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1.
Lyle D. Schmidt 《Educational gerontology》2013,39(2):187-192
This paper reports a thorough investigation of reading habits and activities which may require skills used in prose recall tasks as they occur in the everyday lives of adults. Over the space of five weeks, fifty‐four participants (18 young, aged 18‐32; 18 middle, aged 40‐54; 18 older, aged over 62) kept structured diaries in which they indicated how they spent their time, as well as the specific materials they had read and how long they had spent reading each item. Analyses were performed on each of 23 reading variables and 20 activity variables. Part I of this paper considers whether there were age and vocabulary differences in activities. Results indicate that while such differences exist, primarily in the amount of time spent reading, everyday activities and reading habits were also related to the requirements of daily life‐‐school, employment, retirement. Part II uses a cluster analysis of the data to demonstrate that the patterning of everyday activities was influenced more by current schooling and career factors than by the age and vocabulary level of the participants. Part II also considers the ecological validity of prose recall studies by examining the frequency of activities similar to laboratory‐style prose recall tasks and finds that such activities have a very low incidence in the everyday lives of adults. 相似文献
2.
《Learning and individual differences》2006,16(2):93-99
The aims of the study were to test the linkages between achievement goals to task performance, as mediated by state anxiety arousal. Performance expectancy was also examined as antecedents of achievement goals. A presentation task in a computer practice class was used as achievement task. Fifty-three undergraduates (37 females and 16 males) were administered self-report questionnaire measures before and immediately following the task performance. As expected, results of regression analyses showed that performance-avoidance goals were positively related to state anxiety. State anxiety was related to poor task performance. The positive relationship between mastery goals and the task score was shown to be independent of anxiety processes. Performance expectancy was related to state anxiety through achievement goals. 相似文献
3.
Memory performance predictions are subjective estimates of possible memory task performance. The purpose of this study was to examine possible factors related to changes in word list performance predictions made by younger and older adults. Factors included memory self-efficacy, actual performance, and perceptions of performance. The current study examined the age differences in a sample of 59 older adults (M = 76.83 years) and 52 younger adults (M = 21.19 years) on memory predictions and the accuracy of those predictions for both an immediate and delayed word recall task. While memory self-efficacy did not influence predictions for either group, perceived and actual performance at immediate recall was related to accuracy of predictions at delay for both groups. In addition, there was a significant age-by-time interaction such that older adults became more accurate over time whereas younger adults declined slightly in their prediction accuracy. These findings suggest that older adults are able to make accurate adjustments to their predictions based on both their perceived and actual performance on tasks. 相似文献
4.
This study focuses on relations between 7- and 9-year-old children’s and adults’ metacognitive monitoring and control processes. In addition to explicit confidence judgments (CJ), data for participants’ control behavior during learning and recall as well as implicit CJs were collected with an eye-tracking device (Tobii 1750). Results revealed developmental progression in both accuracy of implicit and explicit monitoring across age groups. In addition, efficiency of learning and recall strategies increases with age, as older participants allocate more fixation time to critical information and less time to peripheral or potentially interfering information. Correlational analyses, recall performance, metacognitive monitoring, and controlling indicate significant interrelations between all of these measures, with varying patterns of correlations within age groups. Results are discussed in regard to the intricate relationship between monitoring and recall and their relation to performance. 相似文献
5.
《Learning and Instruction》2007,17(3):360-371
The mnemonic keyword method is an effective technique for vocabulary acquisition. This study examines the effects on recall of word-meaning pairs of (a) training in use of the keyword procedure at the time of retrieval; and (b) the influence of the self-rated ability to image. The performance of students trained in bidirectional retrieval using the keyword method to learn new Spanish words and their English definitions was compared to that of control group students who used the standard keyword procedure. Data on recall performance were gathered on five occasions and analysed using multilevel analysis procedures (HLM). The retrieval training was a significant predictor of both backward and forward recall performance, as was the ability to make images. 相似文献
6.
In this study, young, middle-aged, and elderly adults read two different history texts. In the knowledge advantage condition, readers read a history text about an event that was well-known to readers of all ages but most familiar to elderly adults. In the no advantage condition, readers read a history text about a political situation of a country that no age groups knew much about. After reading the text, readers recalled and interpreted the texts. Comparison of the recall and the interpretation performance showed that while recall was best in the young group and declined with age, interpretation did not. The middle-aged and elderly adults generated interpretations that were equally deep and more synthetic than those of the young adults. They also generated interpretations with more diverse rationale statements. As for the effect of knowledge advantage its effect on text recall was straightforward: although not significant, age-group differences in recall were smaller in the knowledge advantage condition than in the no advantage condition, suggesting that age-related decline in recall can be moderated by older adults' knowledge advantage. The effect of knowledge advantage on text interpretation was less clear-cut. While knowledge facilitated interpretations, the facilitation was not uniform across different measures of interpretations, suggesting a complex interaction between text interpretation and knowledge. 相似文献
7.
This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults. 相似文献
8.
The role of sentence recall in reading and language skills of children with learning difficulties 总被引：3，自引：0，他引：3
Tracy Packiam Alloway Susan Elizabeth Gathercole 《Learning and individual differences》2005,15(4):271-282
The present study explores the relationship between sentence recall and reading and language skills in a group of 7–11-year-old children with learning difficulties. While recent studies have found that performance on sentence recall tasks plays a role in learning, it is possible that this contribution is a reflection of shared resources with working memory. In order to investigate whether sentence recall was uniquely associated with reading and language skills, differences associated with IQ and working memory capacity were statistically controlled. A sample of 72 children was tested on measures of verbal complex memory, verbal short-term memory, sentence recall, expressive vocabulary, verbal and performance IQ, reading and language skills. Both sentence recall and verbal complex memory shared unique links with reading skill, and sentence recall was uniquely associated with language skills. This finding indicates that resources in long-term memory also play an important diagnostic role in reading and language abilities. The implications for educational practice are discussed. 相似文献
9.
Aslihan Karabulut 《Education 3-13》2016,44(3):255-268
The main aim of this study was to find out which type of vocabulary cluster – semantic, thematic and unrelated – very young learners benefit from the most while learning foreign language vocabulary. The study also aimed at shedding light on the effects of these three vocabulary clusters on the immediate and delayed recall of foreign language vocabulary. In accordance with the aims, 51 very young English as a Foreign Language learners participated in the study. A pre-test was administered to determine the target words in the three clusters so that all target words were new to all participants. The participants received immediate recall tests immediately after the instruction of L2 words in each cluster. Delayed recall tests were also administered for each cluster after three days of reviews of the words in the clusters The analysis of the quantitative data results of the study revealed that the presenting L2 words in different type of clusters have a significant effect on very young EFL learners' L2 vocabulary retention, and the subjects remembered significantly more L2 words when the words were grouped in unrelated clusters. 相似文献
10.
Joel R. Levin Beverly J. Dretzke Michael Pressley Julia E. McGivern 《Contemporary educational psychology》1985,10(3):220-227
Previous research has indicated that the keyword method of vocabulary learning facilitates students' performance not just on simple tests of definition recall, but on comprehension-demanding tasks as well. The present study was conducted to determine whether the “comprehension” finding could be accounted for by keyword subjects' superior definition recall per se. The results generally supported that conclusion: When conditions and subjects within conditions were equated with respect to their initial levels of definition recall, the comprehension advantage of keyword subjects disappeared. 相似文献
11.
Alison M. Mackenzie 《International Journal of Lifelong Education》2013,32(5):373-388
The study reported here examined the relationship between the final examination performance of adults enrolled in a university preparatory, or Access, course and (1) 29 approaches to studying; (2) 25 ways of coping; (3) trait anxiety; and (4) self‐reported examination anxiety. Eight approaches to studying and six ways of coping were significantly correlated with final examination mark. Extreme levels (high/low) of trait anxiety were significantly associated with lower final examination performance, moderate trait anxiety with higher final examination performance. Level of self‐reported examination anxiety was significantly positively correlated with level of trait anxiety but not with final examination performance. There were no significant differences in final examination performance associated with gender, age‐group or the presence/absence of recent examination experience. 相似文献
12.
This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults
with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading
disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both timed and untimed conditions.
Other skills measured included vocabulary, word reading, non-word reading, spelling, arithmetic, and short-term memory. Under
timed conditions, there were significant differences between the participants with reading disabilities and the normally achieving
participants. All of the reading disabled participants in the present study benefited from extra time, but the normally achieving
readers performed similarly under the timed and untimed conditions. Further, in the untimed condition, the performance of
the individuals with a less severe reading disability was not significantly different that of the Average readers. The study
suggests that extra time during testing is an appropriate accommodation to help individuals begin to compensate for reading
disabilities. 相似文献
13.
The present study investigates the effects of shared singing of a picture book on the Chinese vocabulary recall and retention of young bilingual learners in Chinese immersion programs using an experimental study design. One hundred and six immersion kindergarteners from three different school districts in the U.S. Midwest were assigned to the experimental group (n = 53) and the control group (n = 53) at the class level. The experimental group listened to a song-based storybook (also known as a story song) and shared in singing it, while the control group heard the same story, read aloud and shared in reading it. The pre-test was administered to determine the participants’ vocabulary level before the study. Immediate and delayed post-tests were used to assess their immediate recall and delayed retention of vocabulary targeted in the shared reading/singing. Independent t-test and one-way ANOVA analysis were employed to examine differences between the two groups in vocabulary recall and retention. The results showed that the experimental group achieved greater improvement in their vocabulary than the control group. This finding suggests that shared singing can be a useful pedagogical tool for spoken vocabulary acquisition and retention in picture books. 相似文献
14.
Shelagh A. Gallagher 《Roeper Review》2017,39(2):96-111
An exploratory study of the efficacy of The Word Within the Word tested students’ abilities to recognize, use, and recall vocabulary. Ten middle school teachers and their 493 students participated. Five teachers used The Word Within the Word, and five used traditional vocabulary materials. Students completed an out-of-level sentence completion test and a test of prompted vocabulary recall. Analysis of sentence completion data revealed significant differences with moderate effect sizes, favoring students in The Word Within the Word sixth- and seventh-grade classes. Analysis of prompted vocabulary recall data revealed significant differences with moderate to large effect sizes at all grade levels, favoring The Word Within the Word classes. Results suggest that in this case, both gifted and typically developing students in classrooms using The Word Within the Word were more skilled in vocabulary recognition, use, and recall than students in classrooms using traditional methods of vocabulary instruction. 相似文献
15.
Theodora D. Tsovili 《Journal of Research in Reading》2004,27(1):69-86
The aim of the present study was to investigate the role anxiety plays in the lives of adolescents with dyslexia by including a school perspective with special emphasis on the role of the teacher. The state‐trait anxiety of 68 adolescents with dyslexia and their language teachers' attitudes towards them were compared with an equal number of matched controls. State‐trait anxiety was measured by the Greek adaptation ( Psychountaki, 1995 ) of Spielberger's State‐Trait Anxiety Inventory for Children ( Spielberger, Edwards, Lushene et al, 1973 ). The Teacher's Questionnaire, designed specifically for the needs of this study, was used for the measurement of the language teachers' attitudes. Interviews were conducted with the adolescents with dyslexia who exhibited the highest and lowest state (reading) anxiety. They reported significantly higher reading anxiety and lower trait anxiety in comparison with the control group. The language teachers of the adolescents with dyslexia expressed more positive attitudes than the controls. Reading anxiety was related to trait anxiety, especially when the language teachers expressed low irritability, which was one of the teachers' attitudes measured. In the interviews, the high‐anxiety adolescents reported behaviours associated with learned helplessness, use of emotion‐focused defence mechanisms and high, ambiguous and conflicting expectations expressed by their language teachers with regard to academic achievement. The application of anxiety‐reducing methods together with the specialised educational interventions may contribute to the psychological well being of adolescents with dyslexia. 相似文献
16.
Previous research demonstrates that patients typically have difficulty remembering information presented during healthcare consultations. This study examined how older adults learn and remember verbally presented medical information. Healthy older adults were tested for recall in experimental and field settings. Participants viewed a five-minute video of a simulated healthcare consultation and completed free recall, cued recall, and recognition memory tasks. Differences in performance were observed between older and younger adults in the experimental condition on all memory tasks and in the field condition on the cued recall task; older adults tended to remember less information than younger adults. Though older adults had difficulty spontaneously recalling medical information, they were able to take advantage of cues to access verbally learned information. Findings of this study highlight the importance of developing and implementing measures to maximize the abilities of older adults to learn and remember important medical information communicated by healthcare providers. 相似文献
17.
Witnesses?? event recall and the realism in their evaluation of the correctness of their recall are of great importance in forensic processes. These issues were investigated in the present study by use of calibration methodology. More specifically, we analyzed the effects of two recalls of the same event (repetition) and of probes (non-informative follow-up questions at recall) on 9?C11?year-old children??s and adults?? open free recall and the degree of realism in the participants?? confidence judgments of the correctness of the recall after they had seen a short video clip. The findings were that repetition resulted in more units recalled both for children and for adults, and in that the children showed higher overconfidence compared with one recall, but not the adults. Moreover, when only the statements in the repetition conditions that were recalled twice were included in the analysis, higher confidence was found for the children (independent of an increase in the proportion correct statements of all statements) but not for the adults. Probing increased the number of units recalled for both children and adults, decreased the children??s proportion correct statements but not the adults??, decreased both children??s and adults?? confidence and increased the children??s overconfidence, but not the adults??. Finally, the combination of two recalls and probing disrupted the children??s but not the adults?? metacognitive performance. 相似文献
18.
Harika Hamzaoğlu 《Educational Media International》2016,53(4):313-326
The present study was designed to investigate: (a) the effect of podcasts in EFL students’ oral performance, (b) the effect of podcasts in EFL students’ speaking anxiety, (c) the relationship between speaking anxiety and oral performance, and (d) EFL students’ perceptions of using podcasts. This study was conducted in a high school in Istanbul, Turkey. The students in two ninth-grade classes in the subject school were given the anxiety questionnaire, consisting of 24 items related to general foreign language class anxiety and in-class activities. A total of 30 students with the highest anxiety levels were chosen among these students. The oral performances of these students were evaluated through the Test of Spoken English and the students were also interviewed about their speaking anxiety and their oral performances. For 12 weeks, the control group followed the course book and did the speaking activities in it, while the experimental group created podcasts in addition to those activities. At the end of 12 weeks, the participants were given the anxiety post-test, the post-interview, and the oral performance post-test. The perceptions of the students in the experimental group of podcasts were examined through three interviews during the study. The results of the study showed that students who used podcasts had higher oral performance and lower speaking anxiety levels than the students who didn’t use podcast; and there was a negative relationship between the participants’ oral performances and speaking. The analysis of the interviews on podcasts revealed that the students believed podcasts helped them feel not or less anxious, and more confident; improve their oral performances and pronunciation; and expand their vocabulary. 相似文献
19.
This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age-matched (CA) adults, and reading level-matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability. 相似文献
20.
High antenatal maternal anxiety is related to ADHD symptoms, externalizing problems, and anxiety in 8- and 9-year-olds 总被引：8，自引：0，他引：8
Associations between antenatal maternal anxiety, measured with the State Trait Anxiety Inventory, and disorders in 8- and 9-year-olds were studied prospectively in 71 normal mothers and their 72 firstborns. Clinical scales were completed by the mother, the child, the teacher, and an external observer. Hierarchical multiple regression analyses showed that maternal state anxiety during pregnancy explained 22%, 15%, and 9% of the variance in cross-situational attention deficit hyperactivity disorder symptoms, externalizing problems, and self-report anxiety, respectively, even after controlling for child's gender, parents' educational level, smoking during pregnancy, birth weight, and postnatal maternal anxiety. Anxiety at 12 to 22 weeks postmenstrual age turned out to be a significant independent predictor whereas anxiety at 32 to 40 weeks was not. Results are consistent with a fetal programming hypothesis. 相似文献