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1.
Raters of Georgia's (USA) state-mandated college-level writing exam, which is intended to ensure a minimal university-level writing competency, are trained to grade holistically when assessing these exams. A guiding principle in holistic grading is to not focus exclusively on any one aspect of writing but rather to give equal weight to style, vocabulary, mechanics, content, and development. This study details how raters react to “errors” typical of African American English writers, of ESL writers, and of standard American English writers. Using a log-linear model to generate odds ratios for comparison of essays with these error types, results indicate linguistic discrimination against African American “errors” and a leniency for ESL errors in writing assessment. 相似文献
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徐戊矫 《重庆大学学报(英文版)》2003,2(2)
1. Introduction The double-envelop hourglass worm gearing is characterized by multi-tooth line contact and good lubrication condition. It has high load-carrying capacity and is often built in heavy-duty machines. Like other line-contact gear drive, it is sensitive to manufacturing errors, misalignment errors and load-dependent deformations, which cause the tooth end contact and large transmission errors [1]. The classic theory for meshing analysis of a gear drive overlooks diverse errors and l… 相似文献
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Robert Grassinger Annette Scheunpflug Horst Zeinz Markus Dresel 《High Ability Studies》2018,29(1):37-49
Learning form errors seems to be crucial for talent development, but there is evidence that students learn little from their errors during school instruction. This work addressed the interplay of different adaptive reactions to errors (affective-motivational adaptive and action-related adaptive reactions), a positive error climate in the learning context and cognitive abilities with regard to their effect on academic achievement. A longitudinal data set with 2092 students attending 74 classes was analyzed with a two-level path modeling approach (students in classrooms). The results confirmed the assumption that affective-motivational adaptive reactions to errors encourage action-related adaptive reactions to errors which, in turn, foster academic achievement. Furthermore, analyzes indicated that the relationship between a positive error climate in the classroom and academic achievements is mediated by students’ individual reactions to errors. In contrast to expectations, students with higher cognitive abilities did not show more adaptive reactions to errors. 相似文献
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REN Kun FU Jian-zhong CHEN Zi-chen 《浙江大学学报(A卷英文版)》2007,8(12):1938-1943
To reduce mechanical vibrations induced by big errors compensation, a new software compensation method based on an improved digital differential analyzer （DDA） interpolator for static and quasi-static errors of machine tools is proposed. Based on principle of traditional DDA interpolator, a DDA interpolator is divided into command generator and command analyzer. There are three types of errors, considering the difference of positions between compensation points and interpolation segments. According to the classification, errors are distributed evenly in data processing and compensated to certain interpolation segments in machining. On-line implementation results show that the proposed approach greatly improves positioning accuracy of computer numerical control （CNC） machine tools. 相似文献
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José María Ariso 《Educational Philosophy and Theory》2019,51(10):1030-1041
It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions that are not considered as true or correct in each specific case, thereby not realizing that many of these alleged errors are really anomalies with very different characteristics and consequences despite their seeming resemblance. In this paper, I rely on Ludwig Wittgenstein’s On Certainty to clarify the difference between errors and anomalies. Subsequently, I provide guidelines that may be adapted by each teacher to her students’ needs and development level in order to foster a culture of error that begins by distinguishing error from anomaly, which constitutes a practical as well as conceptual necessity particularly in Child and Primary Education, as it is just then when anomalies most frequently arise in the form of questions and answers. 相似文献
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Eight- to 12-month-olds might make A-not-B errors, knowing the object is in B but searching at A because of ancillary (attention, inhibitory, or motor memory) deficits, or they might genuinely believe the object is in A (conceptual deficit). This study examined how diligently infants searched for a hidden object they never found. An object was placed in A twice, and then in B. In a different task the object was placed beside A twice, and then in B. Infants made more A-not-B errors in the former task, and perseverating infants searched diligently in A rather than in B. Infants seemed to believe the object was in A, suggesting that both a conceptual deficit and ancillary deficits account for A-not-B errors. 相似文献
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Inborn errors of metabolism （IEM） include a broad spectrum of defects of various gene products that affect intermediary metabolism in the body. Studying the molecular and biochemical mechanisms of those inherited disorder, systematically summarizing the disease phenotype and natural history, providing diagnostic rationale and methodology and treatment strategy comprise the context of human biochemical genetics. This session focused on： （1） manifestations of representative metabolic disorders; （2） the emergent technology and application of newborn screening of metabolic disorders using tandem mass spectrometry; （3） principles of managing IEM; （4） the concept of carrier testing aiming prevention. Early detection of patients with IEM allows early intervention and more options for treatment. 相似文献
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MEI Cong-li SU Hong-ye CHU Jian 《浙江大学学报(A卷英文版)》2007,8(6):904-909
A novel mixed integer linear programming （NMILP） model for detection of gross errors is presented in this paper. Yamamura et al.（1988） designed a model for detection of gross errors and data reconciliation based on Akaike information criterion （AIC）. But much computational cost is needed due to its combinational nature. A mixed integer linear programming （MILP） approach was performed to reduce the computational cost and enhance the robustness. But it loses the super performance of maximum likelihood estimation. To reduce the computational cost and have the merit of maximum likelihood estimation, the simultaneous data reconciliation method in an MILP framework is decomposed and replaced by an NMILP subproblem and a quadratic programming （QP） or a least squares estimation （LSE） subproblem. Simulation result of an industrial case shows the high efficiency of the method. 相似文献
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Errors are an integral part of the learning process and an opportunity to increase skills and knowledge, but they are often discouraged, sanctioned and derided in the classroom. This study tests whether students' perceptions of being part of an error-friendly classroom context (i.e., a positive classroom error climate) is positively related to students' learning outcomes via students' adaptive reactions towards errors. A total of 563 Italian middle school students from 32 mathematics classes completed a questionnaire on their perceptions of classroom error climate and their reactions towards errors. Students' math grades were used as indicators of their level of learning outcomes. A multilevel model showed that perceived classroom error climate was positively related to math grades via increased adaptive reactions towards errors. Our findings revealed that an error-friendly classroom context is associated with students’ adaptive adjustment to errors and to better learning outcomes in mathematics. 相似文献
11.
Steuer Gabriele Tulis Maria Dresel Markus 《European Journal of Psychology of Education - EJPE》2022,37(2):355-373
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same interrelations between the ways in which individuals deal with errors can be found in these different school subjects. In a study with 937 students from 48 classrooms from grades 5 to 7, in different secondary schools in Germany and Austria, we assessed the error climate and individual reactions following errors in mathematics, German, and English. Small mean differences between mathematics and the two language subjects were yielded. In addition, we found medium-sized correlations between the error climate measures in the three school subjects. However, the same pattern of interrelations between error climate and the way individuals deal with errors for all three school subjects could be shown. The results suggest that the perception of the error climate is rather similar in different school subjects. This has implications, for instance, for interventions that aim at fostering the error climate.
相似文献12.
《Learning and individual differences》2000,12(2):131-143
The purpose of the present research was to investigate whether inefficient suppression mechanisms cause overload and interference in working memory and, consequently, influence reading comprehension. Two groups of children, matched for intelligence but differing in inferential comprehension ability, were compared on measures of short-term (passive storage) and working memory (maintenance and processing) and memory for relevant and irrelevant information after reading a passage. Poor comprehenders produced more intrusion errors in a working memory task and recalled more irrelevant information from the passage. The presence of irrelevant information in recall suggests that poor comprehenders are less efficient in reducing the activation (suppression) of information, which is no longer relevant. A year-long longitudinal study was conducted to investigate the influence of suppression efficiency in reading comprehension. Intrusion errors were shown to be a good predictor of comprehension performance 1 year later. Suppression mechanisms seem to play an important role in working memory by reducing interference and improving the processing and maintenance of relevant information in order to build a coherent representation during reading comprehension. 相似文献
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Concern about children’s mathematics performance in Ireland and elsewhere has prompted a range of responses from researchers, policymakers, educators and the media. While policy-level responses in Ireland include revising curricula and implementing a numeracy strategy that calls for increased tuition hours, teachers have also drawn on a wide array of resources in mediating curriculum-based mathematical knowledge, concepts and skills for the children in their classes. In the classroom context, formative assessment tools can be of particular value. This paper explores the potential role for one such tool, a computer-based assessment (CBA), in supporting the teaching and learning of mathematics at primary level. That test requires children to respond to open-format items, and the study illustrates how traditional error-analysis techniques are combined with the affordances of CBAs to enable automated scoring of responses. Discussion focuses on the positive role that digitally mediated error-analysis approaches can play in helping teachers understand better and address the challenges being faced by children in relation to mathematics in the middle grades of primary school. Suggestions for further research are highlighted. 相似文献
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Concept mapping is discussed as a means to promote meaningful learning and in particular progress in reading comprehension skills. Its increasing implementation necessitates the acquisition of adequate knowledge about frequent errors in order to make available an effective introduction to the new learning method. To analyse causes of errors, 283 A‐level sixth graders produced concept maps about two differently complex subject matter lessons, we implemented in a pre‐lesson. We defined six types of errors and analysed the distribution and contingency tables in both subject matters. Students in general produced more complex concept maps in the context of the easier subject matter (A) than that of the difficult content (B). Whereas in the former errors simply indicated knowledge gaps, in the latter they often reflected technical misconceptions. The occurrence of a content‐dependent technical error in (B) pointed to a cognitive overload, since the more difficult content is hypothesised to cause higher intrinsic load. From this following, concept mapping could provoke an instructional enrichment by additionally revealing specific knowledge gaps. 相似文献
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fixation rate and color fastness,but the Lanasol type of wool fiber used reactive dye is not so applicable to dye the soybean protein fiber.0针织工业Knittin 相似文献
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康琪 《中学英语园地(高三版)》2006,(4)
Showing a tourgroup around a m useum,the guide said,“Thatfossilin the glass case is two m illion and nine years old.”“H ow can you date itso precisely?”som eone asked adm iringly.“Thats easy,”replied the guide.“Ive been working here nineyears,and itwas two m illion years old when Icam e.”Two Million and and Nine Years Old$河南大学附中@康琪… 相似文献
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吕蔷 《高等教育与学术研究》2006,(2)
Introduction Our most developed and established system of communication is, of course, language. But what we mean by language is a widely recognized problem and the term 'language' has been applied figuratively to all forms of human behaviour. What is clear is that what- ever language may be, it is communicative, and it is not the only system of communication, nor is it the on- ly instrument of human communication, just the most subtle and powerful. Since the last half century, the notion of '… 相似文献
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《International Journal of Educational Research》1998,29(2):95-105
The purpose of this chapter is to offer reflections on integration research. A plea is made for a more precise and careful use of the concept “integration” and, above all, a more careful and critical interpretation of results from studies and experiences of so-called integration endeavors. Some serious misunderstandings that result from an incorrect or imprecise use of integration are pointed out. Critical distinctions between integration and inclusion are made. Results from a longitudinal study in Sweden are summarized. 相似文献
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