperating in-structions acts on different incentive levels that correspond to differ-ent levels of alertness,attentiveness,and preparation for action,in informed innocent examinees.The purpose of the present study was to examine the association between a promised reward for either success in proving innocence(goal-oriented motivation)or success in being cooperative(task-oriented motivation)and the willingness of informed innocent examinees to adopt the goal-or task-oriented attitude.Following Zvi et al.(2012)goal-and task-oriented attitudes were induced through repeated written and oral instructions.In the present goal-oriented conditions participants were advised to focus on the goal to prove their innocence.They received no further in-structions how to achieve the goal.In the task-oriented conditions participants were given the task to prove their innocence by cooperating on the test.They were informed that in order to cooper-ate they have to calm down,relax,not move,and follow the examiner's instructions.

The present study systematically manipulated motivation orienta-tion(goal-and task-oriented motivation)and the incentive level in an experiment where the critical knowledge,the truthful verbal response and the innocent state of mind,were controlled.

It was predicted that:(a)Additional incentive under goal-oriented motivation will contribute to enhanced responses to the critical items.This prediction is based on reports that increased motivation to pass the test encourages participants to invest additional effort to cope with the test and avoid detection which results in enhanced responding;(b)Additional incentive under task-oriented motivation will be associated with less differential responding than no incentive to cooperate.Since cooperating instructions decrease responding to critical items(Zvi et al.,2012),any additional incentive is expected to further contribute to this response pattern.This also implies that addi-tional incentive under goal-oriented motivation will be associated with larger responses to critical items than additional incentive under task-oriented motivation.

2.Method

2.1.Participants

The participants were125Israeli undergraduate students(20males and105females)enrolled in a psychology course who participated in the study for course credit.Some received additional course credit for a correct classi?cation of innocence on the polygraph test.Their mean age was22.8years(SD=2.2).

2.2.Design

Informed innocent participants tested with the GAT questioning format were put to a test in a2×2between subjects'design. Goal-oriented and task-oriented instructions and two incentive levels formed four experimental conditions:(a)informed innocent partici-pants who were promised a reward for proving their innocence on the test,while no cooperation instructions were provided(goal-oriented instructions,high incentive level);(b)informed innocent participants whose task was to prove their innocence,and who were promised no reward for a successful outcome.No cooperation instructions were provided(goal-oriented instructions,low incentive level);(c)informed innocent participants whose task was to prove their innocence,received instructions to cooperate with the poly-graph as a means to achieve the goal.They were promised a reward for showing such cooperation(task-oriented instructions,high incen-tive level);(d)informed innocent participants whose task was to prove their innocence,received instructions to cooperate on the test in order to complete the task successfully.They were promised no reward for successful cooperation(task-oriented instructions,low incentive level).

Another group of uninformed innocent participants were in-structed to prove their innocence in the test but were promised no re-ward.This group was included to control for the knowledge effects. Participants were randomly allocated to the?ve conditions.Each group comprised25participants.The samples are larger than usual to assure that even small goal-and task-oriented motivation effects are detected.

2.3.Apparatus

Three physiological measures were used to examine GAT accuracy: (a)amplitude of the skin conductance response(SCR);(b)respiration line length(RLL);(c)?nger pulse waveform length(FPWL).These in-dices were used because they are similar to the indices that are applied in actual practice.Furthermore,in previous studies(e.g.Elaad,2009, 2010,2011)they proved to be valid indicators of the changes that the CIT measures.Finally,they are affected by the orienting response which is a major factor in eliciting CIT responses.

Skin conductance response(SCR)was measured by a constant voltage system(.5V Atlas Researches Ltd.,Israel).Two Ag/AgCl Grass electrodes(.8cm diameter)were attached to the index and fourth?ngers of the participants'left hand using Johnson and Johnson K-Y jelly.

Respiration line length(RLL)responses are more robust against various manipulations than the electrodermal measures.For example, two studies reported that mental countermeasures affected psycho-physiological detection with the electrodermal measures,but had a smaller effect on respiration measures(Ben-Shakhar and Dolev, 1996;Honts et al.,1996).Another study(Ben-Shakhar et al.,1999) demonstrated that knowledge of the relevant information by inno-cent participants resulted in an increased rate of false-positive out-comes when the electrodermal measure was used,but not when the RLL measure was used.More recently,Ben-Shakhar and Elaad (2002)suggested that the RLL might be more resistant to habituation than the electrodermal measure.These?ndings justify the inclusion of the RLL in the present study.Respiration responses were recorded by an Atlas Researchers piezoelectric belt positioned around the thoracic area.Two additional covert respiration measures were recorded by respiratory piezoelectric effort transducers(Atlas Researchers)concealed in the back support of the polygraph exami-nation chair and in the seat(Elaad and Ben-Shakhar,2008).Elaad and Ben-Shakhar(2008)reported that the covert back respiration measure elicited similar responses to those elicited by the standard belt measure.Unfortunately,in many cases the recordings of the standard respiration measure were not properly registered due to technical problems.It was therefore decided to replace them with the covert back recordings.From here on,the term RLL refers to covert respiration back recordings.

Finger pulse waveform length(FPWL)responses were suggested as a useful addition to the measures currently employed in the detection

84 E.Elaad/International Journal of Psychophysiology88(2013)82–90

of concealed information(Ambach et al.,2012;Elaad and Ben-Shakhar, 2006;Vandenbosch et al.,2009).Finger pulse data were recorded using an Atlas Researches(Israel)piezoelectric plethysmograph positioned around the right thumb.The plethysmograph measures pressure changes accompanying the blood volume pulse.An increase in these values represents vasodilation,whereas a decrease re?ects vasocon-striction.The recordings also display the interpulse interval between two successive pulse waves.

The experiment was conducted in an air-conditioned laboratory and monitored from a control room separated from the laboratory by a one-way mirror.A serial communication link from DAS(Data Acquisition System)was split in parallel into the serial ports of two PC computers.One computer controlled the stimulus presentation and computed skin conductance,respiration and cardiovascular changes.The stimuli were displayed on a15″color monitor positioned in front of the participant.The second computer displayed physiologi-cal responses in real time in the form of graphs on a15″color monitor positioned in front of the experimenter located in the control room. The graphs were recorded for subsequent visual analysis and artifact control.

2.4.Procedure

https://www.360docs.net/doc/4316653700.html,rming innocents of the critical items

Two female experimenters conducted the experiment.Upon arriv-al,participants were greeted by Experimenter A,who asked them to read and sign a consent form.The consent form indicated that the participant agreed to undergo a polygraph test.Participants were then randomly allocated to one of?ve conditions.Participants assigned to one of the four informed innocent conditions were told to select one of four instruction sheets according to their gender and birth month(see Elaad,2009for a more detailed description). The instruction sheet instructed participants to wait outside an of?ce for3min.While outside the of?ce they were told to approach a trash bin containing?ve numbered packages.They were told to take the package with the number indicated on the instruction sheet,open it and look inside.They were further told to make sure that the articles in the package are the same as those indicated on the check list.Then, they were instructed to return to experimenter A,taking the package with them,and delivering it to the experimenter.

All participants were further informed by the instruction sheet that they were suspected of stealing money from an envelope and therefore they were going to take a polygraph test.Participants in the task-oriented conditions were further told that they are privileged because of their innocence,as the polygraph is designed to help innocent examinees prove their innocence,and therefore the polygraph operates in their favor.They were advised to cooperate with the polygraph and allow the examiner to function under the best possible conditions.They were informed that this could be achieved by adopting a relaxed attitude and following the examiner's instructions.

All the participants were told not to move during the entire test in order to avoid creating the impression that they are trying to interfere with the procedure.

After their return,Experimenter A repeated the instructions,this time orally.She informed all the participants that they were suspected of stealing money from an envelope that was in an of?ce adjacent to the location at which they waited earlier,because some-one saw them there.Participants were further told that they had to prove their innocence in the following polygraph test.Participants in the task-oriented conditions were told once again,that the poly-graph test is designed to help innocent examinees to prove their in-nocence.Experimenter A encouraged them to cooperate with the polygraph test and follow the polygraph examiner's instructions.All participants were told to refrain from moving to avoid creating the impression that they are trying to obstruct the test.2.4.2.Incentive level manipulation

Half of the informed innocent participants in each orientation con-dition were further informed that they received one extra credit course-hour as a bonus for their innocence.Participants in the goal-oriented motivation condition were reminded that their task was to prove their innocence otherwise they would forfeit the bonus.Participants assigned to the task-oriented motivation condi-tion were reminded that their task was to prove their innocence by cooperating with the polygraph otherwise,they would receive no extra credit.The remaining informed innocent participants were promised no extra credit.

2.4.

3.Uninformed innocence manipulation

Participants assigned to the uninformed innocent condition were asked to indicate their gender and month of birth and then leave the room and wait outside the of?ce for3min.When they returned they were told that they were suspected of stealing money from an envelope in the of?ce because someone saw them near the of?ce. The participants were told that they were innocent but they had to prove their innocence in a polygraph test.No reward was promised to the participants for proving their innocence in the test.

2.4.4.The polygraph interrogation phase

In the following stage of the experiment,the participants met Experimenter B for the?rst time.Experimenter B,who administered the GAT was aware of the experimental condition but was blind to the crime-related items.However,the participants were not informed that Experimenter B already knew of their innocence.Experimenter B attached the skin conductance response(SCR)electrodes,the respi-ration belt,and the plethysmograph to the participant and conducted the examination.Two unobtrusive respiration measures were also recorded,one from the back support and the other from the seat (see Elaad and Ben-Shakhar,2008).All participants were told by Experimenter B that the experiment was designed to test whether they could prove their innocence in the test if they were indeed inno-cent.The participants in the task-oriented conditions were told in addition that they could prove their innocence by cooperating with the polygraph to help the system reach the correct decision.They were further told that if they were telling the truth and were not involved in the theft,they could relax and feel safe because the polygraph would help them prove their innocence.The participants who were assigned to the high motivation condition were further told that they would retain the extra credit if they were able to prove their ability to cooperate with the polygraph and help the system exonerate them.

The GAT questions were presented to the participants after an ini-tial rest period of2min,during which their skin conductance baseline was recorded.Six questions were presented,each focusing on a differ-ent feature of the mock crime(the color of the envelope,the addressee of the envelope,the picture in the envelope,the object that the thief took out of the envelope,the article of jewelry that the thief stole, and the stolen sum of money).Using a GAT questioning format,the participants were asked if they were involved in the crime associated with each item presented.For example,with relation to the stolen sum of money,the participants were asked:“Was the amount of money that you stole(75NIS,63NIS,etc.)?”The participants were told to deny involvement with the crime by responding verbally“no”to all presented items.Hence they were truthful to both critical and neutral items.The questions were presented in a random order on the computer monitor and were read out loud to the participants from pre-recorded sound?les.Items were pre-recorded by a male person who was unaware of the critical items.The visual presentation of each item lasted for5s.,and the acoustic presentation lasted about 1s.The acoustic presentation began about1s after the onset of the visual presentation.Each question referred to one critical and four neutral control items and was presented twice.These ten items were

85

E.Elaad/International Journal of Psychophysiology88(2013)82–90

preceded with a buffer item designed to absorb the initial orienting response.The order of the?ve remaining items in each question was random.The interstimulus interval ranged from16to24s with a mean interval of20s.A short break followed the presentation of three questions to give the participants the opportunity to take a deep breath and stretch their limbs.The break also served to remind the examinee to sit straight and not move while being tested.

One out of four pro?les of items(a–d)was used as the critical pro-?le for each participant.A?fth pro?le(e),as well as a buffer pro?le, were used only in the interrogation phase of the experiment but were not presented as a critical pro?le.These six pro?les,each com-prising6items,are displayed in Table1.

The assignment of pro?les to examinees was random.Therefore an almost even distribution across conditions was observed.A chi-square test for independence was applied and results were not signi?cant(χ2(9)=10.27,ns.).

After the test was completed,participants were detached from the polygraph and were given a form that listed the questions that had been presented to them in the test(e.g.,“What was the color of the stolen envelope?”).The participants were asked to write down the critical items they remembered.In addition,they were asked to express their desire to succeed on the test.Responses were given on a scale ranging from0(totally indifferent)to100(very much).Partic-ipants were further asked to indicate their level of arousal during the test.They responded on a scale ranging from0(very low)to100(very high).Participants were then asked to estimate how successful they were on the test,on a scale ranging from absolute failure(failed to prove their innocence on even a single question)to total success (proved their innocence on all six questions).Finally,participants were debriefed about the purpose of the study and received a reward if earned.Participants were asked not to discuss the experiment with their fellow students during the semester.

2.4.5.Response scoring and analysis

The physiological responses of the participants were transmitted in real time to the computer.A sampling rate of20per s was used consistently.This sampling rate was used before and provided reli-able measurements indicating differential responding to critical and neutral items in the CIT context.

2.4.5.1.Electrodermal responses.SCR was computed as the maximal in-crease in skin conductance obtained from the participant,from1to 5s after stimulus onset(Ben-Shakhar et al.,1999).

2.4.5.2.Finger pulse.FPWL responses were de?ned as the measured line length of the pattern that depicts the activity of the peripheral blood vessel within15s from stimulus onset.The FPWL response is re?ected by a shorter line length—the shorter the line the stronger is the response(see Elaad and Ben-Shakhar,2006,for details).

2.4.5.

3.Respiration.Respiration responses were de?ned on the basis of the total respiration line length(RLL)during the15-second interval following stimulus onset(Elaad et al.,1992),where shorter lines cor-respond to stronger responses.3.Results

3.1.Recall of crime-related information

After completing the polygraph test,participants were asked to name the critical items they remembered in each of the six questions presented to them in the test.The mean number of correctly remem-bered items was5.1(SD=.9)and5.3(SD=.7)for motivated and less motivated goal-oriented innocent participants,respectively.The respective means for motivated and less motivated task-oriented in-nocent participants were,5.0(SD=1.0)and5.2(SD=1.3).A2 (Orientation:goal vs.task)×2(Incentive level:high vs.low)analysis of variance(ANOVA)conducted on the memory scores revealed no signi?cant effects.This indicates that participants'orientation and in-centive level played no role in the recall of critical items.The control group of uninformed innocent participants were asked to guess the critical items and correctly guessed on average.8(SD=.9)of the items.

3.2.The desire to succeed on the test

The goal of all participants was to prove their innocence on the test.Excluding the control group,one-half of the participants were guided to achieve the goal by cooperating on the test(task-oriented motivation).The other half received no such guidance(goal-oriented motivation).At the end of the session participants were asked to rate the intensity of their desire to succeed and be found innocent.Re-sponses were given on a scale from0(totally indifferent)to100 (very much).The mean ratings were86.4(SD=21.4),and76.4 (SD=31.3)for the high and low incentive goal-oriented motivation groups,respectively,and98.8(SD=4.3),and83.2(SD=28.1)for the high and low incentive task-oriented groups,respectively.The mean rating of the control group was86.0(SD=19.6).As the control group does not?t into a balanced design,we used an approach that permits to consider the entire variance(Himmelfarb,1975),and performed a one-way ANOVA on the desire scores with Condition (the?ve experimental conditions)as the between-subject factor. The analysis revealed a signi?cant Condition effect(F(4,120)=3.1, p=.017,η2p=.10),indicating that the conditions differ in the reported desire to succeed on the test.To examine how orientation and incentive level manipulations in?uenced these differences,two planned orthogonal Helmert contrasts were performed.First the two high-incentive groups were contrasted with the two low-incentive groups.The mean difference(MD)was signi?cant(MD= 12.80,SE=4.64,p=.007).Second,the two goal-oriented condi-tions were contrasted with the two task-oriented conditions and a signi?cant difference emerged(MD=9.60,SE=4.70,p=.043). Both treatments,orientation and incentive level,affected the desire to succeed on the test in the expected direction.

3.3.Arousal

Another way to look at the motivation manipulations is to consider the level of arousal that participants experienced during the test.At the conclusion of the experimental session participants were asked to

Table1

Pro?les of items used in the experiment.

Pro?le Color Addressee Money(NIS)Jewelry Picture Object

Buffer Black Finance Department16Neck-pendant Elephant Portable Phone

A Yellow Research Authority57Necklace Bear Calculator

B Green Computation Center24Ring Rhinoceros Pen

C Red Security Of?cer49Earing Zebra Glasses

D Blue Academic Secretary63Bracelet Lion Key

E Gray Student Dean31Watch Eagle Camera

86 E.Elaad/International Journal of Psychophysiology88(2013)82–90

indicate the level of arousal they experienced on a scale from 0(not at all aroused )to 100(highly aroused ).The mean ratings of arousal were 58.0(SD =25.2)and 41.6(SD =28.8)for the high and low goal-oriented motivation groups,respectively,and 57.9(SD =29.1)and 31.2(SD =29.6)for the high and low task-oriented groups,https://www.360docs.net/doc/4316653700.html,ing a one-way ANOVA on the arousal scores,with the 5Condition levels as the between-subject factor,revealed a signi ?cant Condition effect (F (4,120)=4.5,p =.002,η2p =.13).

Two planned orthogonal Helmert contrasts were applied for ori-entation and incentive level effects.Results indicated that greater arousal was reported when an external reward was involved than when no reward was promised (MD =22.10,SE =5.52,p b .001).The contrast that examined orientation differences was not signi ?-cant.These results contribute to the conclusion that the incentive level manipulation was successfully implemented.3.4.Anticipated success in the test

Finally,the innocent participants were asked to indicate how suc-cessful they were in producing an innocent outcome.The mean success scores were 4.3(SD =1.3)and 5.0(SD =1.8)for the high and low goal-oriented motivation groups,respectively,and 5.1(SD =1.2)and 5.6(SD =.7)for the high and low task-oriented groups,respec-tively.Note that the highest success score possible is 6and the mean score of the control group's self-assigned ratings was 5.5(SD =1.3).Using a one-way ANOVA on the success scores,with Condition serving as the between-subject factor,revealed a signi ?cant Condition effect (F (4,120)=3.5,p =.009,η2p =.11).

The two planned orthogonal Helmert contrasts that were applied re-vealed a signi ?cant orientation effect (MD =.66,SE =.26,p =.014),and a signi ?cant incentive level effect (MD =.58,SE =.26,p =.032).Results indicated that the cooperation-driven participants had a higher sense of success than the goal-driven participants and that a promised external reward reduced perceived success levels in compar-ison with no external reward.

3.5.Tonic skin conductance level and raw FPWL scores

The subjective nature of questionnaires and the problem of de-mand characteristics,would suggest the addition of a more objective method of manipulation check.This can be achieved by looking at the tonic responses of the skin conductance level (SCL)and the raw FPWL scores in various stages of the test.

The minimal and maximal SCL raw scores (in Mho-?units)from 1to 5s after stimulus onset for each test answer were available.The mean of the two scores was computed and served as an index for SCL.For each participant,mean SCL scores to the critical and the pre-ceding neutral items were computed across the test series.Mean scores across participants within each experimental condition served to indicate the SCL of that condition.The means are displayed in Table 2.FPWL raw scores were available for each test series.They were gathered and the mean scores across participants within each

experimental condition were computed.FPWL mean raw scores to the critical and the preceding neutral items are displayed in Table 2.

Table 2reveal that for SCL scores four out of ?ve conditions showed the expected order.Speci ?cally,they are positioned in a gradual de-creasing order according to their SCL.The goal-oriented/high incentive group presented relatively high SCL.The goal-oriented/low incentive group and the task-oriented/high incentive group are in the second and third place,respectively.Finally,the lowest SCL was demonstrated by the uninformed innocent control group.The task-oriented/low in-centive group stands out in displaying the highest SCL scores.This is true for both critical and neutral items.With the exception of the task-oriented/low-incentive condition,the FPWL raw scores present a similar gradual order (note that smaller ?gures re ?ect stronger re-sponses)for the three experimental conditions,and this is true for both the critical and the preceding neutral items.In practice,SCL and FPWL raw scores show the trend that is expected by the current orien-tation and incentive level in ?uences.The RLL raw scores were not sen-sitive to the experimental manipulations and therefore are not displayed.

3.6.Analyzing motivation orientation,incentive level and knowledge effects

For each physiological index,responses to each GAT multiple-choice question containing 11items were transformed into within-subject standard scores relative to participants'respective means and standard deviations.Within-questions Z scores were selected to eliminate individual differences in responsivity and permit a mean-ingful summation of the responses of different participants and differ-ent measures.Furthermore,Z scores are more resistant to habituation effects than other measures in general (Elaad and Ben-Shakhar,1997)and raw scores in particular.The standardization transformation was similar for all three measures,but because concealed knowledge corresponds to smaller rather than larger RLLs and FPWLs,all these Z scores were multiplied by ?1.

For each participant,mean standardized responses to the critical alternatives were computed across GAT series.Mean scores across par-ticipants within each experimental condition served as the detection score of that condition.In order to avoid in ?ation of detection ef ?cien-cy,the physiological data were gathered and analyzed irrespective of the participants'memory to the crime-related items.The mean of each physiological score,as well as the mean of a combined measure of all physiological indices (SCR +FPWL +RLL)/3,are presented in Table 3.

To assess whether knowledge of the critical items,motivation ori-entation and incentive level contributed to the enhanced responsivity to the critical items,Z scores of the physiological measures were analyzed using a 5×3multivariate analysis of variance (MANOVA)with Condition (the ?ve experimental conditions)as the between-subject factor,and Measures (SCR,FPWL,and RLL)as the dependent factors.

Table 2

Means (and SDs)of SCL responses and FPWL raw scores elicited to critical and preceding neutral items during the CIT computed for the experimental and control conditions.

SCL FPWL Critical Neutral Critical Neutral Mean

SD Mean SD Mean SD Mean SD Goal-oriented motivated 9.99(3.43)9.96(3.42)31152(14490)32590(15107)Goal-oriented less motivated 9.71(5.92)8.98(5.97)41229(15161)44103(16277)Task-oriented lessmotivated 12.06(4.74)12.06(4.67)85503(31053)89274(35292)Task-oriented motivated 8.64(3.03)8.65(3.02)66877(37110)67303(36838)Control 7.93(3.92)7.95(3.88)41526(18759)39909(17236)Overall

9.67

(4.49)

9.52

(4.48)

53258

(31762)

54635

(33091)

Note.SCL in Mho (?)units;FPWL-pixels.

87

E.Elaad /International Journal of Psychophysiology 88(2013)82–90

The MANOVA showed a signi?cant overall Condition effect(λ= .76,F(12,312.5)=2.85,p=.001,η2p=.09).Looking at the indi-vidual measures,a signi?cant Condition effect was obtained for SCR (F(4,120)=4.56,p=.002,η2p=.13),for FPWL(F(4,120)=2.45, p=.05,η2p=.08)and for RLL(F(4,120)=3.15,p=.017,η2p= .10).Results indicate a differential magnitude of responsivity to criti-cal items for the various conditions with all three measures.

To better understand this differential responding several planned orthogonal Helmert contrasts were performed on the mean response scores across the six questions.The rational of the CIT relates physio-logical responses to critical items and knowledge about the crime in question.To examine the effects of knowledge on the responses to critical items in the present study,the four knowledge conditions were compared with the uninformed innocent control condition.A separate comparison was made for each physiological measure.All three measures showed signi?cant mean differences(SCR:MD= .296,SE=.086,p=.001;FPWL:MD=.143,SE=.067,p=.035; RLL:MD=.179,SE=.061,p=.004).Results indicate that knowl-edge contributed to enhanced responsivity to the critical items.It was further hypothesized that the effect of knowledge on the physio-logical responses to the critical items would be further enhanced by the combination of goal-oriented motivation instructions and a re-ward for success.Therefore,the second contrast compared the goal-oriented/high-incentive condition with the other three knowl-edge conditions.A signi?cant mean difference effect(MD=.206, SE=.089,p=.022)emerged for SCR.A marginally signi?cant mean differences effect(MD=.133,SE=.069,p=.057)was obtained for FPWL.The RLL produced no signi?cant effect.Results indicate that goal-oriented motivation instructions combined with an external in-centive,contribute to enhanced SCR and FPWL responses to critical items.Similarly,it was hypothesized that the combination of coopera-tive instructions and a promised reward for success in the task to coop-erate would attenuate the effect of knowledge.To examine this, another contrast compared the task-oriented/high-incentive condition with the other three knowledge conditions.No signi?cant results were obtained.To examine the effect of a reward for success on the physio-logical responses,a fourth contrast compared the goal-oriented/ high-incentive and goal-oriented/low-incentive conditions.A signi?-cant SCR effect(MD=.230,SE=.109,p=.036)and a marginally signi?cant FPWL effect(MD=.162,SE=.085,p=.058)emerged. The RLL effect was not signi?cant.Results show that the external incen-tive contributed to enhance the responses to critical items under goal-oriented motivation instructions.Finally,the effect of the motiva-tion instructions on the physiological responses was examined using a contrast between the goal-oriented/high-incentive and the task-oriented/high-incentive conditions.Results revealed a signi?cant mean difference effect(MD=.243,SE=.109,p=.027)for SCR and a marginally signi?cant effect(MD=.165,SE=.085,p=.054)for FPWL.RLL revealed no signi?cant difference.Results indicate that when an external incentive for success is promised,task-oriented mo-tivation instructions moderate the responses to critical items.

3.7.The ROC analysis

The ROC procedure is a method derived from signal detection the-ory,which has been frequently used in the CIT and GAT contexts(e.g., Ben-Shakhar,1977;Elaad and Ben-Shakhar,1989,1997;Vossel et al., 2003)and was recommended by the National Research Council Report(2003)as a particularly relevant method for describing the di-agnostic value of polygraph tests.In signal detection theory terms,the knowledge effect is de?ned by the degree of separation between the distributions of informed and uninformed innocent participants're-sponses to the critical items.For this purpose,the distributions of the mean Z scores,computed for informed and uninformed innocent participants across all items of each relevant pro?le,were generated for each physiological measure and for the combination of measures. On the basis of these distributions,Receiver Operating Characteristic curves(ROCs)were generated for each measure(SCR,FPWL,and RLL),and the areas under these ROC curves,along with the corre-sponding95%con?dence intervals,were computed(Bamber,1975). The area under the ROC curve(Green and Swets,1966)re?ects detec-tion accuracy of the critical items,across all possible cutoff points. According to this method,values range from0to1,such that an area of.5implies that the two distributions(of the responses of in-formed innocent and uninformed innocent participants to critical items)are undifferentiated.An area of1indicates that there is no overlap between the two distributions,and thus they are perfectly differentiated.The areas under the ROC curves and the respective 95%con?dence intervals computed for each measure and for the combined measure in the two motivation conditions are displayed in Table4.

The ROC analysis revealed that goal-oriented/high incentive par-ticipants responded to the critical information at a rate signi?cantly greater than chance(note that the lower bounds of the areas comput-ed for the three measures is greater than.5).Goal-oriented/low in-centive innocent participants provided ROC areas that were not signi?cantly different from chance.The opposite pattern was ob-served for the task-oriented participants.Here,the low incentive in-formed innocent participants responded to the critical information

Table3

Mean Z scores(and SDs)of SCR,FPWL,RLL,and the combined responses to critical

items computed for informed and uninformed innocent participants.

Informed innocents Uninformed

Motivated Less motivated Innocents

Goal-oriented

SCR.40(.40).17(.43)

FPWL.29(.28).12(.33)

RLL.14(.28).07(.27)

Combined.23(.22).10(.21)

Task-oriented

SCR.16(.33).25(.45)

FPWL.11(.33).22(.30)

RLL.21(.32).20(.30)

Combined.16(.21).22(.26)

Uninformed innocents

SCR?.05(.28)

FPWL.04(.25)

RLL?.02(.16)

Combined.00(.11)

Table4

Areas under the ROC curves and95%con?dence intervals computed for the three mea-

sures and the combined measure in the four experimental conditions.

Motivated Less motivated Across

motivation

Area95%CI Area95%CI Area95%CI

Goal-oriented

SCR.84.72–.95.64.48–.80.74.63–.85

FPWL.75.61–.89.59.43–.76.67.54–.80

RLL.71.57–.86.61.45–.78.66.54–.79

Combined.83.72–.95.66.50–.81.82.72–.92

Task-oriented

SCR.65.50–.80.70.55–.85.68.55–.80

FPWL.58.42–.75.68.53–.83.63.50–.77

RLL.73.58–.87.74.60–.88.73.62–.84

Combined.73.59–.87.79.66–.91.76.65–.87

Note.Twenty-?ve participants in each experimental group and in the control group.

CI=con?dence interval.

88 E.Elaad/International Journal of Psychophysiology88(2013)82–90

at a rate higher than chance for all three measures whereas FPWL for the high incentive participants did not reach signi?cance.All ROC areas computed for the goal-oriented/high incentive condition were greater than the corresponding areas computed for the low incentive condition.In contrast,all ROC areas computed for the task-oriented/ low incentive condition were greater than the corresponding areas computed for the task-oriented/high incentive condition.

Using a method proposed by Hanley and McNeil(1983),signi?-cant differences appeared only for SCRs.The area under the ROC curve computed for the goal-oriented/high incentive condition is sig-ni?cantly greater than the area computed for the corresponding low incentive condition(Z=1.97),and signi?cantly greater than the cor-responding task-oriented/high incentive pcondition(Z=1.96).The areas computed for FPWL were in the same direction but did not reach the level of signi?cance.

Across conditions,all areas fall above chance level(Table4).Goal-oriented innocent participants were associated with larger areas than their task-oriented counterparts,although the differences are not signi?cant.The relatively large areas computed for RLL in the task-oriented conditions,stand out as an exception.

4.Discussion

The present study was designed to demonstrate how different motivation orientations(goal and task)and the presence or absence of an external reward(high and low incentive levels)affect the en-hanced responses to the critical information of informed innocents who responded truthfully to the questions presented to them in the GAT format.It was observed that while the incentive enhanced the relative responses to the critical items in the goal oriented condition, it had either an opposite or no effect in the task-oriented condition. Results further show that goal-orientating instructions contributed to enhanced responses to the critical items compared with the task-oriented instructions under high incentive condition.This was not replicated under low incentive condition.

The measure that was most sensitive to these effects was SCR. Electrodermal sensitivity to critical information in general(e.g., Bradley et al.,2011),and SCR in particular(e.g.,Cutrow et al.,1972; Verschuere et al.,2007),has been previously demonstrated in CIT and GAT questioning formats.

The heightened sensitivity to critical information is actually what Bradley(2009)called:"defensive motivation".According to Bradley, the defensive motivation system is activated in response to task rele-vant stimuli.When this activation is minimal,rated arousal is low. Bradley suggested that this implies a weak action tendency and weak physiological responding.When defensive motivation increases,rat-ings of arousal increase as well and enhanced physiological responding is expected.These changes were clearly demonstrated in the present study for motivated and less motivated informed innocent participants. The rationale for these changes in arousal levels and physiological responding is the anticipation for action.When informed innocent participants,who are motivated to prove their innocence,identify a crime-related item,they activate their defensive motivation system and elevate their physiological responding.According to an alternative explanation,informed innocents'motivation to succeed may be associ-ated with an attempt to inhibit the physiological arousal that the OR elicits(Verschuere et al.,2007),resulting in stronger rather than weak-er physiological responses.It may be suggested that motivation heightens informed innocents'attention to critical items,making them more dif?cult to ignore.This is the same rationale that causes motivated guilty participants to fail the test(e.g.,Elaad and Ben-Shakhar,1989).

To combat this effect,participants were instructed to divert their at-tention from the goal toward a task that seems equally important.This was demonstrated in the present study by stressing the importance of cooperating on the test in order to help truthful participants prove their innocence.Furthermore,unlike goal-oriented participants,task-oriented participants were given a well-de?ned task.They were ad-vised to calm down,not move,relax,and comply with the examiners' instructions.As a result,they were more attentive to the examiner and less attentive to the critical information,thus reducing their defen-sive motivation.Apparently,such a shift was associated with enhanced internal motivation to prove innocence and a greater sense of success on the test compared with goal-oriented participants.As these indica-tions are rather subjective and may have been in?uenced by demand characteristics,the more objective tonic SCL and FPWL raw scores in various stages of the test were examined.Low SCL may indicate low arousal.As expected,the least aroused participants were the partici-pants in the task-oriented/high incentive condition and the partici-pants in the control condition.

The present results may also have practical implications for CIT and GAT questioning formats used in actual cases.It may be advised to instruct examinees to cooperate on the test,direct them how to coop-erate,indicate that such cooperation may be useful only for innocent examinees,and then let them choose whether or not to comply.The procedure is rather easy.All the examiner has to do is to say:“If you are innocent I advise you to cooperate on the test….”.Cooperating instructions may appeal to innocent but not to guilty suspects.Guilty suspects might consider the advice a trick to trap them and are expected to ignore the instructions(see the results of Zvi et al.,2012).

This is the?rst time that such motivation effects were demonstrat-ed by informed innocent examinees in an empirical study.Nonetheless, the present results are consistent with previous results demonstrating the effects of motivation on informed guilty participants(see Ben-Shakhar and Elaad,2003,for a review).Higher motivation to prove innocence produces increased responses to critical items by goal-oriented informed innocents.

The enhanced responses to critical items by informed innocent ex-aminees can be regarded a failure to classify innocent participants correctly or a success in identifying concealed information.This dis-tinction is not entirely understood and polygraph practitioners tend to associate knowledge with guilt and lack of knowledge with inno-cence.In real life,stakes are higher than in most experimental con-ditions(Verschuere et al.,2011),and informed innocent suspects are expected to be more responsive to the critical items than in the present study.However,the state of mind of informed innocent sus-pects point to the opposite,as was recently demonstrated by Zvi et al.(2012).According to this study,innocent suspects who strongly fear false positive test outcomes are likely to drop out and avoid the risk of a polygraph test altogether.The remaining innocent examinees trust the system,anticipate their release from further questioning after the test,and therefore are ready to cooperate.We explored whether the desire to cooperate is associated with enhanced motiva-tion to prove innocence.The present results indicate that increasing informed innocents'motivation to produce truthful outcomes and instructing them how to cooperate on the test in order to achieve this goal,proved to be productive.

The information that innocent suspects might possess varies and this information is in?uenced by a variety of factors of which the level of motivation to prove innocence is only one.It is the role of future research to reveal and study these factors.Some in?uencing factors,such as the level of encoding in memory(Gamer,2010),the time elapsed from the criminal event(Gamer et al.,2010),the effect of central versus peripheral critical details of the crime(Carmel et al.,2003;Gamer et al.,2010),and the con?dence of the informed innocent participants in the accuracy of the information they possess (Elaad,2010),have already been studied.Other factors,such as the amount of partial knowledge and the personal priorities of the informed innocent suspects,have not yet received the empirical attention they deserve.In any case,as this study already shows,it is no longer appropriate to consider informed innocent participants as a single homogenous group.

89

E.Elaad/International Journal of Psychophysiology88(2013)82–90

4.1.Limitations of the present study

The present study entails a laboratory experiment where stakes are low and participants were well aware that no harm would be in?icted upon them as a result of their performance on the test. Speci?cally,the threat is not the same as the threats that criminal suspects usually experience during actual testing.To compensate for this shortcoming we manipulated two levels of motivation to either prove innocence or prove cooperation.We thought that the higher incentive level will simulate better than the lower level real life condi-tions.Still the higher incentive level does not simulate actual testing. This dictates caution when applying the present results to?eld testing.

The present sample of participants consisted of undergraduate students enrolled in a psychology course who participated in the study for course credit.One argument against using psychology stu-dents is the possible resentment they may feel toward the requirement to participate in a departmental study.However,in actual testing inno-cent suspects may often perceive resentment when they are asked to take a polygraph test.

Third,the present sample is largely a female sample.Although females were no more or less inclined than males to cooperate on the test,caution is still recommended when generalizing the results to largely male suspects in police interrogations.

Finally,no guilty examinees were tested in the present study and the effect of task-oriented instructions on guilty suspects was not available.Recommendations were made according to the results of a previous study(Zvi et al.2012)where guilty participants were instructed to cooperate on the test and elicited smaller physiological responses than guilty participants who were given instructions to cope with the test.

Acknowledgment

I would like to thank Efrat Miryam Bismut and Miri Glat for their help in the data collection.

References

Ambach,W.,Assman,B.,Krieg,B.,Vaitl,D.,2012.Face and voice as social stimuli enhance differential physiological responding in a Concealed Information Test.

Frontiers in Psychology3,510.https://www.360docs.net/doc/4316653700.html,/10.3389/fpsyg.2012.00510. Bamber,D.,1975.The area under the ordinal dominance graph and the area below the receiver operating characteristic graph.Journal of Mathematical Psychology12, 378–415.

Ben-Shakhar,G.,1977.A further study of the dichotomization theory in detection of information.Psychophysiology14,408–413.

Ben-Shakhar,G.,Dolev,K.,1996.Psychophysiological detection through the guilty knowledge technique:effects of mental countermeasures.The Journal of Applied Psychology81,273–281.

Ben-Shakhar,G.,Elaad,E.,2002.Effects of questions`repetition and variation on the ef?ciency of the guilty knowledge test:a reexamination.The Journal of Applied Psychology87,972–977.

Ben-Shakhar,G.,Elaad, E.,2003.The validity of psychophysiological detection of information with the Guilty Knowledge Test:a meta-analytic review.The Journal of Applied Psychology88,131–151.

Ben-Shakhar,G.,Gronau,N.,Elaad,E.,1999.Leakage of relevant information to innocent examinees in the GKT:an attempt to reduce false-positive outcomes by introducing target stimuli.The Journal of Applied Psychology84,651–660.

Bradley,M.M.,2009.Natural selective attention:orienting and emotion.Psychophysi-ology46,1–11.

Bradley,M.T.,Rettinger,J.,1992.Awareness of crime-relevant information and the guilty knowledge test.The Journal of Applied Psychology77,55–59.

Bradley,M.T.,War?eld,J.F.,1984.Innocence,information,and the guilty knowledge test in the detection of deception.Psychophysiology21,683–689.

Bradley,M.T.,MacLaren,V.V.,Carle,S.B.,1996.Deception and nondeception in guilty knowledge and guilty action polygraph tests.The Journal of Applied Psychology 81,153–160.

Bradley,M.T.,Malik,F.J.,Cullen,M.C.,2011.Memory instructions,vocalization,mock crimes,and concealed information tests with a polygraph.Perceptual and Motor Skills113,840–858.

Carmel,D.,Dayan,E.,Naveh,A.,Raveh,O.,Ben-Shakhar,G.,2003.Journal of Experimental Psychology.Applied9,261–269.

Cutrow,R.J.,Parks,A.,Lucas,N.,Thomas,K.,1972.The objective use of multiple physiolog-ical indices in the detection of deception.Psychophysiology9,578–588.Elaad,E.,2009.Effects of context and state of guilt on the detection of concealed crime information.International Journal of Psychophysiology71,225–234.

Elaad,E.,2010.Effects of perceived reliability and generalization of crime-related information on detection in the Concealed Information Test.International Journal of Psychophysiology75,295–303.

Elaad,E.,2011.Effects of incomplete information on the detection of concealed crime details.Applied Psychophysiology and Biofeedback36,159–171.

Elaad,E.,Ben-Shakhar,G.,1989.Effects of motivation and verbal response type on psychophysiological detection of information.Psychophysiology26,442–451. Elaad,E.,Ben-Shakhar,G.,1997.Effects of item repetitions and variations on the ef?ciency of the guilty knowledge test.Psychophysiology34,587–596.

Elaad,E.,Ben-Shakhar,G.,2006.Finger pulse waveform length in the detection of concealed information.International Journal of Psychophysiology61,226–234. Elaad,E.,Ben-Shakhar,G.,2008.Covert respiration measures for the detection of concealed information.Biological Psychology77,284–291.

Elaad,E.,Ginton,A.,Jungman,N.,1992.Detection measures in real-life criminal guilty knowledge tests.The Journal of Applied Psychology77,757–767.

Gamer,M.,2010.Does the guilty action test allow for differentiating guilty participants from informed innocents?A re-examination.International Journal of Psychophys-iology76,19–24.

Gamer,M.,Kosiol,D.,Vossel,G.,2010.Strength of memory encoding affects physiological responses in the Guilty Action Test.Biological Psychology83,101–107.

Giesen,M.,Rollison,M.A.,1980.Guilty knowledge versus innocent associations:effects of trait anxiety and stimulus context on skin conductance.Journal of Research in Personality14,1–11.

Green,D.M.,Swets,J.A.,1966.Signal Detection Theory and Psychophysics.Wiley,New York.

Hanley,J.A.,McNeil,B.J.,1983.A method of comparing the areas under receiver operating characteristic(ROC)curves derived from the same cases.Radiology148,839–843. Hartwig,M.,Granhag,P.A.,Stromwall,L.A.,2007.Guilty and innocent suspects'strategies during police interrogations.Psychology,Crime&Law13,213–227. Himmelfarb,S.,1975.What do you do when the control group doesn't?t into the factorial design?Psychological Bulletin82,363–368.

Hira,S.,Furumitsu,I.,2002.Polygraphic examinations in Japan:application of the guilty knowledge test in forensic investigations.International Journal of Police Science&Management4,16–27.

Honts,C.R.,Devitt,M.K.,Winbush,M.,Kircher,J.C.,1996.Mental and physical counter-measures reduce the accuracy of the concealed knowledge test.Psychophysiology 33,84–92.

Konieczny,J.,2007.An attempt to falsify the results of a polygraph test through the im-plementation of false memory:a case study.European Polygraph1(2),117–121. Krapohl,D.J.,2011.Limitations of the Concealed Information Test in criminal cases.In: Verschuere,B.,Ben-Shakhar,G.,Meijer,E.(Eds.),Memory Detection:Theory and Application of the Concealed Information Test.Cambridge University Press, Cambridge,pp.151–170.

Lykken,D.T.,1998.A Tremor in the https://www.360docs.net/doc/4316653700.html,es and Abuses of the Lie Detector,2nd edn.

Plenum Trade,New York,NY.

Nahari,G.,Ben-Shakhar,G.,2011.Psychophysiological and behavioral measures for detecting concealed information:the role of memory for crime details.Psycho-physiology48,733–875.

National Research Council,2003.The Polygraph and Lie Detection,Committee to Re-view the Scienti?c Evidence on the Polygraph.Division of Behavioral and Social Sciences and Education.The National Academies Press,Washington,DC.

Osugi, A.,2011.Daily application of the Concealed Information Test:Japan.In: Verschuere,B.,Ben-Shakhar,G.,Meijer,E.(Eds.),Memory Detection:Theory and Application of the Concealed Information Test.Cambridge University Press, Cambridge,pp.253–275.

Podlesny,J.A.,1993.Is the guilty knowledge polygraph technique applicable in criminal investigations?A review of FBI case records.Crime Laboratory Digest20,59–63. Podlesny,J.A.,2003.A paucity of operable case facts restricts applicability of the Guilty Knowledge Technique in FBI criminal polygraph examinations.Forensic Science Communications5(3)(https://www.360docs.net/doc/4316653700.html,/hq/lab/fsc/backissu/july2003/podlesny.utm (accessed August,2012)).

Stern,R.M.,Breen,J.P.,Watanabe,T.,Perry,B.S.,1981.Effects of feedback of physiolog-ical information on responses to innocent association and guilty knowledge.The Journal of Applied Psychology66,677–681.

Vandenbosch,K.,Verschuere,B.,Crombez,G.,De Clercq,A.,2009.The validity of?nger pulse line length for the detection of concealed information.International Journal of Psychophysiology71,118–123.

Verschuere, B.,Crombez,G.,Koster, E.H.W.,De Clercq, A.,2007.Antisociality, underarousal and the validity of the concealed information polygraph test.Biolog-ical Psychology74,309–318.

Verschuere,B.,Meijer,E.,De Clercq,A.,2011.Concealed information under stress:a test of the orienting theory in real-life police interrogations.Legal and Criminological Psychology16,348–356.

Vossel,G.,Gamer,M.,Godert,H.W.,Rill,H.G.,2003.The ef?ciency of detecting concealed information with the Guilty Knowledge Test:a comparison of different physiological variables and non-physiological methods of credibility assessment using signal detection theory.Journal of Psychophysiology17,184(Abstract). Zvi,L.,Nachson,I.,Elaad,E.,2012.Effects of coping and cooperating instructions on guilty and informed innocents'physiological responses to concealed information.

International Journal of Psychophysiology84,140–148.https://www.360docs.net/doc/4316653700.html,/10.1016/ j.ijpsycho.2012.01.022.

90 E.Elaad/International Journal of Psychophysiology88(2013)82–90

帮妈妈做家务500字作文五篇

帮妈妈做家务500字作文五篇 妈妈平时为家操劳,我们可以帮妈妈做点家务减轻她的负担。下面是橙子为您带来的是帮妈妈做家务感受作文,希望对您有所帮助。 篇一:帮妈妈做家务今天妈妈下班非常早,下午下课了她把我接上后对我说:“贞贞,今天妈妈回家给你做好吃的。”我迫不及待的问妈妈:“什么好吃的呀?”“回家你就知道了,但是,你必须先把作业做完以后才能吃,否则不许吃饭,好吗?” 我为了吃上好吃的,到家以后我就赶快把作业拿出来,做了起来。妈妈就在厨房里忙起来了。 等我把作业做完以后,到厨房一看,妈妈正在和面,她看到我以后对我说:贞贞快来帮忙。然后就把厨房里的围裙拿了出来,给我围上了。“做什么?妈妈。”今天妈妈给你做豆沙包吃,好不好?我一听,高兴地蹦了起来,因为我最爱吃豆沙包了。你把这个大盆端到客厅去,用筷子把盆里的陷搅一搅,一定要把陷搅匀呀!知道了吗。 经过我和妈妈的努力不一会儿就把豆沙包包好了,然后我们就把包好的豆沙包放进了微波炉里,定好时间。哎呀!就等香喷喷的豆沙包出炉了。这时候再看我们俩个人,手上、身上、脸上及头上全都是白面粉,简直就成了一个小雪人了。我和妈妈都笑了。 时间过得好慢啊!等啊等啊,终于香喷喷的豆沙包就要出炉了。妈妈打开微波炉,把豆沙包拿了出来,可是一看,我们做的豆沙包和

市场上买的不一样呀!因为市场买的是圆形的,可是我们做的却是扁扁的,这是怎么一回事儿呢?经过我们认认真真的分析以后,觉得问题应该出在面粉上,因为我们和面时放水太多了,面软了,在烤制的过程中就变成扁扁的了。虽然形状不好看,但是吃起来还是蛮好吃的吗!毕竟这是我们的劳动成果呀! 希望小朋友们都要帮妈妈多做点家务,给妈妈减轻点负担。这样我们才是一个好孩子。 篇二:帮妈妈做家务今天,妈妈在家大扫除,我看着妈妈一会整理房间,一会擦桌子,忙得上气不接下气,我见妈妈每天都这样忙忙碌碌的,得多吃亏损呀!于是,我产生了一个念头,如果我能帮妈妈分担一些家务活,妈妈就会不这么累了吗? 于是,我二话不说,卷起袖子,拿起抹布和洗洁精,就开始擦玻璃了。我先将抹布打湿,拧干,再将洗洁精洒在玻璃上,又用湿毛巾将污点全部擦干净,最后,再用干毛巾将洗洁精擦干净,这样,一块洁净的玻璃就出来了。 接着,我拿出扫把,准备帮妈妈妇地。我将我平时乱丢乱放的玩具和零食,放回该放的位置后,我就用扫把仔仔细细、认认真真打扫一遍后,把垃圾扫入灰斗中,再倒入垃圾桶里,再将拉圾倒入垃圾堆中后,扫地任务也完成了。 我再拿来拖把,将地板拖得干干净净、一尘不染。 拖完地后,我拿几双脏兮兮的鞋子,开始洗鞋,我先将鞋子打湿,再将鞋子洒上泡沫,然后我拿出刷子来,将鞋子的里里外外、上上下

【幼儿园教研之窗】浅谈活动区角的设置

浅谈活动区角的设置 一、要坚持以幼儿为主体。 小班幼儿感知事物的经验少,动手能力较弱,多数幼儿不能单独活动。因此,区角数量不宜设置太多,也不宜太复杂,应以幼儿喜闻乐见的形式为主,如:“娃娃家”、“故事角”、“饲养角”等。中班幼儿已有了感知事物的初步经验,基本能够独立进行区角活动,角区数量要适当增加,以充分满足幼儿的好奇心和认知兴趣,可增设表演、美工、科学等内容的区角,如:“音乐厅”、“手工角”和“科学角”等。大班幼儿的语言表达、动手操作和逻辑思维等能力有了较大提高,这时,既要大量增设活动区角,又要适当增加难度,如:在科学区中增设“海底世界”、“宇宙探索”、“机械操作”等活动角;在棋类区中增设军棋、象棋、五子棋等。在区角创设过程中,要注重发挥幼儿的主体作用,如:让幼儿出主意、想办法,搜集材料和布置环境等,增强幼儿的主人翁意识,使区角更具吸引力。 二、要与教育目标和内容同步。 区角创设应紧密结合教育内容和目标,要与教育活动同步,把创设区角的过程变成教育教学的过程。如:在中班“l~10序数的认识”活动中,可创设一个“小小火车站”。通过让幼儿买票,按照车票上的数字寻找车厢座位的游戏来认识序数。又如:对大班幼儿的节奏训练,可创设一个“音乐厅”,多投放一些不同类型的打击乐器,供幼儿自由选择,在“音乐厅”内播放节奏明快的音乐,让幼儿听录音、敲乐器、感知节奏。

三、要具有相对的动态性。 不断变化发展的教育环境,有利于激发幼儿的求知欲和探索欲,有利于幼儿多元智力的开发和个性的发展。因此,活动区角要具有一定的动态性和可变性。 当某些角区已不能适应幼儿实际发展需要时,要及时予以撤换。如:大班的“娃娃家”、“小商店”、“小影楼”等。区角内容要不断更新,如:墙画要随季节的变化而变化;“服装店”要适合季节时令;“娃娃家”要符合现代家居特点; “科学角”要紧随科技发展步伐,等等。投放材料的品种和数量也要经常变化,尤其是当幼儿对某些活动材料失去兴趣后应及时更新。 活动区角要切实做到日新月异、常设常新,切忌一成不变、一劳永逸,要确保幼儿的浓厚兴趣。同时,还要积极扩展区角空间,注意利用好自然环境、人文景观和社区这些已经设置好的大“区角”。

小蜜蜂的作文100字

小蜜蜂的作文100字 导读:篇一:小蜜蜂 一个阳光灿烂的早晨,小蜜蜂高高兴兴去采蜜。 他想:今天肯定花开得特别多特别美。没想到,刚刚飞过一个荷花池,突然,乌云密布,不一会儿,电闪雷鸣,雷声隆隆,大雨哗哗。小蜜蜂想:来不及回家,我得赶快找个避雨的地方。于是他马上躲在一片荷叶下。这把伞真不错。小蜜蜂一点儿都没有淋到雨。还好不久雨就停了。小蜜蜂大声说:“谢谢太阳公公!” 这个早晨他采的蜜比往日还多。 篇二:一只小蜜蜂 上语文课的.时候,一只小蜜蜂从窗外飞了进来,我想那只小蜜蜂可能是迷了路。蜜蜂在倪瑜跃的头上飞来飞去,好像把倪瑜跃像小花一样,他来采蜜了。 倪瑜跃和蜜蜂玩起了猫抓老鼠的游戏,张老师和同学们看到都笑了。 篇三:快乐的小蜜蜂 周末两天,我每天中午洗碗,擦桌子。 洗碗不难洗,先把碗用水冲一下,然后用海绵擦上洗洁精,最后用清水将泡沫冲干净,把碗翻过来抖一抖,放入盆里晾干。擦桌子也很方便,先用毛巾将桌子上的垃圾收集起来扔到垃圾桶里,冲一冲毛巾,再擦一遍桌子,将毛巾洗干净就可以了。 我好快乐啊,可以帮帮妈妈做家务。

篇四:一只小蜜蜂 上语文课的时候,嗡嗡嗡一只小蜜蜂从窗外飞了进来。只见那只小蜜蜂在倪瑜跃的头上飞来飞去,好像把倪瑜跃当成了小花一样。 倪瑜跃吓坏了,一个劲儿东躲西藏,和蜜蜂玩起了躲猫猫的游戏。他的动作引起了大家的注意。老师和同学们看到都笑了。 篇五:有趣的小蜜蜂 上课了,我们突然发现了一只小蜜蜂飞进了教室。李老师大喊一声:“看!”大家转头一瞧,发现了一只小蜜蜂在教室的窗上爬,不知它在干什么,可真有趣。我仔细地观察,发现它着急地趴在窗户上:“bzzzbzzz”的叫,我想,小蜜蜂在说:“我要飞回大自然,但我爬不出去,谁来帮帮我!”它爬了半天还是没有爬出去。最后,李老师说:“它一定能靠自己的本领爬出去的。” 不一会儿,小蜜蜂不见了,它终于爬出去了,飞回了大自然的怀抱中。 多么有趣的小蜜蜂啊! 有关小蜜蜂的作文100字 1.有关小蜜蜂的作文500字 2.有关写小蜜蜂的作文 3.有关小蜜蜂的作文 4.和小蜜蜂有关的作文 5.《小蜜蜂》作文 6.小蜜蜂的作文

小学语文《想象作文》教案设计之一

小学语文《想象作文》教案设计之一 小学语文《想象作文》教案设计之一 一、教学目的 1.启发学生自由地想象,培养学生的创新思维能力。 2.指导学生有序地、重点突出地、主次分明地说和写。 3.培养学生热爱学校、热爱生活、热爱科学的思想感情。 二、教学重点 启迪学生展开大胆、丰富、新奇的想象,并指导学生有序地、主次分明地说和写。 三、课前准备 1.课前学生绘制自己心目中《未来的......》构想图。 2.制作多媒体课件。 四、教学时间 二课时(第二课时为写作及讲评) 五、教学过程 第一课时 (一)导入

1.谈话:(出示课件1后)小的时候,我就曾经幻想过,如果我能够像小鸟一样,有那样一对翅膀,那该多好啊!现在你们又有怎样的想象呢?(板书:想象) 2.结合学生回答表扬“你的想象真大胆!”.“你的想象真丰富!”.“你的想象真新奇!”(教师板书:大胆.丰富.新奇) 3.小结:希望同学们能把大胆.丰富.新奇的想象,在自己的作文中体现出来。(4分钟) (二)本次作文指导经过。 1.让我们乘上宇宙飞船,穿越时空隧道,去未来看一看吧!(出示课件2)(1分钟) 2.我们还在去未来的路上,但是伟大的科学家爱因斯坦曾经说过:“想象是一切创造之源。”(出示课件3)这节课让我们用想象创设一下未来吧!同学们,今天这节课,我们就来写一写未来的......(板书:未来的......)(出示课件4)(1分钟) 1.读一下课题,你觉得可以写什么?进行讨论。(3分钟) 提示:人物、事物、军事、科技、农业、环境、体育等等。 估计可能有的题目:《未来的我》、《未来的生日》、《未来的母校》、《未来的教师》、《未来的祖国》,以及《未来的地球》、《未来的汽车》、《未来的学校》。 明确:在现实生活的基础上,随着科技发展,将来可能实现的设想或可能拥有的事物才可写。 2.我们选好了要写的题目,那么怎么来写,具体写些什么呢? 3.学习小组进行讨论,要求:

浅谈如何利用乡土资源丰富幼儿区角活动

浅谈如何利用乡土资源丰富幼儿区角活动 (松滋市老城镇幼儿园黄丹丹) 【摘要】幼儿的生活家园有着广泛的教育资源;作为幼儿园的老师,要善于利用和发掘乡土资源,发挥它教育价值的独特性,唤醒孩子对乡土资源的良好认知,激发他们热爱家乡、热爱劳动人民的美好感情。 【关键词】幼儿园区角活动乡土资源 近几年,我们在开展幼儿园区角活动中,对贴近儿童生活的社会资源、自然资源进行了发掘和利用,发觉农村的部分社会资源、自然资源是我们用之不竭、取之不尽的“大仓库”,为儿童创造了一个自由发展的广阔空间,也为他们探索性、体验性学习营造了条件。在较好的乡土资源支持下,我们幼儿园各班级区角活动,开展得有声有色,促进了儿童的身心健康和谐地发展。 一、制作绘画,放置盆景,营造富有乡土气味的环境氛围 俗话说:环境是最好的老师。所以,要常常有意识地创造设计一些具有乡土气息的环境,对儿童潜移默化的进行教育。 1.制作绘画,激发兴趣 用具有乡村特色的原料制作成漂亮的作品布置在活动室的四周,以此来激发儿童的兴趣。例如:具有童趣的的豆贴画、布贴画、草编画等等,零距离的呈现在幼儿们的眼前,启发了他们探索的愿望与兴趣。 2.放置盆景,间隔空间 我们在各个区的角落位置,全部放置了用农村植物栽插的盆景,或者是挂着修饰过的生活物品,这样一来,巧妙化解了空间分割造成的生硬感,给活动室带来了无限生机。 二、开展各种活动,多途径挖掘乡土资源 有位国外专家说过:能把竹竿当马骑,是真正富有创造的玩具。我们在小时侯玩耍过的推铁圈、打水漂、抽陀螺等游戏至今还历历在目、记忆犹新,它曾给我们带来了无穷的梦想与乐趣,也激发了我们的创造性与主动性。由此可见,区

三年级下册语文第五单元作文《奇妙的想象》

三年级下册语文第五单元作文《奇妙的想象》写作指导 一、审题 写一个想象故事。展示自己的奇妙想象,创造出属于自己的想象世界。 二、选材 写想象的故事。,而不是现实生活中的事,如矮人国的故事、大熊开面馆的故事、小狗变巨人、我有魔法了……只要是你能想到的故事都可以。 三、构思 我们以《最好玩的国王》为例进行构思,简要列出习作提纲。 开头:交代国王的爱好:微服私访。(略) 中间:微服私访时发现了一本畅销书,他大受启发,自己也写了一本书,后来这本书也非常畅销。(详) 结尾:交代畅销的原因:这本书太无聊,人们买来治疗失眠。(略) 四、表达 ①为习作起一个有趣的名字,如《播种女巫》:②大胆想象,让想象的内容神奇、有趣;③记得上自己平时积累的一些好词佳句哟!

写作素材 一、题目 《瞌睡虫多多》《小豆苗历险记》《白雪公主后传》《月亮又瘦了》 二、好词 无影无踪大摇大摆活灵活现转瞬即逝 神秘莫测窃窃私语一模一样大吃一惊 远走高飞 三、好句 开头 1.晚上,一道金光闪过,我突然发现睡在身边的妹妹变成了一个巨大的金蛋。我急坏了,怎么才能把妹妹救出来呢?把蛋砸破,可能会伤到里面的妹妹。把蛋刹开妹妹会不会变成蛋清流出来呢?我想了又想,最后决定把妹妹从蛋里孵 出来。 2.在离天河不远的地方,有三颗小星星。说来也巧,这三颗小星星是同年、同月、同日、同时生的,可它们彼此都不一样:一颗是蓝的,一颗是红的,第三颗最小,似乎没有什么颜色,只有一点儿微弱得可怜的光。 结尾 1.从此,绿森林里多了一个永久性的居民,绿森林的动物们多了一个永远的朋 友,绿森林的故事里多了一份传奇。 2.大力士风孩子回来了,呼呼吹了几口气,白烟被吹跑了,烟筒和房子被吹倒了那几个黑衣人被吹到了森林外。大树们开心地笑了。

半成品材料在大班区角活动中运用的策略研究

《半成品材料在大班区角活动中运用的策略研究》 一、课题研究的背景及意义 在区角活动中,材料是必不可少的物质基础,幼儿在其特殊的发展阶段,需要依赖材料进行建构活动;在区角活动中,真正能起作用的是区内的材料,材料的选择与投放直接影响幼儿的学习质量,而材料的优势是教育者为幼儿架起的学习桥梁,教师的很多意图是通过材料这个媒介自然地传达给幼儿,不同的材料可以萌发幼儿不同的游戏兴趣和游戏行为。 本园区角活动一直在开展,在开展的过程中教师们也不断地探索创新,以取得更好的成效,但依然存在很多问题。首先,面对班额大,场地小,教师工作量大等原因,在区角活动的实际操作中,教师提供的材料存在着很多问题,如:提供高结构的材料(特点:规范、形象、精致、目标明确,幼儿在操作过程中很容易达到和检验自己的操作成果,同时也束缚了幼儿的想象力和创造力);材料更换的不及时;(如在建构区,从开学到学期结束就那几种积木;娃娃家的娃娃也就那几个,餐具、房间没有变化;医院也就那几个针管等);美工区与科学发现室也都以一些模拟的仪器为主。 其次,在材料的投放上也存在着较大的随意性和局限性。如:大班的表演区、理发店、银行等,提供的专业化的玩具。由于材料提供存在的问题,进而引出了一系列的连锁反应,如:区角活动开展的没有层次性;幼儿活动缺乏挑战性;主题活动没有系统性等等。 最后,环境创设的不平衡性,具体表现为所提供的知识不平衡、感官刺激种类不平衡(视觉材料和操作材料很多,其他感官活动的材料欠缺)、促进发展的内容不平衡(发展认知能力的内容多,发展健康人格的内容相对不足)等。 根据大班幼儿的已有经验,及其好奇好动、好想象、好创造的特点,我们提供以半成品为主的区角活动为突破口。开展了“半成品材料在区角活动中的运用”的实验研究,以解决以上出现的一系列问题。 二、关于同类课题的研究综述 2009年在“育儿天使”网站上发表《浅谈区角活动材料的投放与指导》; 在南京溧水县永阳幼儿园《农村自然物在区角活动中的运用》中研究的是农村中的自然材料在区角中的运用,他提到材料在每个活动区中的运用。 在2008年5月“中国幼儿教师网”上《区角活动中材料投放的策略》中提到材料投放首先选择低结构性的游戏材料;其次用添加、组合、回归的方式让材料富有动态;最后赋予活动材料的情感性。 2007年第1期《学前教育研究》中《浅谈幼儿与区域活动材料的有效互动》提到根据幼儿的需要,教师的催化和幼儿的情感等。 以上这些都没有提到半成品材料在区角活动中的运用,而根据《学前游戏论》中提到“在中大班还要设一些未成型的材料即非专门化玩具,以满足和激发儿童日益增长的创造性。”因此从这一角度为切入点,进行系统的研究有关半成品材料在区角活动中的运用。 三、课题的界定 区角活动:是指教师在活动室中划分若干区域,创设的区域是多功能、多层次的,并具有选择自由度的环境,区域里的材料是丰富多样的。幼儿通过自主选择材料、控制材料,来亲身体验、建构认知的活动。 半成品材料:一是指教师在创设区角中有目的地为幼儿提供各类物体和游戏素材,他是幼儿个体建构的对象;二是指由教师、幼儿、家长共同收集的制作作品所需要的各类废旧材料。 四、理论依据的研究 1.瑞吉欧教育中指出:提供丰富的、美观的、启发性的、支持性的环境,允许儿童在自己的

一年级小学生作文100字(六篇)

一年级xx作文100字(六篇) 【篇一】 今天,我和爸爸妈妈去踏春,暖暖的春风吹在我的脸上,就像妈妈的手温柔地抚摸着我的脸。走着走着,我发现路两边的树干上都冒出了嫩嫩的小芽芽,成片成片的麦苗绿油油的,大地就像穿上了一件绿色的大衣,一排排麦苗排列的整整齐齐,就像小朋友们在做早操。 快看,一群小白羊在草地里,有的在吃草,有的在玩耍,还有两只小羊头抵着头在打架呢!好可爱呀! 【篇二】 哗哗的大雨过去了,晴朗的天空又来了。天空出现了彩虹,雨后的空气比原来更清新了,雨后的花儿比原来更美丽了,雨后的草地更绿了,雨后的天空特别的蓝……雨后让我感觉到了万物变了样,比原来更美了。 我喜欢雨后! 【篇三】 冬天像一位和蔼可亲的老奶奶,脸上总是带着幸福的微笑。她手里拿着一只大篮子,里面装满了洁白的雪花。老奶奶日夜不停地忙着给房屋、田野、大树穿上了一件件羽绒服。人们围上了围巾,穿上了厚厚的大棉袄,戴上了漂亮又可爱的帽子。小朋友都跑出来玩了:有的在打雪仗,有的在堆雪人,还有的在跟小狗一起赛跑……玩得开心 极了。 冬天,是个既好看又好玩的季节。我爱您,美丽的冬天! 【篇四】 寒冷的冬天过去了,春姑娘悄悄的来到了我们身旁。春天在哪里呢?星期天,妈妈带我到山上找春天。一路上,我看见桃花红了,像春天的笑脸,朝着我们微笑。油菜花黄了,一阵微风吹来,花儿散发出阵阵清香,引来

了一只只勤劳的小蜜蜂它们不停地采着花粉。山涧的小溪哗哗哗的往下流,溪水清澈见底。几条小鱼在石头缝里,游来游去,好像在捉迷藏。小溪旁的柳树也发芽了,长长的柳枝垂到了溪水里,像少女的头发。 春天的景色多美呀! 【篇五】 在回家的路上,我看见了日落。 太阳先是金黄的,慢慢的,太阳挂在了树上,真像大树结了一个大大的果实啊!一刹那,它的颜色从黄变成了红彤彤的脸,很红很红,好像见我在看她,脸刷刷地红了,说:“不要看我嘛!多不好意思啊!”阳光照在玻璃上,一闪一闪的,漂亮极了!转眼间,这害羞的小姑娘已经在山顶了,脸更红了,旁边是她扔的纱巾。短短的几十秒,她的大半边脸已经落下去,她说:“再见啊!明天见”渐渐地,她不见了,连旁边的纱巾也被她拿走了…… 【篇六】 刘老师带我们找春天,有的同学发现树枝软了,树梢绿了;有的同学发现松树长出了细小的绿针;有的同学发现向阳的地方小草发芽了……我在一棵不高的树上发现了淡粉色的圆球。刘老师告诉我那是花苞,我还会继续观察的。多么盼望花苞快点变成美丽的花瓣啊! xx果真悄悄地回来了!我喜欢春天。 网络搜集整理,仅供参考

小学语文想象类作文的构思技巧整理

小学语文想象类作文的构思技巧整理 给文字插上想象的翅膀,想象类作文的构思技巧整理! 学生在作文时,往往觉得没有合适的素材可写,或是不知从何想象。其实呢,不是生活中没有作文素材,而是学生缺少善于捕捉作文素材的能力。连素材都有限,自然就很难展开想象了。因此,培养学生的观察生活的能力,养成留心观察周围事物的习惯显得十分重要。 01 怎样指导孩子观察呢? 1.观察周围尽可能看到的所有事物,捕捉典型材料。 孩子的视线往往局限于一个小圈子,觉得一些司空见惯的小事没什么可写的。其实,平常的小事也可写出新意来。要选择最佳的观察对象,安排合理的观察顺序,认真观察。2.动用多种感官,丰富写作素材。 心理学认为,观察是思维的知觉,没有思维的观察是肤浅的,不是真正的观察。观察不仅仅是看,要动用耳、口、鼻、手、脑等感官去多方面地感知或判断,获得真实、全面、深刻的印象,为作文提供丰厚的材料。3.填写观察记录,养成观察习惯。 观察不应只是一次作文之前的例行公事。还应填写观察记录(观察顺序、观察方法)。 02 如何构思 以《卖火柴的小女孩》为例题,小女孩五次擦燃火柴所看到的奇异景象是作者的想象。这些想象奇特而大胆,而读者仍然觉得合情合理。

为什么呢?因为作者亲眼目睹了穷苦孩子的悲惨遭遇,深深地理解他们的内心需求。在文章中,想象与现实有着相似的地方,那就是穷孩子对幸福生活的渴望。 作者想象小女孩在神志不清时见到了温暖的火炉,喷香的烤鹅,美丽的圣诞树,慈祥的奶奶并和奶奶一起飞走,就显得自然而合理了。 无论写哪类想象作文,我们都必须做到以现实生活为基础,想象要合理、丰富,表达要真实、具体。 03 以现实生活为基础 现实生活是我们想象的源泉,离开了现实生活,想象就如同空中楼阁,成为无本之木、无源之水,变成空想或幻想。 所以,写想象作文必须勤于观察,丰富自己的生活,积极思考,驰骋想象,创新思维,这样才能引发你进行写作的灵感,进而写出优秀的想象作文。 04 怎样做到想象合理、丰富呢 1.再现 侧重于写景状物或叙事的想象作文,可以搜寻脑海中对相关事物的印象,加以再现。2.移植 有时候,想象可以进行嫁接、移植,把优美的景色移为一处,或把有趣的现象归为一物,或把美好的品质浓缩在一人之身。即,学生可以按自己的意愿中的特定形象,结合生活实际,进行移植想象。只有善于把想象与现实生活中的事实联系起来,巧妙地设计人物之间的关系,才能使文章生动有趣。3.幻想

我会做家务500字作文:3篇

我会做家务500字作文:3篇 我会做家务500字作文篇一:以前喝的豆浆都是妈妈在市场买的,不知道豆浆是怎样做出来的,也没有想过要学做豆浆。但是今天,我学会了,喝起来比市场买的甜多了,香多了,心里很有成就感。 早上的时候,婶婶问我会不会打豆浆?想不想学打豆浆?诗诗姐姐会打豆浆,如果我想学的话,让诗诗姐姐教我,我连忙说好。 终于到了打豆浆的时候了,我兴奋地把诗诗姐姐叫来,让她教我打豆浆。准备的工具有:装豆浆的大杯子、黄豆、一双筷子、白沙糖,最后还有一样很重要的东西豆浆机。 首先,黄豆用水清干净,装进装豆浆的大杯子里,之后把豆浆机清理干净,把黄豆装进豆浆机里,盖上盖子,插上电源,大约20人分钟就可以了。就在等待的时候,把一勺白糖倒进装豆浆的杯子里,20分钟过去了,豆浆弄好了,把热腾腾的豆浆装进大杯子里搅拌均匀,一杯香甜的豆浆就出来了。 自己亲手做的豆浆果然很好喝,我学会了自己做豆浆,真开心! 我会做家务500字作文篇二:在寒假期间,我帮外婆做了一件家务事。 我在外婆家度寒假。有一天,外公外婆不在家。我做完作业,想起了在街上听到的大人们的议论声:“现在的孩子吃的好,穿的

好,都不爱劳动,个个像小公主、小王子一样!”我可不想做小公主,我也要学着帮外婆做些事。我想:“我能帮外婆做点什么事呢?”我开始四处寻找,忽然,目光落到了玻璃窗上,只见玻璃上有许多灰尘。于是,我决定擦玻璃。 首先,我准备好抹布、旧报纸,再用脸盆盛满水。一切准备就绪,我就开始擦玻璃。 我看着窗户上的灰尘,心想:这些灰尘,用干抹布、湿抹布擦都不行,用什么呢?我忽然看见了阳台上浇花的喷壶,何不先用喷壶喷喷水呢?说干就干,我双手紧握着喷壶,用力的喷向玻璃,玻璃上落满了水雾。一会儿,灰尘都湿透了,我就把抹布浸湿,拧干,在玻璃上一上一下按顺序擦。湿抹布擦完以后,灰尘虽然没有了,可玻璃上却留下了一道道水迹。我赶紧拿来报纸,全面认真地干擦一遍。干擦完之后,水迹就完全消失了。 玻璃终于被我擦得干干净净,看着自己的劳动成果,心里特别高兴。外婆回来后,看见屋里的玻璃,都被擦得干干净净,也表扬了我。 家务劳动虽是一件小事,却能够体现我们敬老爱老的思想。今后,我要做出更多敬老爱老的实际行动来! 我会做家务500字作文篇三:星期天早上,爸爸上班去了,妈妈出去买菜,我一个人呆在家里挺无聊,心想:我还从来没做过家务,今天学着做吧。 我先在水龙头下接了半盆水,把毛巾浸湿,再拧干,就开始擦了。先擦客厅的擦几,电视机电视柜,再擦饭厅的饭桌。然后,又把毛巾洗干净擦卧室,我把爸爸妈妈房间里的床头,床头柜,

6浅谈对区角活动开展的认识

2014.03文理导航(教育研究与实践 )浅谈对区角活动开展的认识 四川省成都市第二十幼儿园陈福蓉 区角学习活动作为介于教师预设 与幼儿生成性活动之间的一种学习方 式正在日益被幼儿园广泛采用,应为它 是在幼教课程改革的大背景下,在以儿 童发展为本这样一种先进理念呼唤下 运用而生的学习活动,这种活动无疑是 对孩子的发展具有独特的魅力:宽松的 学习氛围、丰富的学习材料、自由结伴、 自主探索、共享交流———这样的活动是 孩子从教师的指挥棒下摆脱出来走向 自己的兴趣,在与材料的互动与个体交 往中,在兴趣、需要的动力支配下,不断 自我探索、自我发现,以满足需要,获得 发展;这样的活动有助于孩子的长远发 展,因为它以期培养的是一种“学力”, 而非单纯的教师传授下的知识积累;这 样的活动,有助于孩子潜能的发展,因 为宽松的氛围,多层的材料———为孩子 提供了发展潜能的机会,帮助孩子走向 最近区发展;这样的活动有利于幼儿个 别化得发展,使幼儿从教师的统一尺码 中摆脱出来,趋向于与自己的起点相吻 合的学习内容,从而照顾到孩子个体间 的发展差异,如认知风格、认知策略的 不同等,因此使孩子得到有效的发展; 区角活动所特有的主动性,自由选择, 相互交流,持续探索能促使孩子创造, 使孩子的创造,使孩子的创造力得到培 养,可见区角学习活动是幼儿素质启蒙 教育的好途径,是幼儿园当前教育纲要 精神与理念的具体体现。 看区角活动的现状:近两年的教研 活动中,围绕区角材料投放、区角活动 区域的划分,区角活动中教师的指导和 区角活动中幼儿的游戏习惯开展了一 些研究活动,在研究过程中我们明确了 区角活动可以划分为区角学习和区角 游戏,区分其特征的主要标准在于区角 学习中材料的投放是否是教师预设特 定的学习目标和在幼儿操作后对学到 的东西是否具有确定性,但在具体活动 中却也遇到了许多问题,诸如:准备了 许多材料,孩子们却不去理喻,玩性不 长该怎么办?老师在孩子进行摆弄的过 程中急于指导,要求孩子这样做,那样 做,结果让孩子自主探索的机会悄然流 失,使孩子顺着老师的思路进行活动, 使区角学习活动丧失了应有的价值,有 的老师采用放羊式的指导方式,对孩子的发现漠然处之,使智慧的火花自然泯灭———诸如此类的问题确实在区角学习活动中存在。如何使区角学习活动真正体现孩子的自主学习,让孩子真正会学而不仅仅是学会,则我认为关键在于我们老师试用区角活动这一实践模式,不仅要求教师转变传统的教育观、儿童观,对教师本身的教育技能也提出了新的要求与挑战。一、注重培养幼儿学习兴趣,满足活动的需要俄国教育家乌申斯基在他的《人使教育对象》一书中写到:“如果教育学想从各方面教育人,那么它应首先从各方面了解人。”众所周知,兴趣是学习的动力,3—6岁的幼儿无论在生理还是心理方面都处于发展较快的时期,这一时期好动、好奇、好问的特点尤其突出,他们对任何事物都想看一看、摸一摸、学一学,通过亲身尝试获得直接经验,在正规的教育教学活动中,由于受集体活动形式、时间、内容、方法、教具等多方因素的制约,幼儿多种好奇心得不到满足,学习兴趣也受到了不同程度的压抑,而区角活动恰巧符合幼儿的特点,在区角学习活动中,幼儿学习的积极性、主动性、创造性表现的特别充分,为了进一步提高幼儿参与活动的水平,不仅要满足幼儿好奇心,还组织幼儿动手动脑,并结合教学内容,利用故事、实验、看录像、参观、郊游等各种手段,给幼儿创造体验感受学习的机会,不仅括宽了幼儿的知识面,而且找到了许多有趣的科学答案,从而激发起再次发问的欲望和学习兴趣,通过开展区角学习活动,使我们认识到了区角学习活动的作用,接着我们又增设了许多区角,并且每天保证充足的活动时间,让他们感受来源于自然、社会、家庭等各方面的经验,我们通过区角学习活动发现,随着年龄增长,幼儿的活动学习兴趣越来越高,情感也得到了进一步的培养,满足了幼儿各方面能力发展的需要。二、区角学习材料投放要具有目的性在区角学习活动的过程中,孩子是学习的主体,在不断的操作探索中进行自主的学习,老师们投放在活动区的材 料,是孩子们操作的工具,探索的工具,是孩子们进行区角学习活动的物质基础,老师们投放什么样的材料,就能引发孩子们进行相应的活动,因为在我们投放的材料里,有老师预设的目标,预设的目标为孩子的活动划定了方向,孩子们在自主探索的过程中,他们能够发现老师希望他们发现的某种规律、某种问题,在幼儿对区角学习的主动探索的过程中实现教师预设的教育目标,因此,区角学习材料的投放不能盲目,必须与具体的目标相联系,老师要做到心中有数。三、结合幼儿的年龄特点和能力特点谈谈材料投放的适宜性混龄班幼儿年龄相差两岁半左右,班级幼儿年龄段不一样,同一年龄段幼儿的能力又各不相同,这就要求老师在投放材料的时候,要把握好班级幼儿的基本年龄特点,考虑材料对班级幼儿的适宜性,以各年龄段孩子的阶段培养目标为主要依据,力求使投放的区角学习材料能够满足幼儿现阶段的实际需要,投放与该幼儿年龄段和实际能力相适应的材料,力求材料满足幼儿的实际需要。对于区角学习活动在教育教学中作用的研究,活动既有目标,又能与教育教学相结合,充分发挥其主动性、积极性、创造性,让幼儿充分运用自己的方法进行活动,在观察、了解、引导幼儿活动的同时,进行适当的指导,讲评更是不可缺少的重要一环,它既能帮助幼儿明辨是非,又能提高幼儿自我评价的意识,所以区角学习活动体现了寓教于乐,又充分体现了游戏性、发展性、教育性的有效融合,对于区角学习活动开展,将继续去探讨,并使游戏与教学之间形成良好的互动关系,提高游戏的质量,完成教育目标,使幼儿的经验在游戏中得到丰富和扩展,当然开展区角学习活动对教师综合素质提出了更高的要求,因此教师必须树立正确的儿童观、教育观、科学的课程观,并不断地去研究、探讨新纲要理念下的教育教学活动形式,并总结积累经验,以便区角学习活动在教育教学中发挥更大的作用。41

小学语文教学论文 想象作文教学浅谈

小学语文教学论文:想象作文教学浅谈 作文是语文教学的重点,也是难点,而想像作文更是难中之难,小学生大都有“恐作症”,老师也常常为此头疼不已。那么怎样才能让学生在想象作文中有内容可写,有话可说呢?我认为可以从以下几方面训练。 一、观察现实生活,激发相关想象。 想像离不开现实,离开现实的想象是空洞的,无论哪一类想象作文都脱离不了现实生活。例如童话式想象作文,它是根据小学生喜爱动物的特点,用动物代替人类的形象来表达他们对世界的认识,在想像力作用下的动物附上了人的动作、语言、神态和思维。这类作文实际上是对现实的再现。 如想像作文“未来的×××”,这一类写未来生活的想象作文对学生而言有难度。未来是什么样的,学生除了接触到一些科幻片、科幻小说以外,其他的十分抽象,不知如何写。教师可引导学生仔细观察现实生活,展开想像的翅膀。例如现在的房屋,一旦完工,它便固定下来。如果让学生大但想象,让未来的建筑由一个个组装件构成,根据不同的需要进行不同的组合,这样既适合不同人的需求,又便于搬迁、移动,还可以维修,那该多好。又如当看到学校操场只有一处,空间过于狭小时,可以引导学生想象地下或空中操场,用电梯或升降机来回启用……这些现实中人们追求的更加便捷、完美的东西,都可以大胆想象它的样子、形状、功能。如果激发了学生想象的火花,那么展现在学生面前的空间不知有多大! 二、结合课文内容,进行再造想象。

课文是学生学习文化知识的重要材料,也是学生写作的典型范例。教师可充分利用课文资源,结合课文内容,让学生练习改写、续写、扩写等想象性作文,是一种行之有效的再造想象途径,能有效提高学生的想像能力。 例如《凡卡》一文,当凡卡满怀希望地把信寄出去后,爷爷能收到吗?爷爷在乡下会怎样想念凡卡呢?小凡卡后来的命运又会如何呢?让学生大胆去想象,续写出符合事情发展的故事,这样既加深了对课文内容的理解,又激活了学生想象的火花。 另外,还可以根据文中的插图进行补充或扩写。如《我的战友邱少云》一文在的插图,邱少云被烈火烧身时的巨大痛苦,是通过作者的心理活动侧面描写的,那么邱少云的心理感受会怎样呢?可引导学生观察他的神态、动作进行想象。 三、填补一些空白,设置整体形象。 在教学中选取一些相关的事物或词语,让学生进行整合,填补其中的空白,也是提高学生想象能力的重要手段。例如:画下几种不同的小动物,让学生按照自己的思维说出它们之间的关系,并想象出这些小动物之间会发生什么样的故事,然后进行口述表演,这样激起学生的童趣,他们的想象力就会更活跃。或者随便写下几个词语,让学生编上一段故事,用上这几个词语。这类填空白的训练,可以让学生的想象能力得到逐步提高。坚持长期训练,会收到意想不到的效果。 总之,学生作文能力的提高与教师的训练密不可分。我们应该在平时的作文教学中善动脑子,力求科学、有效,为学生作文插上想像的翅膀,让他们飞得更高、更远。

浅谈区角活动中教师的指导

浅谈区角活动中教师的指导 区角活动幼儿是教育的重要组成部分,同时也是孩子们最喜欢的游戏。为什么孩子们这么喜欢它呢?因为区角活动是幼儿自主选择的活动,它尊重幼儿的个性差异,满足幼儿个体发展的需要,培养幼儿的主动探索精神,对孩子的身心发展有着举足轻重的作用。如何让孩子在区角活动中有好的发展呢? 《纲要》提出,教师在幼儿区域游戏的过程中,是幼儿的支持者、合作者、引导者。由此可见,教师的指导是幼儿是否能在活动区域中得到较好发展的关键。作为新时代的教师我们应该如何进行指导呢?在不断的教学活动实践中,有一些自己的想法: 一、游戏前的指导 1、教学目标 区角活动的开展是以幼儿发展为目标,因幼儿的年龄段的不同,教育目标要求也是不一样的。因此,可根据不同幼儿的年龄特点来制定具体的活动目标。如角色游戏,小班主要的以娃娃家的形式,中班主要以医院、餐厅的形式,大班主要以超市、银行等形式。投其说好,这样就能吸引孩子的注意力。 2、材料的投放 区角活动有了明确的教育目标后,就要有正对性地投放材料。材料的投放要根据各年龄段幼儿的喜好,教育活动和教学目标进行投放。如大班的孩子喜欢下棋,给他们投放一些棋类;中班的孩子对数字敏感,做做数字卡片;小班的孩子喜欢动手制作,投放小巧的钻、串玩具,练习小肌肉。同时还有材料的跟进,材料的投放随着教学,随着孩子技能的掌握进行增加。一次次练习,会让孩子逐渐产生一种成就感,树立起学习的信心。 二、游戏中的指导

1、观察记录 区角活动是为幼儿发展而存在的,但是孩子也存在着个体差异。这就需要教师的正确引领。教师在指导的过程中应做到面向全体,关注每个孩子的学习特点和能力,采取适宜的方式,引导幼儿富有个性地健康发展。如何能关注到每个幼儿呢?需要老师有一双慧眼,多动脑,多动手,准备观察记录本,做好观察记录的工作。长久的坚持,就能了解每位幼儿的能力。活动前,明确观察的对象,游戏的过程中,对行为、语言给予指导。活动后,用表格、随笔等方式记录,把孩子的表现进行分析,再思考应对的策略。 2、教师指导的方法要多样。 1)、启发性的语言。在活动的过程中,孩子也会遇到困难,这时教师可以 进行提示。如:在一次小班的娃娃家活动。萱萱当妈妈,豆豆做爸爸,2 个小朋友在娃娃家里玩的很开心,萱萱在给娃娃穿衣服,爸爸也来帮忙, 喂奶、擦嘴,过一会2个小朋友没有事情做了,不知道怎么办?我问了问:“爸爸、妈妈、宝宝睡着了,这么晚了,你们有吃饭吗?”这时,2个小 朋友赶紧到厨房忙起来。…… “哇,你们的饭菜真香!” 萱萱急着说:“我炒的是番茄炒鸡蛋。” 老师的一句启发性语言给孩子活动发展的延续空间。 2)、角色的替代。在活动的过程中,孩子的兴趣是需要激发的。如:在表演区,有4个孩子在进行表演,我在一旁看他们表演,发现他们是自己表演 自己的,没有一个主题,但是很快乐!我以一个观众的身份融入活动中: “我可以欣赏你们的表演吗?”孩子都很高兴:“好呀!”

小动物作文100字_作文100字

小动物作文100字 我家的小动物陈恺曦我家里有很多可爱的小动物,你看一只小猫,它是我们人类的好朋友,帮助我们抓老鼠,它最喜欢吃鱼了。 小狗也是我们的人类的好朋友,它帮助我们看门,它最喜欢吃肉了,一看见肉啊,口水滴滴的流。而在门口草地上市小马和小牛,它们最喜欢就是吃草了,绿绿的青草是它们的最爱。这些可爱的动物都是我们的朋友,大家一起爱护它们吧。 池塘里的小动物仲梓文我在花园里的池塘里看到了两只天鹅、三只鸭子。那两只天鹅浑身长着雪白的羽毛,黑黄相见的嘴巴,黑色的脚蹼,它们游到岸上突然朝我和妈妈扑过来,掐我们,把我和妈妈吓得赶紧往上跑;它们一会又游到岸上来吃草,吃了一会后就张开翅膀,伸长了脖子,咯咯地叫,好像吃饱了要跳舞的样子。 我还发现有一只陌生的鸟飞过来,它看起来像是一只幼小的鹤吧。 我家的小动物们胡逸尧我们家有许多小动物,有兔子、狗、仓鼠、乌龟、金鱼。我们家的兔子是去年买的,买回来的时候只有我掌心这么大,现在已经有十斤了!然后是狗,狗已经听得懂命令了。还有仓鼠,今天我爸爸给它洗澡,洗完以后,它头上一点毛都翘起来了。乌龟嘛,它吃食的时候把嘴巴张的大大的,差点咬到我妈妈的手。金鱼在荷叶间游泳,有红的、黑的、白的、金的还有花的,金鱼的尾巴像剪刀一样,还有像丝带一样。 我们家的小动物可爱极了! 我最喜欢的小动物朱俊林我最喜欢的小动物是小狗,有一次大姨送给我一只西施狗。我非常喜欢它,给它取名叫“史努比”。它有一双又黑又亮的眼睛,它的毛是三色的,尾巴翘翘的,很好看。 它给我带来了许多快乐,它不仅不吵不叫,还会照顾我不让别的小朋友欺负我。可是妈妈却把它送人了,因为妈妈怕影响到我的学习和健康,“史努比”走后我很伤心,每当我看见别人家的小狗时我就会想起它,我盼望我快点长大,再自己重新养一条和史努比一样的小狗。 小动物们的聚会解付义薄风和日丽的一天,小动物们都到池塘边来玩耍了,有长得色彩斑斓的小公鸡,有蹦蹦跳跳专为庄稼除害虫的小青蛙,还有整天飞来飞去忙忙碌碌的小蜜蜂,他们在一起谈论着,说这里的景色可真美呀!小公鸡说岸边有绿油油的青草,小青蛙说清澈见底的湖面飘着像盘子一样的荷叶,蜜蜂说到处都开着红艳艳的鲜花。 这时小公鸡说咱们也叫其他的小动物们来这里一起玩吧!大家齐声说好。然后小公鸡就喔喔喔大声的叫了起来。 我喜欢的一种小动物我家曾经养过一只小兔子,小兔子的耳朵长长的,而且小兔子的耳朵上的毛特别特别的柔软,让人摸了小兔子的耳朵就感觉特别的舒服。小兔子的耳朵里面还有一条粉色的竖线。 小兔子的头圆圆的,真像一个长满白色的毛的小皮球,小皮球可以摸,摸了之后很舒服!小兔子的眼睛是红色的,在我小的时候,我还以为小兔子的眼睛流血了。我一见小兔子我就向爷爷要一张纸,去擦小兔子的眼睛。可是小兔子跑得太快了,我连追都没有追上!。

【部编人教版】最新版语文六年级上册-小学分类作文全攻略之怎样写好想象类作文

小学分类作文全攻略之怎样写好想象类作文未来因为不可预知而显得神秘莫测,令人神往;想象,因为未能定格而让人激情膨胀。当我们置身于高科技时代,我们其实就是在不断地享受着人类的创造之果给我们的生活带来的舒适、方便与快捷。人类社会,在想象中不断完善,在创造中走向壮大。 <一>想象 1.定义:想象是人在头脑里对已储存的表象进行加工改造形成新形象的心理过程。想象作文与平时作文中的“想象”有所不同。如写桃花,可根据桃花的形想象它像一颗颗五角星,根据它盛开的样子想象它像小姑娘绽开的笑脸,这样就可以把桃花这个事物写具体生动。以上例子只能说是平时作文中一个想象的小节,并不代表它就是想象作文,想象作文不是细节和局部情节的想象,而是整篇作文的想象。 2.想象的分类 (1)再造想象含义:根据别人的描述或图样,在头脑中形成新形象的过程。意义:使人能超越个人狭隘的经验范围和时空限制,获得更多的知识;使我们更好理解抽象的知识,使之变得具体、生动、易于掌握。 形成正确再造想象的基本条件:一是能正确理解词与符号、图样标志的意义;二是有丰富的表象储备。 (2)创造想象含义:不根据现成的描述,而在大脑中独立地产生新形象的过程。创造想象的特殊形式——幻想:与个人生活愿望相联系并指向未来的想象。两个特点:体现了个人的憧憬或寄托,不与当前的行动直接联系而指向于未来。具有积极意义:积极的幻想是创造力实现的必要条件,是科学预见的一部分;是激励人们创造的重要精神力量;是个人和社会存在与发展的精神支柱。 <二>想象类作文的分类: 【1】童话 童话写作时,首先要有一定的故事情节,在设计情节时不要太复杂,可采用拟人的手法,把物当做人来写,让物具有人的思想感情。其次要充分发挥想象,把生活中本质的事物,通过想象编成趣味性的故事,展现在读者面前。再次要注意想象与现实生活的联系。现实生活时想象的基础,通过艺术加工后,表达一种

第一次做家务500字作文

作文网小编为你精选的作文: 记叙文 | 议论文 | 说明文 | 应用文 | 散文 | 美文 每个人都有着难忘的第一次,而我难忘的就是第一次做家务。下面是由小编为大家整理的“第一次做家务500字作文”欢迎阅读,仅供参考,希望对你有所帮助。 篇一:第一次做家务500字作文 每个人都经历过许多的事情,开心的,烦恼的,难忘的…… 在我经历的事情中,就像天上的繁星时时闪耀在我心头,伴我度过每一个快乐的日子。在这些事情中,让我对我印象最深刻的是我在读一年级的时候。 那是一个星期天,吃完了中午饭,妈妈对我说:“孩子,你能帮妈妈扫一次地吗?”我一听是扫地,我高兴得跳了起来,因为我早就想帮妈妈做家务了,再说扫地太简单了,就爽快的答应了妈妈。 我拿来扫把,开始在客厅里扫,我拿起扫帚扫过去扫过来,不知扫了多久,发现把这里扫干净了,其它地方脏了,把其它地方扫干净了,另外的地方又脏了,扫得我汗流浃背,不知怎么回事?这是妈妈走了过来笑眯眯地说:“孩子,像你这样扫地是扫不干净的。”“不就是扫过去扫过来嘛!”我还很不服气的说。“来,我教你,要从房间的四周往中间扫,不能把扫帚扬得太高,不能用太大的力,要不然你扫这里的时候会把灰尘扫到其它地方,扫其它地方的时候同样如此。”妈妈耐心的说道。 我听了还很不耐烦的样子,扫地还有那么多的讲究?我半信半疑地按照妈妈说的方法去扫,结果真的把房间扫得干干净净的,而且一点儿也不累。妈妈看了我的成果,开心地笑了,还连声夸奖我是一个聪明的孩子。我为能帮妈妈做好家务感到开心。 从这一次扫地,让我明白一个道理:做任何事情都要讲究方法,讲究技巧,只有这样,做每一件事情才能成功。 篇二:第一次做家务500字作文 从小到大,我一直是家里的小公主,从来不干家务活。可是今天,我长大了,所以,我决定做家务。 一个阳光灿烂的星期天,我刚从床上爬起来,就闻到被子里有一股汗骚味,妈妈说了,被套盖久了不洗就会发臭。我却很高兴,因为我有活干了。 我先把棉被套取下,那被套可真难取,要拉这边取那边的。我以前也见过妈妈洗被套,我便学着妈妈的样子,把被套放进洗澡盆里,装上一盆清水,然后打着赤脚踩进盆里。哎呀,这水可真凉!凉得我有从盆里跳出来。不过我觉得这也挺有意思的,于是再踏了进去。我扶着墙壁,像踩脚踏车似的踩被套。这被套真有趣,我踩左边,它右边就会鼓起一个包;我踩

浅谈区角活动中教师的有效介入与指导

浅谈区角活动中教师的有效介入与指导 莱州市平里店镇中心小学王雅君 在区角活动中幼儿主要通过自发游戏来进行学习,实现自我的发展与成长,在这个过程中,我们教师所承担的是活动的组织者、观察者和引导者的角色。 可是,在区角活动中对于教师所要承担的角色我存在着这样的困惑:一是教师是否要介入到孩子区角游戏活动中,二是倘若教师要介入和指导幼儿的区角游戏活动,如何才能正确的、有效果的,又是怎样判断的呢? 在今天华海华老师的《<3-6岁儿童学习与发展指南>之活动区游戏中幼儿的学习与发展》专题讲座中,让我心中所惑,能够消除一二,这里我想浅谈一下区角活动中教师的介入与指导的有效策略。 一、观察与分析的前提 在游戏活动过程中,教师对其活动的开展进行普遍存在存在着两种态度,一种是完全的放任自流、不干预、不作为,将孩子放到区角中尽情的玩耍,可以说这种态度是不可取的,在活动区活动中,老师的介入和指导是很重要的,不能任其发展,无秩序;另一种就是过度干预指导,总是想方设法的寻找介入的机会、尽快的达到教师所要的活动设计目标,也是不正确的。要科学合理的开展指导活动就必须要把握介入的时机,而只有在观察和分析幼儿游戏行为的前提下,才能为介入和指导提供依据,《3-6岁儿童学习与发展指南》所列的五大领域的学习、发展目标及行为表现,为我们提供了观察与分析幼儿行为的扶手,但是由于幼儿的个体差异、学习方式与成长速度的差别,也确定了教师标准不能是一把“尺子”,因此我们只能在《指南》的指导下,细致的观察现实游戏情形中幼儿的情绪、言语、行为表现来进行分析,是否要对幼儿的游戏活动进行介入。 二是时空与方法的度量

教师在游戏中有效的介入与指导,应该有清晰的意识:“我为什么要在这个时候介入?”“我要帮助幼儿获得怎样的经验和发展,为此我应该以怎样的方式方法?”“我应该介入到什么样的程度,只是言语提示还是要动手帮助操作呢?”这些都是我们教师要在脑海中清楚明白,我们要准确的把握“度”,这个度可以总结为:时空的度、方式的度、深入的度。 1、时空的度:教师把握游戏活动介入的时间点和空间点。幼儿正在积极投入、全神贯注的游戏中,教师尽量是要少介入,即使他偏离了你的活动目标主题,倘若他的游戏使之能获取有意义的,或者说是他自己所真正需要的经验和成长,这时候教师最好是要进行个体的记录、个别化的指导;幼儿在游戏中遇到“困惑”或是茫然不知时,教师的火眼金睛就应该从孩子的紧缩的眉头、乱跑的“闲逛他人地方”、孩子的争论争吵中,这个时刻走近孩子的游戏采取适当的方法来进行指导。 2、方式的度:教师一般采用什么样的方法来介入和指导幼儿的游戏要根据孩子游戏中的情景:孩子遇到什么样的问题?例如:在搭建构造区,孩子拼接积木,搭建拱桥,孩子是有规律的进行拼接搭建,可是没有了他所需要的形状积木,其他的形状自己不满意,烦躁的推到,这是就需要老师进行介入,采取的方法应该要注意:语言的尊重,“需要我的帮助吗?”得到孩子的允许,再提供你的建议。言语的提示,自己真的没有办法了或者都不满意吗?若得到肯定的答复,就提醒他:“其他小伙伴哪里有吗?有的话,你要怎样让小伙伴借个你呢”这时孩子会有其自己的方式方法,在游戏中就贯穿孩子同伴交往的社会领域的发展,并使孩子的问题得到解决,继续游戏。 3、深入的度:教师介入幼儿游戏活动的程度应该是怎样的,也需要我们教师准确把握。还是以搭积木为例,孩子能够搭建成功积木需要你的鼓励,你的微笑、鼓励或是言语引导,让孩子进一步经验获

相关文档
最新文档