共查询到16条相似文献，搜索用时 15 毫秒
1.
2.
3.
孙宝宏 《沙洋师范高等专科学校学报》2009,10(6):18-21
线索损毁效应是这样一种现象：当你从远处看一个物体，很模糊，但你想辨别它到底是什么，你可能会有两种方法，一是马上在头脑中搜索与该物体相似的名称，二是等走近了到一定距离时再确认。往往我们会采取第一种方法。但是Bruner and Potter采用图片为实验材料发现第二种方法的准确性更高。线索损毁效应在上个世纪80年代引起了众多国外研究者的兴趣，90年代国内研究者也开始注意此效应。人们围绕线索损毁效应研究其产生的机制，对该现象进行了一系列解释。 相似文献
4.
This article uses a narrative analysis approach to explore the stories of student teachers' experiences developing a teaching persona during student teaching. In keeping with the narrative format, the researcher presents the participants' stories in a first-person narrative. The participants had similar experiences in the realm of developing their teaching personae: two common themes included their ideal versus actual personae and past and present influences on personae. Findings indicate that pre-service teachers carefully consider their teaching personae and draw on various sources to construct the personae that they believe will be successful. 相似文献
5.
6.
7.
With the increase in the number of students with disabilities receiving the majority of their instruction in inclusionary settings, middle school teachers are seeking effective methods that support all learners. Cue cards are a flexible instructional tool that middle school teachers can use to differentiate instruction. This article describes cue cards and provides examples based on middle-level common core state standards. 相似文献
8.
There has been lively and continuing interest worldwide about how best to ensure that all children, and, in particular, children with special needs or disabilities, have their views heard. In the UK, successive legislation across children's services has made this increasingly important. Children's views are even a part of the formal evaluation of many services (such as reviews and inspections of peripatetic support services in education). Making such processes ‘real’ rather than token requires that we find effective ways through which all children can share what they feel about their schools, services and provision. This article describes a technique using a small number of card pictures (eight) to prompt ideas about key elements of a narrative. We suggest that this approach, which has been tried and tested in depth in a local authority (as well as in various research projects), has considerable application in teaching and assessment with diverse children and young people across various contexts. We include examples to illustrate the versatility and value of the approach for schools and other services. 相似文献
9.
徐荣兰 《中国教育技术装备》2011,(33):86-87
计算机基础是中职学校的公共基础课,其教学形式与其他文化基础课有很多不同。在其教学过程中培养学生的学习兴趣、自学能力、实践能力和学以致用的能力,有多种方法可加以尝试。旨在分析、指导计算机课程专业教师在教给学生怎样学习、怎样思考的同时,如何也为学生终身学习打下良好基础,以至于培养中职学生的学习能力。 相似文献
10.
通过实验,研究了客观语言提示的心理效应.研究表明,悲伤提示导致人们悲伤情绪提升26.8%,愉快情绪下降16.7%.愉快提示导致人们愉快情绪提升3.95%,悲伤情绪降低17.3%.同时,研究还发现,在语言提示作用下,悲伤情绪提升的程度比愉快情绪提升的程度大. 相似文献
11.
Henry G. Timko 《Journal of Experimental Education》2013,81(2):68-69
Forty first-grade children responded to a delayed recognition matching-to-sample task involving 3–letter nonsense words. A 2X2X3 counterbalanced design involving sex, word shape (same and different), and shared letters (first, last, and none) was employed. Response words with the first letter or the last letter identical to that in the sample were chosen more often (p < . 01) than responses with no elements identical to those in the sample. Words with the same first letters were confused more often (p < . 05) than words which shared terminal letters. There was no significant main effect for shape, nor were there differences due to shape at any of the identical letter dimension levels. 相似文献
12.
13.
Dewar G 《Learning & behavior》2004,32(1):82-89
Dietary generalists often treat new foods with caution and may rely on social cues to identify new foods that are safe to eat. However, not all generalists show the same degree of caution, nor do they all rely on social cues to the same extent. The cue reliability approach (CRA) attempts to account for this variation by quantifying the costs and benefits of sampling a new food for the first time. The experiments reported here tested predictions of the CRA, and the results suggested that rats eat more new food when asocial cues predict that new foods will prove more profitable than familiar foods. The experimental results also suggested that rats are more likely to seek out social cues when asocial cues are unreliable. 相似文献
14.
To reduce sensory uncertainty, humans combine cues from multiple senses. However, in everyday life, many co‐occurring cues are irrelevant to the task at hand. How do humans know which cues to ignore? And does this ability change with development? This study shows the ability to ignore cross‐modal irrelevant information develops late in childhood. Participants performed a sound discrimination task, with or without an irrelevant visual flash, presented synchronously in front of them. Adults ignored the irrelevant visual information, while 7‐ to 10‐year‐olds' responses were biased toward the flash location. The findings show that acquiring mature cue combination mechanisms is a multifaceted process that includes learning to ignore irrelevant cues, as well as to optimally combine relevant cues. 相似文献
15.
16.
Three experiments examined 4‐ to 6‐year‐olds' use of potential cues to geographic background. In Experiment 1 (N = 72), 4‐ to 5‐year‐olds used a speaker's foreign accent to infer that they currently live far away, but 6‐year‐olds did not. In Experiment 2 (N = 72), children at all ages used accent to infer where a speaker was born. In both experiments, race played some role in children's geographic inferences. Finally, in Experiment 3 (N = 48), 6‐year‐olds used language to infer both where a speaker was born and where they currently live. These findings reveal critical differences across development in the ways that speaker characteristics are used as inferential cues to a speaker's geographic location and history. 相似文献