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1.
Little work has tested how emotion regulation (ER) processes influence children's memory for negative experiences. We investigated how two intrapersonal ER processes (affect-biased attention and changes in negative feelings) predicted children's (N = 184, 93 girls, ages 3–11) memory. Recall of a sad or scary film was tested after a delay. The way discrete emotional information was remembered varied with ER and children's age. Older children with greater affect-biased attention or less reduction of fear demonstrated privileged memory for central information from the scary film. Older children with greater affect-biased attention but greater reductions in sadness recalled more from the sad film overall. Findings suggest ER processes should be considered when examining children's memory for negative emotional information. 相似文献
2.
Bethany K.B. Fleck Michelle D. LeichtmanDavid B. Pillemer Laura Shanteler 《Early childhood research quarterly》2013
A central aspect of the Reggio approach to early childhood education is documentation, in which educators observe, record, and display children's work. Educational anecdotes and developmental theory suggest that documentation may facilitate children's memory; the current study explored this possibility empirically. Sixty-three preschool/kindergarten children experienced a novel learning event. Two days later, children were reminded with either documentation or worksheets of event details and the factual information that had been presented, or they were not reminded. Three weeks later, children completed a memory interview that included episodic and semantic measures. Children in the documentation and worksheet conditions remembered more factual information than those in the no-reminder condition. Children in the documentation condition produced more on-topic speech than those in the worksheet condition during reminding and a subsequent learning session. Potential benefits of documentation for classroom performance are discussed. 相似文献
3.
郝霞 《佳木斯教育学院学报》2012,(2):261-262
随着翻译跨学科研究的不断深入,越来越多的认知理论被应用到翻译研究中。图形背景理论是一个基于突显的认知理论。本文从四个方面阐述了图形背景理论与翻译的关系以及图形背景理论在翻译过程中的应用。 相似文献
4.
《教育心理学家》2013,48(2):169-183
Contemporary educational psychology has employed models of procedural and semantic (or declarative) memory, but generally it has ignored a third form of memory (i.e., episodic memory) thought by some (e.g., Tulving, 1983,1985) to be especially important for explications of human functioning. Tulving's (1983,1985) ternary theory of memory is presented, with emphasis given to the acquisition, representation, and expression of knowledge in episodic memory. I argue that studies of pupils' episodic memories, their characteristics, and their functions may enhance the power and relevance of educational psychology with respect to understanding how pupils learn from instruction in classroom contexts. A conceptual framework and possible strategies for the conduct of instructional research are described that consider pupils' episodic memories as important mediating variables in learning from teaching. 相似文献
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6.
Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each
effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working
memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load
theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary’s (Educational Psychologist 43, 179–195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment.
Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that
we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory
limitations may have reduced significance when acquiring novel information that the human brain specifically has evolved to
process, known as biologically primary information. If biologically primary information is less affected by working memory
limitations than biologically secondary information, it may be advantageous to use primary information to assist in the acquisition
of secondary information. In this article, we suggest that several cognitive load effects rely on biologically primary knowledge
being used to facilitate the acquisition of biologically secondary knowledge. We indicate how incorporating an evolutionary
view of human cognitive architecture can provide cognitive load researchers with novel perspectives of their findings and
discuss some of the practical implications of this view. 相似文献
7.
Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders (N = 54, Mage = 7 years) were randomly assigned to a science unit that varied only in teachers' use of memory‐relevant language. Pretest, posttest, and 1‐month follow‐up assessments revealed that although all participating children learned new information as a result of instruction, those exposed to memory rich teaching exhibited greater levels of strategic knowledge and engaged in more sophisticated strategy use in a memory task involving instructional content than did students exposed to low memory instruction. The findings provide support for a causal linkage between teachers' language and children's strategic efforts. 相似文献
8.
外语多媒体课件设计的图形--背景论 总被引：1，自引：0，他引：1
外语多媒体课件的目的应在于提供一个直观、逼真的认知场，从而使学习者能够容易、迅速、有效地感知、理解和记忆有关内容。本文以格式塔心理学图形-背景理论为依据，从外语多媒体的构成元素诸如色彩、色度、背景图案、动画、字体、版式、声音、音乐等方面，分析了如何使其信息呈现方式与学习者的认知方式一致的问题，并祈对于课件的优化设计提供方法论的参考。 相似文献
9.
We investigated relations between 4- and 7-year-olds’ (N = 58) autobiographical memory and their use of self-regulatory private speech in a non-mnemonic context (a cognitive planning task). Children's use of self-regulatory private speech during the planning task was associated with longer autobiographical narratives which included specific rather than general memories and which were recalled with greater narrative cohesion and more evaluative information. Children's use of private speech that served no regulatory function was unrelated to all memory variables. The relations between self-regulatory private speech and autobiographical memory were independent of children's age, general verbal ability, and gender. Our findings are discussed in the context of the social interaction perspective on autobiographical memory development. 相似文献
10.
Catherine M. Sleezer Mary Anne Gularte Louann Waldner Juli Cook 《Performance Improvement Quarterly》2004,17(2):65-81
The workforce development literature contains little scholarly work on how organizations in a community work together to develop a high‐skilled workforce. This exploratory case study examined business and higher education partnerships that were instrumental in creating such an educational infrastructure for information technology in Tulsa, Oklahoma. The findings from this case study provide insight into the chronology of key events and the leaders' characteristics and their interactions. Tulsa's IT workforce‐development infrastructure was negotiated one partnership at a time, bridging diverse interests, until a workforce‐development system emerged. The infrastructure grew as the result of accident, purposeful activity, serendipity, and negotiated processes and structures. The leaders' differing motivations and energy, their history of collaboration and mutual trust, and their different perspectives influenced the information technology workforce development infrastructure that developed. The insights into inter‐organization processes that resulted from the study can contribute to theory building in human performance technology and to our understanding of how to address gaps between desired and actual workforce performance at a community level. 相似文献
11.
The major memory representations produced by reading a textbook chapter are described. These include (a) single propositions, (b) integrations and elaborations of two or more propositions, and (c) a chapter summary. Research that bears on each of these aspects of memory for textbook information is used to select 15 dimensions for evaluating a textbook's potential for facilitating representations in memory. These dimensions are then quantified for samples from three educational psychology textbooks. The dimensions appear to be useful for evaluating a text's strengths and weaknesses. 相似文献
12.
Barbara E. Moely Silvia S. Hart Kevin Santulli Linda Leal Terry Johnson Nirmala Rao 《教育心理学家》2013,48(1-2):55-71
Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed. 相似文献
13.
The search for new, authentic science assessments of what students know and can do is well under way. This has unearthed measures of students' hands-on performance in carrying out science investigations, and has been expanded to discover more or less direct measures of students' knowledge structures. One potential finding is concept mapping, the focus of this review. A concept map is a graph consisting of nodes representing concepts and labeled lines denoting the relation between a pair of nodes. A student's concept map is interpreted as representing important aspects of the organization of concepts in his or her memory (cognitive structure). In this article we characterize a concept map used as an assessment tool as: (a) a task that elicits evidence bearing on a student's knowledge structure in a domain, (b) a format for the student's response, and (c) a scoring system by which the student's concept map can be evaluated accurately and consistently. Based on this definition, multiple concept-mapping techniques were found from the myriad of task, response format, and scoring system variations identified in the literature. Moreover, little attention has been paid to the reliability and validity of these variations. The review led us to arrive at the following conclusions: (a) an integrative working cognitive theory is needed to begin to limit this variation in concept-mapping techniques for assessment purposes; (b) before concept maps are used for assessment and before map scores are reported to teachers, students, the public, and policy makers, research needs to provide reliability and validity information on the effect of different mapping techniques; and (c) research on students' facility in using concept maps, on training techniques, and on the effect on teaching is needed if concept map assessments are to be used in classrooms and in large-scale accountability systems. © 1996 John Wiley & Sons, Inc. 相似文献
14.
Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic gestures and the other with meaningless gestures. Memory performance was assessed through single-word translation tests. High performers consistently learned more items than low performers, regardless of the training condition, the time, and the difficulty of the task. Brain activity measured upon word recognition using functional magnetic resonance imaging was parametrically related to the behavioral data. High performance correlated with activity in the left angular gyrus (BA 39) and in the right extrastriate cortex (BA 19). These cortical areas mediate integration of information across different modalities as well as memory processes. Thus, high performance in vocabulary learning seems to depend on individual capacities to integrate and associate a word's semantics with sensorial stimuli. This may have important implications for education. 相似文献
15.
Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture 总被引：1，自引：1，他引：1
Evolution by natural selection may becharacterized as a system in which a largestore of genetic information will persistindefinitely while it remains coordinated withits environment but will continuously producesmall random variations that are tested forenvironmental effectiveness. In anyenvironment, effective variations will persistwhile ineffective variations will disappear.Similarly, human cognitive architectureincludes a large store of information held inlong-term memory that coordinates our cognitiveactivities. A very limited working memory teststhe effectiveness of small variations tolong-term memory with effective variationsaltering long-term memory while ineffectivevariations are lost. Both an existing geneticcode and information in long-term memoryprovide a central executive that guidesbehaviour. Such a central executive isunavailable when an environment alters or whenworking memory must be used to deal with novelinformation. A major function of instructionaldesign is to provide the otherwise missingstructure of a central executive when dealingwith novel information and to reduce thatstructural support as knowledge accumulates inlong-term memory. Cognitive load theory bothprovides instructional design principles thatwould be difficult to devise without itsparticular view of human cognitive architectureand throws further light on that architecture. 相似文献
16.
Anne B Smith 《International Journal of Early Years Education》1993,1(1):47-62
This paper argues that there is no meaningful distinction between care and education for young children so that the early childhood field should be renamed early childhood educare. The predominant theoretical framework for early childhood philosophy and curriculum has been Piaget's theory. Piaget's theory describes development as determining current cognitive competence and influencing what children are capable of learning. Children are seen as natural scientists who investigate the world and thereby broaden their understanding. Teachers are expected to stand back and provide resources for children's autonomous learning but not to interfere with it. The paper argues that Vygotsky's theory as applied to the responsive social contexts provided in early childhood educare should be given more consideration because it gives more attention to the importance of the social and cultural context on children's thinking than Piaget. Vygotsky saw learning as driving development and the development of thinking as a shared process rather than an individual one. Children are capable of far more competent performance when they have assistance from adults in their zone of proximal development so adults take a reactive and participatory role. The paper discusses the role of language, the internalisation of interpersonal processes, the importance of intersubjectivity, the need for scaffolding in the zone of proximal development, and the role of both adult and peer tutors according to the author's interpretation of Vygotsky's theory. 相似文献
17.
周兰 《重庆第二师范学院学报》2012,25(1):82-85
本文以认知语言学的图形背景理论为基础,以Frankel,H.H.和弘征、熊治祁、汪榕培对《木兰辞》的英译文为研究材料,针对《木兰辞》中的经典意象,进行相应的图形背景理论分析。研究表明：由于对《木兰辞》经典意象认知识解的不同,汪译和Frankel译在翻译时对图形-背景-后景的突显侧重不同,汪译侧重突显图形而Frankel译侧重突显后景对图形的修饰。基于此,《木兰辞》经典意象的翻译在语言层面如词汇、句法和视角均有不同的体现。与原文意象相比,汪译具有更大的忠实度。 相似文献
18.
Susanna Lindberg 《Educational Philosophy and Theory》2020,52(4):384-396
AbstractBernard Stiegler is known as a leading philosopher of technics. He has developed an original interpretation of technics as an externalized epiphylogenetic memory that (1) remembers in the place of the human being, who appears therefore as a forgetful being and (2) is collective and constitutes a technological community, that is different from any ethnical-political community. Stiegler has also examined the social and political consequences of contemporary technology. Technics are not neutral. Contemporary digital technologies claim to inform but more fundamentally they produce pulsions in a way that is destructive to psychic and collective individuation and leads to a generalized proletarianization, where the problem is not biopower or capitalism but lack of attention and desire. Can the digital world become a new public space? Stiegler is quite pessimistic, but in principle, to some extent, it is possible to seize and convert ‘the means of memory production.’ Stiegler's insights are invaluable in the task of evaluating new learning technologies, because he analyzes political community from the double point of view of technology, and of the care of younger generations. In this article, I present Stiegler's philosophical theory and show how it can be applied to education and digital learning environments. 相似文献
19.
ABSTRACT This paper seeks to examine the parallels between many aspects of conductive education and the conceptual framework of Feuerstein's theory of mediated learning. Conductive education is not a treatment administered to remedy some pathology, as is the case with many therapies, but rather a system of education aimed at developing the whole individual. How this process is achieved may be enlightened by reference to Feuerstein's model of mediated learning experience (MLE). Two key aspects of Feuerstein's theory are examined: first, structural cognitive modifiability (SCM), which maintains that every individual's cognitive structures are capable of modifiability, despite barriers of retardation ‐ very much in line with modern neuroscience and its model of the brain as a plastic and adaptable system; and secondly, mediation (MLE), which is the process whereby a more initiated individual acts as a mediator between culture and child and thereby directs the child into preparing an adequate response. A detailed examination with exemplars is then undertaken into the mediation of many different aspects of development, including the three essential mediation processes of intentionality and reciprocity, transcendence and meaning. Finally, the implications of Feuerstein's theory for models of research and evaluation are considered, particularly the need for more qualitative and interactional approaches which maintain ecological validity. 相似文献
20.
Sisika Priyani Nelum Ranaweera Lisa Marie Montplaisir 《Anatomical sciences education》2010,3(5):227-233
The purpose of this study was to explore students' knowledge and learning of the human nervous system (HNS) in an introductory undergraduate Human Anatomy and Physiology course. Classroom observations, demographic data, a preinstructional unit test with drawings, and a postinstructional unit test with drawings were used to identify students' overall knowledge and learning during the unit of study. Quantitative and qualitative analysis indicate that students have an initially poor understanding of the nervous system with many prevailing alternative conceptions. These alternative conceptions include both structural and functional components and often incorporate colloquial use of language. Findings reveal students include the heart as a major component of the HNS, a reflex arc illustrated by the action rather than structure, and types of neurons (unipolar, bipolar, or multipolar) differentiated by charge or number of cell bodies rather than structural arrangement. Classroom instruction coupled with concurrent laboratory participation provided experiences for students to overcome some of their alternative conceptions. The finding of this research suggest that instructors should be aware of the students' prevailing alternative conceptions prior to instruction and that use of drawings as a formative assessment tool is an excellent way to collect such information. Anat Sci Educ 3:227–233, 2010. © 2010 American Association of Anatomists. 相似文献