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1.
Abstract A total of 90 15‐16‐year‐old female pupils from a single‐sex secondary grammar school did the Cognitive Styles Analysis which assessed their position on the Wholist‐Analytic and Verbal‐Imagery learning style dimensions. They were asked to select their preferred format of a single‐sheet handout on study skills which was offered in three modes: Unstructured‐Verbal, Structured‐Verbal and Structured‐Pictorial. Each mode contained the same information and differed only in format. On the format preference, there was a significant effect of the Verbal‐Imagery dimension (p = 0.002), with the majority of Verbalisers choosing the Structured‐Verbal sheet and the Imagers opting for the Structured‐Pictorial version. There was a smaller effect on the Wholist‐Analytic dimension, where Wholist had a preference for the Structured‐Pictorial and the Analytics for the Structured‐Verbal version (p = 0.056). The findings were discussed in terms of their practical implications for a differentiated approach to instruction. 相似文献
2.
Ursula Scharnhorst Fredi P. Büchel 《European Journal of Psychology of Education - EJPE》1990,5(2):207-230
The introduction to this article gives a short overview of the main theoretical ideas which have been advanced to explain the low cognitive perfomances of retarded persons in learning and problem solving. The question of how retarded learners organize and control their problem solving activities led the authors to conduct a series of single case studies investigating qualitative and dynamic aspects of retarded learning. Metacognitive training research, socio-cognitive theories and a schema-theoretical top-down/bottom-up model of information processing constitute the theoretical background. In a tutorial setting mentally retarded and learning disabled subjects were presented tasks which consist of connecting amorphous clouds of dots in order to reproduce geometrical model figures. Verbal and behavioral data were collected to precisely describe the subjects problem solving activities. Post-hoc a two-dimensional category system listing 28 different problem solving components was developed. The first dimension introduces a distinction between explorative, elaborative, planning and control components, the second dimension specifies whether the components are initiated topdown or bottom-up. This category system is presented in detail followed by a few examples of analyzed problem solving sequences. Finally, the proposed model and inherent methodological problems are discussed. 相似文献
3.
Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open-minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three-hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning. 相似文献
4.
《Learning and individual differences》2005,15(1):1-21
Fluid/spatial intelligence, crystallized intelligence and their relationships to verbal and visuospatial working memory (WM) were studied. A total of 120 Finnish Air Force recruits participated in this study. Fluid/spatial intelligence was assessed using four different tasks, while crystallized intelligence was defined with the help of test scores of Finnish upper secondary school National Matriculation Tests in three different academic subjects and one additional Verbal Relations task. Complex WM span tasks were used to measure visuospatial and verbal WM capacities. Structural equation modeling indicated that verbal WM was related to crystallized intelligence when both WM tasks were included in the model, whereas performance on the visuospatial WM task was related to fluid/spatial intelligence, but not to crystallized intelligence. Verbal WM was not related to fluid intelligence when used as a single WM predictor. The results indicate that verbal WM might be related to verbal ability and learning at school, while visuospatial WM is relatively strongly related to nonverbal reasoning and spatial visualization. The current results further suggest that WM capacity is not a unitary system. 相似文献
5.
Cognitive correlates of math skills in third-grade students 总被引：1，自引：1，他引：0
Math achievement is not a unidimensional construct but includes different skills that require different cognitive abilities. The focus of this study was to examine associations between a number of cognitive abilities and three domains of math skills (knowing, applying and problem solving) simultaneously in a multivariate framework. Participants were 723 third-grade children (mean age?=?9.07) from 28 elementary schools. Confirmatory factor analyses with binary indicators showed that a four-factor model of math skills (Knowing-Recalling, Knowing-Computing, Applying and Problem Solving) and a nine-factor model of cognitive abilities (Nonverbal and Verbal Reasoning, Verbal Concepts, Planning, Visuo-Spatial Working Memory (WM), two types of Verbal WM, Phonological Awareness and Phonological WM) fit the data well. Results from structural equation modelling showed that verbal reasoning and verbal concepts were most consistently associated with math knowing and problem solving domains. Verbal concepts contributed also to the math applying domain. In addition, simultaneous processing of verbal WM predicted problem solving skills in math. The results can be used in supporting the learning process of students with difficulties in math. 相似文献
6.
P Levenstein 《Child development》1989,60(2):514-518
Scarr and McCartney's (1988) Bermudian study shows the futility of using the Verbal Interaction Project's Mother-Child Home Program (MCHP) to prevent later educational disadvantage in preschoolers who are not at risk for such disadvantage. Recently published research is cited to support a conclusion that poverty alone does not predict school disadvantage so much as poor parents frequently having low motivation and less than high school graduation, unlike the Bermudian sample. Significant positive school effects through eighth grade are noted to have occurred when the MCHP was used with Massachusetts preschoolers who were socioeconomically at risk for educational disadvantage and thus were of lower SES than the advantaged Bermudian children. Methodological issues are also discussed. 相似文献
7.
Summaries English Subjects’ knowledge and technique in statistical problem‐solving, as well as their ability to detect their own problem‐solving errors, were studied. Twenty subjects were asked to solve two statistical problems, and then to explain their solutions to the experimenter. Finally, each subject was asked successively more detailed questions about his/her solution, particularly in reference to its erroneous parts. The results showed that subjects tended to describe rather than explain their solutions. Subjects eliminated three errors (4%) when accounting for their solutions and another 20 errors (24%) in the following interview. About one‐third of all errors were analysed as being due to deficiencies in subjects’ problem‐solving techniques. For 62% of the errors where subjects showed knowledge deficiencies, there were deficiencies in propositional knowledge, i.e. in subjects’ understanding of statistical concepts and their interrelations. The results showed that misunderstandings of concepts and methods of solution were much more common than lack of conceptions as such. In addition, the results suggest that deficiencies in subjects’ problem‐solving are related to motivational factors, such as a tendency to minimize cognitive strain. Pedagogical implications of the results are discussed. 相似文献
8.
Alain Cadieux 《Psychology in the schools》1996,33(3):221-229
The aim of this study is to assess the psychometric properties of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) (Harter & Pike, 1983) among young learning disabled pupils. The sample consisted of 105 French Canadian learning disabled pupils in Grades 1–3. All subjects completed a French translation of the PSPCSA, while 58 were retested 2–4 weeks later. The reliability analysis indicates results similar to those found in Harter and Pike's (1983) study. However, the factor analysis reveals three separate factors. These results are discussed in terms of domains of self-concept that were assessed, procedures and subjects characteristics. The main conclusion reached is that the PSPCSA should be used with caution in assessing French speaking pupils with learning disabilities. More research is needed until the instrument as reached acceptable levels of technical adequacy. 1996 John Wiley & Sons, Inc. 相似文献
9.
《点石斋画报》在近代中国报刊业大获成功，究其原因，首先是《点石斋画报》关注社会热点问题，注重传播“新知”，满足社会各阶层求知的欲望；其次，由于石印术的引进，使印刷成本大大降低，适应人们的购买力；再次《点石斋画报》开启了中国历史上图文互释的画报体式，使《点石斋画报》成为老少成宜、雅俗共赏的画报。而鲁迅对《点石斋画报》恰如其分的评价，既表彰了功绩，又避免刻意拔高。《点石斋画报》生动地展现了晚清时代各阶层人物的思想涌动和社会变化，这对于我们直观感受历史，理解近代中国社会生活的各个层面，是一个内容十分丰富的文化宝库。 相似文献
10.
To date, most studies of the efficacy of Facilitated Communication (FC) have been hampered by small samples, limited experience of the subjects with the FC, and diagnostically narrow samples. The present study has a comparatively large sample, and the subjects each had a minimum of one year's experience using FC. Diagnoses of the subjects were also arrayed across a broad spectrum. Pictorial stimuli that had been used as classroom teaching materials were presented to each subject and facilitator under three different conditions of five trials each. Responses were rated by independent judges who were not aware of the stimuli. Support for the communicative value of FC was not found. 相似文献
11.
《学习科学杂志》2013,22(4):355-384
This study investigated the strategies used by beginning, intermediate, and advanced medical students when solving clinical cases containing inconsistent data. Written clinical cases were used in which the initial patient data suggested a very common and prototypical disease. Subsequent data in the cases were inconsistent with this first suggestion. The cases were presented on a computer so that the subjects had the opportunity to reason aloud about the evidence. Verbal protocols were collected and analyzed. Our results showed that the beginning students generated the suggested hypothesis and either ignored or reinterpreted the inconsistent evidence to fit their initial hypotheses. Advanced novices generated several hypotheses with a similar underlying problem; this allowed them to narrow their initial hypothesis set in the face of inconsistent evidence and make fewer data reinterpretations. Intermediate novices showed a similar pattern but failed to change their hypotheses with inconsistent data. They maintained several hypotheses of a diverse nature concurrently, without evaluating them efficiently. They showed a deterioration in performance—commonly known as the intermediate effect—which we interpreted as the result of a process of knowledge reorganization that interferes with problem solving. Results are discussed in terms of change in reasoning strategies as a function of the type of learning in medical school. 相似文献
12.
用Matlab求解系统的状态方程,可用仿真函数、迭代计算和拉氏变换方法得到其数值解、解析解和波形图。用lsim仿真函数求系统响应的数值解;迭代法用来求解离散系统状态方程,连续系统状态方程通过离散化后也可用迭代法;连续系统状态方程采用拉氏变换可得到解析结果。通过实例分析,展现了Matlab在系统状态变量分析方面的优越性,不仅使系统状态方程的计算变得简单,而且可得到可视化的结果。 相似文献
13.
张德岁 《南通师范学院学报》2014,(2):67-72
谓词性主宾语句在甲骨文中已经出现,但当时能够用作主宾语的限于动词,形容词的这一用法出现得相对较晚。先秦时期谓词性主宾语句已基本定型,现代汉语谓词性主宾语句中的判断词“是”、明示动词、形式动词以及大部分终始动词在先秦汉语中都没有出现。据粗略考察,在谓词性主宾语句中,“是”出现于汉末,但唐宋时它才被大量使用,主要的明示动词、形式动词以及终始动词一直到晚清、民国时才大量出现。 相似文献
14.
Edward Bauman 《Psychology in the schools》1991,28(2):95-100
Student records of 130 children with learning difficulties who had been tested twice were examined to determine the stability of WISC-R scores over time. There were significant losses in Verbal IQ and Full Scale IQ. Subjects in the above-average IQ range had greater losses in Verbal IQ and Full Scale IQ and greater gains in Performance IQ than did those in the below-average IQ range. Children initially tested before age 8 had a significant IQ loss, but those tested after age 8 maintained a constant IQ. The WISC-R is most frequently administered to children with learning difficulties. Results presented here suggest that the IQs in this population are not as stable as was previously thought, and this may provide a rationale for the periodic readministration of the WISC-R. 相似文献
15.
The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc. 相似文献
16.
《The Journal of educational research》2012,105(4):179-182
AbstractConcurrent validity of the French Pictorial Test of Intelligence (PTI) was Investigated using kindergarten ant second-grade students. At kindergarten and second-grade levels, respectively, correlations with criteria employed were: WISC Full Scale .75, .71; WISC Verbal .64, .66; WISC Performance .66, .69; Lorge Thorndike .51. .42; teachers’ estimation of IQ .85, .46. Generally, the ability of the PT to predict students’ class grades at both grade levels ant reading skills, at the second-grade level, as measured by Stroud Hieronymus Test, was poor.Intereorrelations between PTI sub-tests were found to be unite high, particularly at second grade, suggesting that discrete functions are not measured. Correlations between PTI and WISC subtest scores suggest that subtests of each test do not measure the same functions even where subtest names are similar. 相似文献
17.
Heng-Yu Ku Howard J. Sullivan 《Educational technology research and development : ETR & D》2002,50(1):21-34
This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on
two-step mathematics word problems. A total of 136 fourth-graders in a Taiwanese public school participated in the study.
Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other
selections. The most popular items were then used to create personalized math word problems for the pretest, personalized
instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned
within ability levels to either a personalized or nonpersonalized version of the print-based instructional program. After
finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures univariate analysis
of variance revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than
those in the nonpersonalized treatment. Subjects also performed significantly better on the personalized pretest and posttest
problems than on the nonpersonalized problems. Personalized subjects and higher-ability students both had significantly more
positive attitudes toward the instructional program than did their nonpersonalized and lower-ability counterparts.
This research was conducted while he was a doctoral student at Arizona State University. 相似文献
18.
Paula Sachs Wise 《Psychology in the schools》1979,16(4):515-519
An investigation of the teachability of 11 consultation-related skills was conducted. Thirty-two subjects, all students in graduate reading courses at The Ohio State University, participated in the study—16 in a control group and 16 in an experimental group. A Solomon Design (Solomon, 1949) was employed. Experimental group subjects participated in a six-session workshop that provided training in the 11 consultation skills. The control group received no such training. A factor analysis of the data yielded two significant factors. One factor loaded highest on the verbal consultation variables, and the second factor loaded highest on the nonverbal consultation variables. Therefore, Factor I was named “Verbal Consultation,” while Factor II was named “Nonverbal Consultation.” Four analyses of variance were completed, using the two factors. The primary conclusions of the analyses of variance were that the experimental group subjects significantly outperformed the control group subjects in Verbal Consultation on the posttest (p<.05), but the experimental and control groups did not differ significantly in Nonverbal Consultation on the posttest. Suggestions for further research in the area of consultation are given. 相似文献
19.
This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning
among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering
course. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were
interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. During the
term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected
concepts during problem-solving. Significant to PBL research, each subject’s body of meaningful learning changed with each
new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four subjects
was a predictor of final knowledge, but not of problem-solving success. Differences in success seemed related more to mathematical
ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute
significantly to problem-solving success. The article presents a testable model of learning in PBL for further research. 相似文献
20.
The present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC-R scores. Thirty-one non-learning-disabled children (NLD) and 29 learning-disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p < .01). These results suggest that Kaufman regroupings and Verbal-Performance scatter analysis may be used to assist in diagnosing LD children. 相似文献