共查询到20条相似文献，搜索用时 93 毫秒
1.
Wim H. J. van Bon Paula H. Tooren Kees W. J. M. van Eekelen 《European Journal of Psychology of Education - EJPE》2000,15(3):259-270
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords. 相似文献
2.
Joanne Brown Whitley David M. Moore 《Educational technology research and development : ETR & D》1979,27(4):281-290
Research has shown that people differ in their psychological orientations toward sensory perception. Opposite perceptual types
are extreme Haptics-normal-sighted individuals who use their eyes only when compelled to do so and otherwise depend on touch
and kinesthesis — and extreme Visuals — those who depend entirely on visual experiences and would be completely lost in the
dark. Since Haptics have been shown to have particular difficulty retaining visual images mentally, materials presented in
a linear format may be ineffective for them. This study explored the possibility that Haptics would perform better on a visual
location task when the materials were presented in a multiple image format. 相似文献
3.
Selective attention in processing of visual information by pigeons, trained on alternating sessions with two colors (red and
green) and two forms (a diamond and an X shape) differentially associated with a left—right key choice task, was examined.
A color and a form were presented together on probe trials during sessions in which, on other trials, only one of the dimensions,
color or form, was shown. The dimension in effect on the surrounding trials had no influence on choice when the information
provided by the two dimensions on probe trials was in conflict—color correct for one choice and form for the other. When both
color and form redundantly cued the correct choice, there was no increase in accuracy in comparison with that associated with
one dimension. Following separate training on the color and form discriminations, pigeons appeared to base their choices on
color on some trials, on form on other trials, but not on both simultaneously. These findings are discussed in terms of an
exemplar model of information processing. 相似文献
4.
The effects of semantic and phonetic radicals on Chinese character decoding were examined. Our results suggest that semantic
and phonetic radicals are each available for access when a corresponding task emphasizes one or the other kind of radical.
But in a more neutral lexical recognition task, the semantic radical is more informative. Semantic radicals that correctly
pertain to character meaning facilitated reaction time in semantic categorization tasks (Experiment #1), while radicals that
had no immediately interpretable relation to character meaning had a strong inhibitory effect. Likewise, phonetic radicals
that accurately indicated a character’s pronunciation facilitated a homonym recognition task (Experiment #2), whereas phonetic
radicals that differed significantly in pronunciation from their character inhibited homonym recognition. In a lexical decision
task (Experiment #3) where each character had either a blurred semantic radical or a blurred phonetic radical, the characters
with a blurred semantic radical elicited a significantly higher error rate and a trend for longer response times. These results
are interpreted to indicate that while educated native Chinese speakers have full use of both semantic and phonetic paths
to character decoding, there is a slight predisposition to semantic decoding strategies over phonetic ones indicating that
the semantic path is the default means of character recognition. 相似文献
5.
Conclusion A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses
published in the past 20 years (Jonassen, Campbell & Davidson, 1994; Morrison, 1994; Reiser, 1994; Shrock, 1994) and existing
instructional design literature (Morrison, Ross & Kemp, 2001; Reiser & Dick, 1996; Smith & Ragan, 1999) indicates there is,
and always has been, significantly more agreement on this subject than the debate would indicate.
Clark never said that a textbook could deliver an instructional method requiring the use of a 3-dimensional graphic representation
as effectively as a computer, nor did Kozma maintain that the computer was the only medium with the capabilities to do so.
Both acknowledged that the two instructional components — the instructional methods and the delivery medium — must be aligned
to facilitate learning.
The debate is, and always has been, about the ability of more than one medium to support a selected instructional method,
whether or not any given medium has capabilities that cannot be replicated by another medium, and the validity of the research.
We believe that today, in 2005: • Computers are capable of supporting instructional methods that other media are not • Computers,
by means of their unique capabilities, affect learning • Computers are often the most cost-effective, efficient delivery method
for any given unit of instruction We also: • Acknowledge the limitations of media comparison studies • Acknowledge the need
to align the message, the medium and the learning task • Agree that some media are interchangeable and • Support the use of
the most cost-effective, efficient delivery method for any given unit of instruction We believe that after 22 years it is
time to reframe the original debate to ask, not if, but how media affects learning. We agree that media comparison studies
are inherently flawed and support the argument that we must identify research designs that will provide answers to this question
in significantly less time. 相似文献
6.
Leanne Dalley-Trim Nola Alloway Karen Walker 《The Australian Educational Researcher》2008,35(2):55-69
This paper addresses the issue of Vocational Education and Training in Schools — an issue that has recently attracted significant
political attention particularly in light of current national skills shortage in Australia. Specifically, it investigates
secondary school students’ perceptions of VET in Schools [VETiS]. It also explores the factors influencing their decision-making
in relation to VETiS — that is, why one might choose, or choose not, to enrol in a VETiS course of study. In view of the findings
presented, the paper argues that VET, and more particularly VETiS, is experiencing an “image problem” — one underscored by
the need for curriculum design and delivery reform — and suggests that there is much work still to be done on the VET agenda. 相似文献
7.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
8.
Martin Gartmeier Erno Lehtinen Hans Gruber Helmut Heid 《European Journal of Psychology of Education - EJPE》2011,26(2):273-300
Negative expertise is conceptualised as the professional's ability to avoid errors during practice due to certain cognitive
agencies. In this study, negative knowledge (i.e. knowledge about what is wrong in a certain context and situation) is conceptualised
as one such agency. This study compares and investigates the negative knowledge of elder care nurses at three different levels
of professional experience. Thereby, various forms of negative knowledge—declarative, procedural, self-reflective and vicarious—are
investigated. Moreover, the specificity of negative knowledge is compared across different levels of professional experience.
Verbal data was collected from a prompting task study of 37 elder care nurses. These were prompted 20 diagnoses of varying
typicality for the professional field. The nurses were asked what was critical to pay attention to and what ought to be avoided
in case of these diagnoses. The study's results reveal a significant superiority of highly tenured elder care nurses in vicarious
negative knowledge, as well as in highly specified negative knowledge. Procedural and procedural negative knowledge (PNK)—which
are the most important facets in quantitative terms—show an approximately parallel developmental pattern among the different
groups. For declarative knowledge, a U-shaped intermediate effect was discovered. It is concluded that PNK has the most immediate
error-preventive function. With regards to future research, the great specificity of highly tenured elder care nurses' negative
knowledge discovered in this study is discussed here as one possible explanation as to why they are able to intentionally
avoid errors (i.e. their negative expertise). 相似文献
9.
Yiwei Chen Jiaxi Wang Robert M. Kirk Olivia L. Pethtel Allison E. Kiefner 《Educational gerontology》2013,39(11):825-833
The primary purposes of the present study were to examine age differences in adaptive decision making and to evaluate the role of numeracy in mediating the relationship between age and adaptive decision making. Adaptive decision making was assessed by the Cups task (Levin, Weller, Pederson, & Harshman, 2007). Forty-six younger (18 to 24 years old) and 37 older adults (61 to 89 years old) completed the Cups task. In addition, the Numeracy Scale (Lipkus, Samsa, & Rimer, 2001) was used to measure individual numeric ability. Adaptive decision making was operationalized by the Expected Value sensitivity (i.e., the product of probability and outcome magnitudes) across the gain and the loss domains. Older adults had significantly lower Expected Value sensitivity than young adults. In addition, older adults demonstrated significantly lower numeracy than younger adults. Finally, numeracy partially mediated the relationship between age and adaptive decision making. It is suggested that older adults’ declined decision making may be partially due to their declined numeric abilities. Implications were discussed in numeracy education and public policies concerning older adults. 相似文献
10.
Jason Margolis 《The Urban Review》2006,38(1):27-44
This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers—findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive performance-based standards—when administered “globalistically”—are generally ineffective. After discussing university complicity in exacerbating the problem, the paper concludes with ways policymakers may shift their attention from creating complicated rubrics to promoting relationships that support pedagogical change.Jason Margolis is an Assistant Professor in Teacher Education and Professional Development Partnerships, Washington State University. 相似文献
11.
A motor task that requires fine control of upper limb movements and a cognitive task that requires executive processing—first performing them separately and then concurrently—was performed by 18 young and 18 older adults. The motor task required participants to tap alternatively on two targets, the sizes of which varied systematically. The cognitive task required participants to generate a series of random numbers at fixed production rates. Participants' performance on the motor task decreased slightly from single- to concurrent-task condition, and the dual-task cost was age-independent. Older adults showed large cognitive dual-task costs as motor-control demands increased. Younger adults' cognitive performance was not affected by concurrent task demands. These results are discussed in light of the permeation model developed by Baltes and Lindenberger (1997). Practical implications and educational recommendations are presented. 相似文献
12.
Although the development of abstract knowledge and critical thinking skills has often been extolled as an ideal and as the goal of education (Nisbett et al., 1987), much research in problem solving and other cognitive endeavours points to the role that concrete information and examples play in thinking (Medin & Ross, 1989; Reeves & Weisberg, in press). We discuss the concrete vs abstract knowledge debate in terms of the use of analogies in problem solving and conclude that exemplar‐specific details of problems and the context in which problems are learned guide the transfer of a solution principle from one base problem to a target. The content of problems—what they are about—is often more important than the more abstract, schematic solution principle in influencing retrieval of base analogues (Holyoak & Koh, 1987; Keane, 1987; Ross, 1987) and mapping of the solution principle from base to target (Gentner & Toupin, 1986; Ross, 1987, 1989; Fong & Nisbett, 1991). It is suggested that learning abstract solution principles in a domain (e.g. algebra, physics) benefits greatly when instruction is accompanied by examples illustrating those principles (Cheng et al., 1986; Fong et al., 1986) and that analogical transfer itself serves as a useful means to greater comprehension of a domain (Ross & Kennedy, 1990). 相似文献
13.
Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
| Elisha BabadEmail: |
14.
Nathan Kogan Ph.D 《Annals of dyslexia》1980,30(1):63-78
Conclusion The cognitive style-reading connection appears to represent a case of promises not yet fulfilled. Further, it is dubious whether
fulfillment is just around the corner. Certainly, one can question the one-cognitive-style-at-a-time approach that has been
dominant thus far. The time may have come to think about cognitive styles along with other cognitive measures in combination.
Multiple-regression and other multivariate techniques are clearly called for. Without any doubt, the Cronbach-Snow (1977)
ATI approach deserves further consideration, not only in the sense of matching styles with instructional treatments in reading
— what is called the capitalization approach — but also in the sense of devising methods that can serve a prosthetic function
to overcome styles that are maladaptive for reading — a compensatory approach, in other words.
The foregoing theme as well as others scattered through the paper could potentially be developed into systematic research
proposals aiming to bridge the domains of cognitive style and reading performance. Loose ends abound in the present area,
and much progress is possible if energy and imagination are applied to the task. It is my hope that this state-of-the-art
article offers a modest step in that direction.
This paper was presented as part of the Symposium on Cognitive Processes and Strategies in Reading at the 30th Annual Conference
of the Orton Society, Indianapolis, November 1979. 相似文献
15.
Frank R. Vellutino William E. Tunmer James J. Jaccard RuSan Chen 《Scientific Studies of Reading》2013,17(1):3-32
The objectives of this series of 3 studies were (a) to evaluate whether French-speaking children mainly use phonological mediation in the first stage of reading acquisition in a silent-reading task and (b) to examine the role of phonological processing in the construction of the orthographic lexicon. Forty-eight French children were followed from kindergarten to the end of Grade 2. Their phonological skills were assessed using a semantic categorization task with homophone and visual foils (Study 1); their orthographic skills were assessed using a choice task involving a correct exemplar, a homophone, and a visual foil (Study 2). In the semantic categorization task, the differences between the visual and homophone foils increased with time, as the homophone foils were more and more likely to be chosen. In the orthographic choice task, performance improved with time, but errors were more likely to involve homophone foils. The results obtained by two subgroups of children who differed in their level of orthographic expertise at the end of Grade 2 (Study 3) indicated that, 1 year earlier (at the end of Grade I), the future "expert" spellers were more likely than the future "poor" spellers to use phonological processing in silent reading (semantic categorization task). Moreover, in Grade 1, future expert spellers' phonological skills in reading aloud and in spelling from dictation (pseudoword tasks) were better than those of future poor spellers, and future expert spellers also had better phonological awareness skills at the beginning of the last year of kindergarten. These results suggest that French-speaking children use phonological mediation in silent-reading tasks and that phonological processing contributes to the construction of the orthographic lexicon. 相似文献
16.
Jerold Mathews 《Resonance》2012,17(1):44-52
This paper gives a brief history of the chord function — a precursor of the sine function — from the mathematics/astronomy
of Hipparchus and Ptolemy to the early twentieth century. 相似文献
17.
Marc Corbière Franco Fraccaroli Valenti Mbekou Jacques Perron 《European Journal of Psychology of Education - EJPE》2006,21(1):3-15
Academic self-concept and academic interest are crucial concepts for understanding students’ academic achievement. Yet, few
questionnaires currently exist that have been used and validated in more than one country. This study aimed at assessing these
concepts using an academic self-concept questionnaire (Marsh, 1990) and an academic interest questionnaire (Corbière & Mbekou,
1997) with French and Italian student samples. Confirmatory Factor Analyses enabled us to assess the structure of the two
questionnaires with regard to two academic subjects — Math and First Language (French or Italian) — and to determine the theoretical
directions between the concepts. Results from Confirmatory Factor Analyses of both French and Italian samples supported a
theoretical model in which academic self-concept and academic interest were intercorrelated, yet maintaining their unique
characteristics. On the other hand, results from Multi-Sample Confirmatory Factor Analyses (French and Italian samples) endorsed
a correlational model between the two concepts. Finally, the results indicated a significant and positive correlation between
academic self-concept, academic interest, and academic achievement in both academic subjects. 相似文献
18.
The main point of our study was to examine the vocabulary knowledge of pupils in grades 3–6, and in particular the relative
reading vocabulary disadvantage of hearing-impaired pupils. The achievements of 394 pupils with normal hearing and 106 pupils
with a hearing impairment were examined on two vocabulary assessment tasks: a lexical decision task and a use decision task.
The target words in both tasks represent the vocabulary children should have at the end of primary school. The results showed
that most hearing pupils reached this norm, whereas most hearing-impaired pupils did not. In addition, results showed that
hearing-impaired pupils not only knew fewer words, but that they also knew them less well. This lack of deeper knowledge remained
even when matching hearing and hearing-impaired children on minimal word knowledge. Additionally, comparison of the two tasks
demonstrated the efficacy of the lexical decision task as a measure of lexical semantic knowledge. 相似文献
19.
This study examines patterns in middle-grade boys’ and girls’ written problem solving strategies for a mathematical task involving
proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex
classrooms. One hundred nineteen sixth-grade students’ responses are analyzed by gender according to the solution strategy
they used to arrive at their final response to the task. The categories of solution strategies include non-response, purely
additive, purely procedural, transition, novice, and mature. The proportions of girls and boys classified as mature in their
strategies were essentially equal. However, more than half of girls’ responses were considered purely procedural or purely
additive—a proportion double that of boys thus classified. 相似文献
20.
Vasant Natarajan 《Resonance》2010,15(8):723-732
The Physics Nobel Prize, 2009 has been awarded jointly: one half to Charles K Kao “for groundbreaking achievements concerning
the transmission of light in fibers for optical communication”, and the other half to Willard S Boyle and George E Smith “for
the invention of an imaging semiconductor circuit — the CCD sensor”. In this article, we explain the basic ideas behind these
inventions, and why the choice is appropriate in interpreting Alfred Nobel’s will in who should get these prizes. 相似文献