Multimedia learning     

Linda Lohr  James E. Gall 《Educational technology research and development : ETR & D》2004,52(3):87-90

  相似文献   

Exploring Pupils’ Views and Feelings about their School Science Practicals: use of letter‐writing and drawing exercises     

Michael Denny  Frank Chennell 《Educational studies》1986,12(1):73-86

  相似文献   

THROUGH A GLASS DARKLY: ETV IN AN AUSTRALIAN COLLEGE     

Frank Morgan 《Learning, Media and Technology》1977,3(1):15-19

This paper is a case‐study of the development of educational television in a college of advanced education in Australia. It describes the key decisions in that development, and explores the significant variables which affected them, including both pragmatic factors, such as the availability of equipment and finance, and the skills and preferences of the people involved, and theoretical factors, such as the way in which certain attributes of the media interact with the individual differences of learners to effect particular types of learning

Implicit in the discussion is a number of philosophical questions, to do with the relationship between science and technology, with the notion of science and research, and with the nature and power of the human mind  相似文献   

Microcomputers in Educational Measurement     

Frank B. Womer 《Educational Measurement》1984,3(2):4-5

  相似文献   

The effects of test anxiety on learning at superficial and deep levels of processing     

Claire E. Weinstein  Walter E. Cubberly  Frank C. Richardson 《Contemporary educational psychology》1982,7(2):107-112

The effect of test anxiety on learning superficial and deep level tasks was examined. Ninety college students classified as either high or low test-anxious learned a paired-associate word list using either a superficial level or a deep level processing strategy. The results indicated that on the superficial level processing task, the performance of the low test-anxious students was not significantly different from that of the high test-anxious students, while on the deep level processing task the performance of the low test-anxious students was significantly better than the performance of the high test-anxious students. The results are discussed in the context of a cognitive-attentional theory of test anxiety and the mechanisms by which test anxiety may disrupt performance.  相似文献   

Arousal and cognition: The stimulation-seeking motive and structural effects in the comprehension of film     

Marc T. Braverman  Frank H. Farley 《Educational technology research and development : ETR & D》1978,26(4):321-327

The authors present a study of comprehension as a function of the stimulation-seeking motive in relation to the degree of structure involved in information presented in film. While no significant effects were obtained in measuring comprehension of verbal and pictorial stimuli and literal and inferential processing, the stimulation-seeking motive may have had a moderating effect on the relationship among memory or information-processing systems. This would indicate possible differential-encoding or information-processing strategies between individuals high and low in the stimulation-seeking motive.  相似文献   

Opren deaths kept secret, admits Lilly     

Joyce C  Lesser F 《New scientist (1971)》1985,107(1471):15-16

  相似文献   

Self concepts and occupational identities     

Frank Musgrove 《Higher Education Quarterly》1969,23(3):333-344

  相似文献   

Modulation of an activity response with associative and nonassociative fear in the rat: A lighting differential influences the form of defensive behavior evoked after fear conditioning     

Godsil BP  Blackmore MA  Fanselow MS 《Learning & behavior》2005,33(4):454-463

Rats confronted with the onset of a light gradient display a transient increase in locomotion called theactivity response (AR) and a dark preference (Godsil & Fanselow, 2004). These experiments demonstrate that the magnitude of the AR can be blunted with Pavlovian fear-conditioning procedures via associative and nonassociative fear. Although manifested in decreased locomotion, the blunted AR effect was not due to increased freezing or immobility behaviors. Instead, rats displayed reduced rearing and an increase in a class of behaviors calledstationary activity. These results suggest that the lighting differential supplied by the cue influences the topography of defensive behavior and reduces the expression of freezing. This procedure provides a means by which to examine learned and unlearned defensive responses to the same stimulus.  相似文献   

The Teaching of English in Great Britain: An Annotated Bibliography     

Frank Whitehead 《English in Education》1967,1(1):74-79

  相似文献