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1.
C E Granrud A Yonas I M Smith M E Arterberry M L Glicksman A C Sorknes 《Child development》1984,55(4):1630-1636
Based on Gibson's hypothesis that accretion and deletion of texture in the optic array provides unambiguous information for the spatial layout of surfaces, we sought evidence of early responsiveness to this information with infant subjects. 5- and 7-month-olds viewed computer-generated random-dot displays in which accretion and deletion of texture provided the only information for contours, specifying either a foreground surface moving in front of and occluding a moving background surface or 2 partially overlapping surfaces. The infants in both age groups showed significant preferences to reach for the apparently nearer regions in the displays. Since previous research has shown that infants reach more frequently for the nearer of 2 surfaces, these results indicate that 5- and 7-month-olds are sensitive to accretion and deletion of texture as information for the spatial layout of surfaces. 相似文献
2.
Preschool children can navigate by simple geometric maps of the environment, but the nature of the geometric relations they use in map reading remains unclear. Here, children were tested specifically on their sensitivity to angle. Forty‐eight children (age 47:15–53:30 months) were presented with fragments of geometric maps, in which angle sections appeared without any relevant length or distance information. Children were able to read these map fragments and compare two‐dimensional to three‐dimensional angles. However, this ability appeared both variable and fragile among the youngest children of the sample. These findings suggest that 4‐year‐old children begin to form an abstract concept of angle that applies both to two‐dimsional and three‐dimensional displays and that serves to interpret novel spatial symbols. 相似文献
3.
Wolfgang Schnotz 《Educational Psychology Review》2002,14(1):101-120
Visuo-spatial text adjuncts such as static or animated pictures, geographic maps, thematic maps, graphs, and knowledge maps that have been analyzed in the articles contained in this special issue provide complex pictorial information that complements the verbal information of texts. These spatial text adjuncts are considered as depictive representations that can support communication, thinking, and learning. An essential precondition of this supportive function is that the visuo-spatial displays interact appropriately with human visual perception and the individual's cognitive system, which is characterized by prior knowledge, cognitive abilities, and learning skills. Accordingly, effective learning with visuo-spatial text adjuncts can be fostered by instructional design and by adequate processing strategies, both dependent on sufficient understanding of how the human cognitive system interacts with these displays. Perspectives for further research in this area are provided. 相似文献
4.
Spatial ability and transformational geometry 总被引：1，自引：0，他引：1
John R. Kirby Douglas R. Boulter 《European Journal of Psychology of Education - EJPE》1999,14(2):283-294
New technologies in education are placing more emphasis upon visual and spatial skills, those required to inspect, encode, transform, and construct information in visual displays. They do this by presenting students with learning material embedded in complex visual displays and hypermedia, and by requiring students to navigate through virtual space. These developments make it important for us to learn more about the underlying nature of visuospatial ability, how it is related to academic performance, and how it can be improved. This paper explores these issues in the context of instruction in transformational geometry upon geometry performance and spatial ability of Grade 7/8 students. The instructional conditions were (a) a traditional textbook approach involving paper-and-pencil tasks and verbal instruction (Traditional Group), and (b) an approach incorporating object manipulation, and visual imagery, which was designed to encourage spatial thinking (Spatial Group). Multiple regression results indicated that posttest geometry performance was predicted by pretest geometry, pretest spatial ability, and the interaction of pretest geometry and instructional condition; the interaction indicated that high prior knowledge subjects performed better in the Spatial group, low prior knowledge subjects in the Traditional group. Posttest spatial ability was predicted by handedness, pretest geometry, pretest spatial ability, and the interaction of pretest spatial ability and handedness; the interaction indicated that less right-handed subjects of low spatial ability improved on spatial ability more than their more right-handed peers. 相似文献
5.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
6.
This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information. 相似文献
7.
Social precursors to symbolic understanding of pictures were examined with 100 infants ages 6, 9, 12, 15, and 18 months. Adults demonstrated 1 of 2 stances toward pictures and objects (contemplative or manipulative), and then gave items to infants for exploration. For pictures, older infants (12, 15, and 18 months) emulated the adult's actions following both types of demonstration trials. For objects, infants did not emulate actions following either stance at any age. The findings suggest that infants enlist their imitative learning skills in the context of learning the conventions of action on pictorial symbols. The data are interpreted as pointing to the importance of social learning in developing an understanding of the referential function of pictorial symbols. 相似文献
8.
Two qualitatively different information-processing algorithms for solution of Raven's Progressive Matrices items have been identified. Whereas the Gestalt algorithm involves spatial operations upon the test stimuli, the Analytic algorithm employs logical operations upon features abstracted from the displays. In this study, training groups were established varying both in the Strength (Weak or Strong) and Type (Gestalt or Analytic) of training at three grade levels. Two sets of post-test measures were given. Ambiguous items were constructed such that more than one correct answer was possible, some being the result of the Gestalt algorithm and others of the Analytic algorithm. Subjects' performances on the Ambiguous items indicated that strong Analytic training had been particularly effective and was specific to Analytic answer options. The second post-test measure was Set I of the Advanced Progressive Matrices. Performance on these Test items indicated that the effects of strategy training had been maintained, and were due to the facilitation of Analytic item performance by Analytic training. The effects of Strength and Type of training were consistent across Grades. These results support Hunt's analysis of Raven's Progressive Matrices items, and demonstrate that strategy training based upon a precise information processing task analysis can be effective in improving Progressive Matrices performance. The implications of these results for intellectual assessment are discussed. 相似文献
9.
S Sonnenschein 《Child development》1988,59(3):694-702
Referential communication can be conceptualized as consisting of substantive knowledge, enabling skills, and procedural rule knowledge. One type of procedural rule is to tailor a message to the needs of one's listener. 2 studies investigated whether children vary the amount of information in a message (contrastive or redundant) as a function of either sharing a previous experience with that listener or the age of the listener. First- (M = 6-8), fourth- (M = 9-9), and fifth- (M = 10-8) grade speakers played a referential communication game with a fictitious listener. All children were more likely to give redundant messages to listeners with whom they had no common shared experience or to strangers than to listeners with whom they had shared a previous experience. Only the older children, however, varied the type of redundant messages in keeping with the needs of the listeners. Furthermore, the older children were more likely to vary how much information they included in their messages as a function of the listener's age. Discussion focuses on the need to consider the acquisition of communicative competence as the acquisition of specific skills within the context of specific tasks. 相似文献
10.
In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task. 相似文献
11.
This article examines the learning of different types of graphic information by subjects with different levels of education and knowledge of the content represented. Three levels of graphic information learning were distinguished (explicit, implicit, and conceptual information processing) and two experiments were conducted, looking at graph and geographical map learning. The graph study (Experiment 1) examined the influence of the variables' numerical relationship structure on adolescent students with different levels of education and knowledge of social sciences and also assessed their proportional reasoning skills. The map study (Experiment 2) looked at the learning of a geographical map studied spontaneously by secondary school and university students with different geographical knowledge (experts and novices) and also assessed their spatial skills. The results of both studies show that graph and map learning performance improves with the subjects' educational level. The groups' differential performance varied according to the type of information involved (explicit, implicit, or conceptual). The subjects' knowledge of the domain in question determined the level at which they processed the information. Verbal and superficial processing of graphic information were also found to predominate. This has important educational implications, suggesting the need for differential treatment in teaching different types of information. The results of the study also raise interesting issues regarding the type of expertise involved in learning graphic information: expertise related to the content represented, to knowledge of the syntax (graphicacy), and/or the system of knowledge graphically represented – spatial in the case of maps, numerical in the case of graphs. 相似文献
12.
Diana R. Carl 《Performance Improvement》2016,55(10):6-16
Mobile geolocation applications identify global coordinates of mobile devices and can be enriched with performance‐context data. This technology has potential to integrate job aids, learning bursts, and parts of manuals with work tools (such as checklists) at the point of performance to better support individual and team performance. Emerging uses of mobile geolocation allow human performance technologists to move from generic electronic performance support systems (EPSSs) to spatial support systems. These increase the potential for performers to access more context‐aware information at the time and space in which the actions occur. Mobile geolocation can also automatically send data about the performance to enterprise databases so that actions taken and the use of training or job aids at the point of performance can be tracked. This article explores how mobile geolocation functionality can be orchestrated to support performance, enrich enterprise databases, and aid human performance technologists. 相似文献
13.
Daniela Velichová 《European Journal of Engineering Education》2002,27(3):289-296
In this paper, a few examples are given of the importance of mathematical geometric education for engineers. The newly established information civilization, utilizing new information media, requires an abbreviated form of delivering enormous amounts of information at incredible speed. We use and relay models and involve them in our communication in almost all branches of science, culture, education, or social life. Models are strictly based on some graphical information. They are independent and almost perfectly understood at all levels of human literacy. Different scientific branches invented different models with respect to different needs and applied techniques, while the basic original idea of creating an'image' remained. Engineering education today is a complex knowledge base composed of several separate parts of different scientific and professional technical branches of the complex human knowledge, where geometry plays its definite important role. It is the basic platform to get involved with the creation of models in the form of images. Geometry can offer an unprecedented basis for logical reasoning supported by practical applications. Good three-dimensional visualization, spatial capabilities and geometric understanding are invaluable components of creative work in all kinds of human activities. An information society using communication techniques concentrates nowadays on creating models of an object in the form of computer images. Creative processes of modelling objects in scenes are related basically to the synthetic geometric reasoning and depend on the skills and geometric knowledge of the users. We must take this fact into consideration when speaking about teaching geometry to engineers.
Geometry is not just a simple science, nor the way to knowledge. It is an intellectual arrangement. From the arrangement, all European culture originated. 相似文献
14.
Alexander W. Wiseman Fawziah Al-bakr Petrina M. Davidson Elizabeth Bruce 《Compare》2018,48(2):224-243
How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students’ learning. Female teachers’ use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education. 相似文献
15.
The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation. 相似文献
16.
Eric Dearing Beth M. CaseyColleen M. Ganley Miriam TillingerElida Laski Christine Montecillo 《Early childhood research quarterly》2012
The present study addressed girls’ (N = 127) early numerical and spatial reasoning skills, within the context of a critical environment in which these cognitive skills develop, namely their homes. Specifically, proximal links between distal family socioeconomic conditions and first-grade girls’ arithmetic and spatial skills were examined (mean age = 6.72 years; SD = .34). The proximal roles of two factors were considered: the general learning characteristics of girls’ homes, and the kinds of math and spatial learning activities in which girls participated. General quality of the home learning environment and specific math activities mediated the relation between family socioeconomics and girls’ arithmetic skills. In contrast, socioeconomics and home learning experiences were related to girls’ spatial skills indirectly only through their verbal skills; spatial activities were not proximal predictors of spatial skills. For both arithmetic and spatial skills, mothers’ spatial skills were a strong predictor. Future research and intervention implications of these findings are discussed. 相似文献
17.
William E. Blanton Rita Menendez Gary B. Moorman Linda C. Pacifici 《Early education and development》2013,24(3):313-333
This research reports on the effects of participation in the 5th Dimension, a mixed activity system, on children's learning to comprehend written directions. The design principles of the 5th Dimension were derived from cultural-historical activity theory, an extension of the sociocultural school founded by Vygotsky, Leont'ev, and Luria. The Fifth Dimension organizes the social context in which children learn into a learning community arrayed around computers, multi-media, and telecommunications. Participants in this study were 63 third, fourth, and fifth grade children. Children with extensive participation, minimal participation, and no participation in the 5th Dimension were compared. A pre- and post-cloze test that measured performance on comprehending written directions was used. Analyses of data revealed that children with extensive participation preformed better than either of the other two groups. One implication of this study is that children can master school-based literacy skills through participation in informal learning environments where there is no pre-planned or explicit instruction. The research also suggests that the mastery of literacy skills in this context is subservient to children's attainment of personal goals based on their own interests. 相似文献
18.
Web site usability testing involving people with learning disabilities using only images and audio to access information 总被引：1，自引：1，他引：0
Peter Williams 《Journal of Research in Special Educational Needs》2013,13(2):142-151
The need for social inclusion, informed choice and the facilitation of independent living for people with learning disabilities (LD) is being emphasised ever more by government, professionals, academics and, indeed, by people with LD themselves, particularly in self‐advocacy groups. Achieving goals around inclusion and autonomy requires access to relevant and accessible information. Hence, the project reported here, which revolves around the creation and development of a web site containing information about ‘transition’. This is the move from education or sheltered living to supported employment. The development of the web site included an examination of whether people with very low literacy skills were able to navigate the site and to access information. To this end, usability tests were undertaken consisting of simple tasks, broken down into ‘one‐action’ elements and requiring the accessing and understanding of pictorial or audio information. Results elicited various issues including the size and understanding of images; activating hyperlinks, page length and invisible content, and accessing audio. Two accessibility issues were also found – poor mouse control and involuntary activation of the context menu. Solutions are offered regarding the issues documented, and the paper concludes by suggesting that it is possible both for people with minimal levels of literacy to obtain information on the web site. 相似文献
19.
采用文献资料法和录像资料分析法，对陈式太极拳国际竞赛套路各类动作及动作组合进行统计，分析套路动作各个组成部分的意义特征，重点讨论了单个动作和组合动作的技击性。研究结果表明：陈式太极拳国际竞赛套路全面包含了、捋、挤、按、采、肘、靠等技法，动作缠绕折叠、刚柔相济、爆发力强，同时具备了老架一路的缠丝劲和老架二路的弹性劲，有较强的技击性特征，能在一定程度上反映陈式太极拳的内容和特点。 相似文献
20.
Many employees need help from others in managing their careers, and it is likely that much of this help will be given in the context of a face-to-face discussion, either in a formal setting or more informally. Drawing on the accounts of 104 UK employees who had participated in helpful career discussions, this paper examines with whom and in what settings effective career discussions took place, and the skills and personal qualities displayed by givers and receivers of support. A wide range of individuals provided this form of support. The most important skills and qualities shown by givers of support were: the personal qualities of interest, commitment and trustworthiness; challenging and facilitative skills; giving honest feedback; and providing information. 相似文献