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241.
Blanca Borro-Escribano Ángel Del Blanco Javier Torrente Itziar Martínez Alpuente Baltasar Fernández-Manjón 《Educational technology research and development : ETR & D》2014,62(2):227-243
The exceptional success achieved by the Spanish National Transplant Organization (ONT) in recent years has made other countries highly interested in following this organization’s methodologies. A good training program is one of the key elements of the ONT. Until 2012, the ONT training program was a paper-based case teaching method, and the small number of ONT experts limited the audience. In an attempt to improve and increase the attendees in this program, a game-like simulation was developed to represent transplant management procedural knowledge. To maximize the educational value, this game-like simulation was based on representative teaching cases to help students practice with different real situations and different levels of complexity in a risk-free environment. This study presents how an iterative game development methodology has been applied to evolve from a paper-based case teaching method to a game-like simulation, with a special focus on the efforts made to include the ONT experts’ tacit procedural knowledge in the simulation. Apart from increasing the number of students who can access the ONT training, this game-like simulation also helped to achieve a more detailed formalization of transplant management as well as a more comprehensive systematization of a set of relevant teaching cases. 相似文献
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Additivity-related assumptions have been proven to modulate blocking in human causal learning. Typically, these assumptions are manipulated by means of pretraining phases (including exposure to different outcome magnitudes), or through explicit instructions. In two experiments, we used a different approach that involved neither pretraining nor instructional manipulations. Instead, we manipulated the causal structure in which the cues were embedded, thereby appealing directly to the participants’ prior knowledge about causal relations and how causes would add up to yield stronger outcomes. Specifically, in our “different-system” condition, the participants should assume that the outcomes would add up, whereas in our “same-system” condition, a ceiling effect would prevent such an assumption. Consistent with our predictions, Experiment 1 showed that, when two cues from separate causal systems were combined, the participants did expect a stronger outcome on compound trials, and blocking was found, whereas when the cues belonged to the same causal system, the participants did not expect a stronger outcome on compound trials, and blocking was not observed. The results were partially replicated in Experiment 2, in which this pattern was found when the cues were tested for the second time. This evidence supports the claim that prior knowledge about the nature of causal relations can affect human causal learning. In addition, the fact that we did not manipulate causal assumptions through pretraining renders the results hard to account for with associative theories of learning. 相似文献
243.
Alberta M. Gloria Jeanett Castellanos Theresa A. Segura‐Herrera Melissa Mayorga 《Journal of College Counseling》2010,13(2):126-140
This study assessed the influence of cultural orientation and cultural fit of 121 Latina undergraduates' help‐seeking attitudes. Mexican and Anglo orientation, cultural congruity, and perceptions of the university environment did not predict help‐seeking attitudes; however, differences emerged by class standing and self‐reported previous counseling experience. Implications for university counselors are provided. 相似文献
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