The utility of graphical representations in text: Some theoretical and empirical issues     

Ralph E. Reynolds  Dale R. Baker 《科学教学研究杂志》1987,24(2):161-173

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A Positive Response to an Important Proposal     

Dale Carlson 《Educational Measurement》1983,2(4):33-34

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Improving personnel evaluations through professional standards     

Daniel L. Stufflebeam  Dale M. Brethower 《Journal of Personnel Evaluation in Education》1987,1(2):125-155

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Introduction     

James R. Layton  Dale Range  Darrell Roubinek 《Contemporary educational psychology》1981,6(3):251

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Use of a mnemonic technique to teach young children foreign language vocabulary     

Michael Pressley  Jennifer Samuel  Marsha M. Hershey  SueEllen L. Bishop  Dale Dickinson 《Contemporary educational psychology》1981,6(2):110-116

Children 3 to 6 years of age learned simple Spanish vocabulary items using an adaptation of the keyword method of foreign language vocabulary learning. Using this version of the keyword method, the learner remembered a picture of the translation referent of the vocabulary item interacting with the referent of a concrete English word which sounded like part of the foreign word (the keyword). Children who used the keyword method remembered more vocabulary translations than children who were not instructed in keyword method usage.  相似文献   

Self-efficacy and achievement behaviors   总被引：19，自引：0，他引：19  

Dale H. Schunk 《Educational Psychology Review》1989,1(3):173-208

In this article self-efficacy research is reviewed in domains relevant to education. Research addressing cognitive skills, social skills, motor skills, and career choices has shown that self-efficacy is an important construct that helps to explain students' learning and performance of achievement-related behaviors. Research also has identified variables that are associated with educational contexts and that signal to students how well they are achieving or making progress in learning. These task-engagement variables include models/social comparative information, goal setting, attributional and performance feedback, strategy instruction, cognitive processing, and reward contingencies. A suggested future self-efficacy research agenda might include maintenance and generalization of changes in self-efficacy, the identification of additional task-engagement variables, instrument development and validation, integration of efficacy information from diverse sources, developmental influences on self-efficacy, and teachers' sense of efficacy.  相似文献   

Is Self‐worth Protection Best Regarded as Intentional Self‐handicapping Behaviour or an Outcome of Choking Under Pressure?     

Ted Thompson  Dale L. Dinnel 《教育心理学》2007,27(4):509-531

Self‐worth protective students characteristically perform poorly when they anticipate that poor performance is likely to reveal low ability, yet perform well in situations that involve little threat to self‐worth. The present study sought a further understanding of this variable pattern of achievement, assessing two possibilities: (1) that the poor performance of students high in self‐worth protection in situations of high evaluative threat is appropriately viewed as self‐handicapping behaviour in the form of strategic withdrawal of effort, and (2) that the poor performance of students high in self‐worth protection is an outcome of anxiety or “choking under pressure”. Participants were 72 undergraduate students, either high or low in self‐worth protection, assigned to one of three performance feedback conditions: humiliating failure, failure allowing face‐saving, and success. They subsequently completed 20 anagrams and 12 remote associates tasks, assessing performance, followed by 16 unicursal tasks during what was believed to be a practice period, providing an assessment of behavioural self‐handicapping in the form of intentional low effort. Students high in self‐worth protection performed poorly on the anagrams and remote associates following humiliating failure. They also reported greater anxiety across experimental conditions and claimed greater anxiety impairment than students low in self‐worth protection. These outcomes provide little support for an interpretation of self‐worth protection as self‐handicapping behaviour, instead supporting an interpretation of self‐worth protection as an outcome of choking under pressure, fuelled by evaluative threat.  相似文献   

Similarities between human and animal spatial memory: Item and order information     

Robert H. I. Dale 《Learning & behavior》1987,15(3):293-300

Human subjects, sitting at the center of a circle of eight lights, were tested on analogues of radial-maze item-recognition (Roberts & Smythe, 1979) and order-recognition (Kesner & Novak, 1982) tasks. Subjects in the item-recognition condition saw a list of seven lights, and then the nonlist (eighth) light was tested against the first, fourth, or seventh light from the list. The subjects were required to point toward the nonlist light. Subjects in the order-recognition condition saw a series of eight lights, followed by a test of the first and second, fourth and fifth, or seventh and eighth serial positions. They were asked to point toward the light with the earlier serial position. Subjects’ item-recognition serial-position curves exhibited a recency effect with a 0-sec retention interval (Experiments 1 and 2), and were U-shaped (Experiment 1) or flat (Experiment 2) with a 30-sec retention interval. Subjects’ order-recognition serial-position curves were U-shaped at both retention intervals. Subjects’ reported mnemonics were, generally, unrelated to their choice accuracy. The results suggest analogous memory processes in animals and humans.  相似文献   

Concurrent and predictive validity of parent reports of child language at ages 2 and 3 years     

Feldman HM  Dale PS  Campbell TF  Colborn DK  Kurs-Lasky M  Rockette HE  Paradise JL 《Child development》2005,76(4):856-868

The MacArthur-Bates Communicative Development Inventories (CDI; Dale, 1996; Fenson et al., 1994), parent reports about language skills, are being used increasingly in studies of theoretical and public health importance. This study (N = 113) correlated scores on the CDI at ages 2 and 3 years with scores at age 3 years on tests of cognition and receptive language and measures from parent-child conversation. Associations indicated reasonable concurrent and predictive validity. The findings suggest that satisfactory vocabulary scores at age 2 are likely to predict normal language skills at age 3, although some children with limited skills at age 3 will have had satisfactory scores at age 2. Many children with poor vocabulary scores at 2 will have normal skills at 3.  相似文献   

Knowledge Based Artificial Augmentation Intelligence Technology: Next Step in Academic Instructional Tools for Distance Learning     

Dale Crowe  Martin LaPierre  Mansureh Kebritchi 《TechTrends》2017,61(5):494-506

With augmented intelligence/knowledge based system (KBS) it is now possible to develop distance learning applications to support both curriculum and administrative tasks. Instructional designers and information technology (IT) professionals are now moving from the programmable systems era that started in the 1950s to the cognitive computing era. In cognitive computing or KBS a machine understands natural language, adapts, learns, and generates and evaluates hypotheses. A KBS system can manage data and assist instructional designers in creating tools and curricula that generate meaningful applications. As a proof of the concept, the authors conducted an exploratory case study with the input of twenty subject-matter experts (programmers, instructional designers, and content experts) for development of a proto-type KBS scholarly writing software (SWS) application that can be used for distance/online learning. Philosophical differences between the artificial intelligence and augmented intelligence approaches are also discussed. The role of instructional designers in the development and use of augmented intelligence with IBM’s Watson is also a significant part of the discussion.  相似文献