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Why should we take a broader view of assessment theory and research when constructing measures of school achievement? How might we incorporate a learner's awareness of his or her own learning strategies into the assessment process? How could an assessment developer combine the use of psychological constructs and varying contexts for learning in the assessment of competence in mathematics? 相似文献
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Kimberly P. Raghubar Marcia A. Barnes Steven A. Hecht 《Learning and individual differences》2010,20(2):110-122
Working memory refers to a mental workspace, involved in controlling, regulating, and actively maintaining relevant information to accomplish complex cognitive tasks (e.g. mathematical processing). Despite the potential relevance of a relation between working memory and math for understanding developmental and individual differences in mathematical skills, the nature of this relationship is not well-understood. This paper reviews four approaches that address the relation of working memory and math: 1) dual task studies establishing the role of working memory during on-line math performance; 2) individual difference studies examining working memory in children with math difficulties; 3) studies of working memory as a predictor of mathematical outcomes; and 4) longitudinal studies of working memory and math. The goal of this review is to evaluate current information on the nature of the relationship between working memory and math provided by these four approaches, and to present some of the outstanding questions for future research. 相似文献
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Narrative media health messages have proven effective in preventing adolescents' substance use but as yet few measures exist to assess perceptions of them. Without such a measure it is difficult to evaluate the role these messages play in health promotion or to differentiate them from other message forms. In response to this need, a study was conducted to evaluate the Perception of Narrative Performance Scale that assesses perceptions of narrative health messages. A sample of 1185 fifth graders in public schools at Phoenix, Arizona completed a questionnaire rating of two videos presenting narrative substance use prevention messages. Confirmatory factor analyses were computed to identify the factor structure of the scale. Consistent with prior studies, results suggest a 3 factor structure for the Perception of Narrative Performance Scale: interest, realism, and identification (with characters). In addition, a path analysis was performed to test the predictive power of the scale. The analysis shows that the scale proves useful in predicting intent to use substances. Finally, practical implications and limitations are discussed. 相似文献
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In the light of the Children's Television Workshop research‐guided productions of Sesame Street and The Electric Company, relatively inexpensive production styles such as camera in the back of a classroom and the simple studio set with the camera on the teacher have drawn harsh criticism. A theoretical basis for this criticism has been that the available audiovisual message capacity is not being used to its full potential, particularly the visual portion, in the simpler, teacher‐centred styles.
Recent programming by TV College of the City Colleges of Chicago presented an opportunity to conduct an evaluation of two distinctly different instructional television production styles for adult open learning students. In this research a Miami‐Dade (Florida) Community College documentary film program which was part of the 30‐program series Man and Environment (M&E;) was compared with a program locally produced by TV College (TVC) which was broadcast back‐to‐back with the M&E program. This programing was part of the Miami‐Dade instructional design for the television course in Environmental Science
The M&E program. Individual Maladjustment, contains a wide variety of filmed sequences ‐‐ dramatic sequences, animated filmographs combining old photographs and newsreels, and man‐in‐the‐street interviews ‐‐ including specially filmed as well as stock footage from a variety of locations in the United States and the world. The voice‐over narration was professionally done and designed to integrate with the accompanying textbook. Some sequences contained synchronized sound. Music and sound effects combined with the picture to form a high quality documentary format program. The cost was estimated at S1,000 per minute 相似文献
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Jennifer R. Warren Michael L. Hecht David A. Wagstaff Elvira Elek Khadidiatou Ndiaye Patricia Dustman 《Journal of Applied Communication Research》2013,41(2):209-227
This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin’ it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use. 相似文献
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This investigation examined performance of texts as a method of modifying sexual attitudes and assertiveness in a dating context in order to prevent date rape or unwanted sexual aggression. The study focused on the impact of three training modalities (live performance, performance plus discussion, and discussion) and aggressive sexual experience on sexual attitudes and assertive behavior. Results suggest that live performance alone and live performance plus discussion have the capacity to modify sexual attitudes and increase awareness of the issues. 相似文献
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The factors that explain why teachers are ableto accurately predict their students' futurereading ability were examined in a longitudinalstudy from first- to third-grade in childrenexposed to poverty (N = 170). Teacher ratingswere similarly based on both their students'emergent literacy skills and classroombehavior. Meanwhile, the influences ofclassroom behavior on later variability inreading skills were much less than, and almostcompletely redundant with, prior emergentliteracy. Virtually all of the shared variancebetween teacher ratings and later readingskills was explained by prior levels ofemergent literacy. Implications of the resultsand future research were discussed. 相似文献
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Kristin J. Stuempfle Taylor Valentino Tamara Hew-Butler Frederick M. Hecht Martin D. Hoffman 《Journal of sports sciences》2016,34(17):1662-1668
This study explored possible contributing factors to gastrointestinal distress, including endotoxemia, hyperthermia, dehydration and nutrition, during a 161-km ultramarathon. Thirty runners participated in the study and 20 finished the race. At three checkpoints and the finish, runners were interviewed to assess the incidence and severity of 12 gastrointestinal symptoms and to determine dietary intake. Core temperature was measured at the same locations. Runners were weighed pre-race, at the three checkpoints and the finish to monitor hydration status. Blood markers for endotoxemia (sCD14) and inflammation (interleukin-6 and C-reactive protein) were measured pre- and post-race. Gastrointestinal symptoms were experienced by most runners (80%), with nausea being the most common complaint (60%). Runners with nausea experienced significantly greater (P = 0.02) endotoxemia than those without nausea (sCD14 mean increase 0.7 versus 0.5 µg · mL?1). There was a significant positive correlation (r = 0.652, P = 0.005) between nausea severity and endotoxemia level. Inflammatory response, core temperature, hydration level and race diet were similar between runners with and without nausea. This study links endotoxemia to nausea in ultramarathon runners. Other possible contributing factors to nausea such as hyperthermia, dehydration and nutrition did not appear to play a role in the symptomatic runners in this study. 相似文献
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