From the Editor: A Famous Painting,A Ski Adventure,and A Trip To The Movies: Tools For Learning?          下载免费PDF全文

Frank Shushok Jr 《About Campus》2014,19(4):1-1

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Individual differences in decision-making and confidence: capturing decision tendencies in a fictitious medical test     

Simon A. Jackson  Sabina Kleitman 《Metacognition and Learning》2014,9(1):25-49

Decision-making is a complex process that is largely studied from an experimental perspective or in specific organizational contexts. As such, no generalizable framework exists with which to study decision-making from an individual differences perspective for predictive/selection purposes. By generalising a context-specific decision model proposed by Koriat and Goldsmith (1996), the focus of this research was to therefore test a novel framework for studying individual differences in decision-making tendencies. Utilising this framework within a fictitious Medical Decision-Making Test (MDMT) yielded five novel variables that provided unique insight into individuals’ decision tendencies: Optimal, Realistic, Incompetent, Hesitant and Congruent. Metacognitive confidence and its calibration (bias and CAQ) were used as predictor variables to validate this framework. One hundred ninety-three undergraduate students completed the MDMT and three cognitive ability tests with confidence ratings, a personality questionnaire, and the Need for Closure questionnaire. All decision tendency variables demonstrated excellent internal consistency and were predicted by the metacognitive variables incrementally to the remaining variables as hypothesized. Additionally, the metacognitive indices were found to generalize across the decision-making and cognitive tests. The results imply that this novel framework and MDMT reliably capture individuals’ decision behaviour that shares a meaningful relationship with their general confidence and calibration.  相似文献   

“干清粪”系统猪粪快速堆肥过程中添加剂对甲烷、氧化亚氮和氨气排放的影响(英文)     

Xiang-ping SUN  Peng LU  Tao JIANG  Frank SCHUCHARDT  Guo-xue LI 《Journal of Zhejiang University. Science. B》2014,(4)

研究目的:在"干清粪"系统猪粪堆肥过程中,不同添加剂(玉米秸秆、锯末和蘑菇渣)处理对甲烷、氧化亚氮和氨气排放的影响。创新要点:将不同的添加剂(玉米秸秆、锯末和蘑菇渣)应用到快速堆肥系统中进行堆肥,测定了猪粪堆肥过程中甲烷、氧化亚氮和氨气的排放规律,为国内猪粪堆肥的应用提供理论指导。重要结论:玉米秸秆作为添加剂能增加猪粪堆肥过程中氧化亚氮的排放;蘑菇渣添加剂增加了堆肥过程中甲烷的排放,然而减少了氧化亚氮及氨气的排放;锯末处理能增加堆肥过程中氨气的排放。添加剂能显著影响堆肥过程中氮素的损失。  相似文献   

The Royal Statistical Society Schools Lecture 2004: ‘Lies and Statistics’, Part 2     

Frank Duckworth 《Teaching Statistics》2006,28(3):84-89

This article concludes the serialization of the Royal Statistical Society's Schools Lecture for 2004, on ‘Lies and statistics’.  相似文献   

Caught between different worlds: Teachers and educational change     

Simon McGrath 《International Journal of Educational Development》2008

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The relationship between bilingual proficiency and self-esteem     

Jonathan W. Pesner  Frank Auld 《Int J Intercult Relat》1980,4(3-4)

Proposing that bilingual proficiency should produce a more favorable attitude toward bilingualism and should enhance one's self-esteem, the authors compared 57 bilingual and 67 unilingual students from grades 9, 10, and 11, measuring their opinions about bilingualism and their self-esteem. The bilingual students are substantially more favorably disposed toward bilingualism than the unilingual students are. On the Janis-Field scale of self-esteem, the bilingual students show greater self-esteem than the unilingual students. The largest differences between the groups are on questions that measure self-confidence and social ease; differences are less pronounced on questions about self-worth and about shyness. We speculate that bilingual proficiency offers some psychological advantages to students who achieve it.  相似文献   

America through Colored Windows     

Stefania E. Frank 《Journal of American culture (Malden, Mass. : 2003)》1982,5(4):75-78

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Political correctness in Britain: A blueprint for decline     

Frank Ellis 《Academic Questions》1994,7(4):77-81

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Piagetian structuralism and learning: Reflections on two decades of educational application     

James E. Johnson  Frank H. Hooper 《Contemporary educational psychology》1982,7(3):217-237

In light of salient measurement and evaluation issues a content analysis approach was chosen to assess the value and problem of applying Piagetian theory to early childhood education. Focal changes in implementation were analyzed with emphasis upon the so-called unique contributions of the theory to teaching goals, beliefs, understandings, and practices. Structuralism was compared favorably with learning theory in providing a conceptual basis for educational application. The inherently dialectical nature of Piaget's views of knowledge presents an intuitively appealing albeit conceptually and methodologically abstract approach to educational innovation. It was concluded that applying Piagetian theory to education, in agreement with these special developmental dynamics, involves an interactively changing theory and data base as teachers and children develop over time.  相似文献   

Is EM Here To Stay?     

Frank B. Womer 《Educational Measurement》1983,2(3):3-3

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