Learning,Knowing and Thinking: the Use of the Computer as an Information‐Processing Tool     

Ken Sinclair 《Asia-Pacific Journal of Teacher Education》1987,15(2):55-60

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Relations among Epistemological Beliefs,Academic Achievement,and Task Performance in Secondary School Students     

Ken R. Lodewyk 《教育心理学》2007,27(3):307-327

Students with differing profiles of epistemological beliefs—their beliefs about personal epistemology, intelligence, and learning—vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students’ epistemological beliefs according to gender, school orientation, overall academic achievement, and performance on two differently structured academic tasks. Epistemological beliefs in fixed and quick ability to learn, simple knowledge, and certain knowledge differed significantly as a function of gender, school orientation, and levels of academic achievement. These beliefs, particularly the belief in simple knowledge, significantly predicted overall performance and reflective judgment scores on the ill‐structured task but not on the well‐structured task. Implications concerning the relations among epistemological beliefs, reflective judgment, gender, school orientation, task structure, and achievement are discussed.  相似文献   

Distance learning on the internet: Testing students using web forms and the computer gateway interface     

Ken Dickinson 《TechTrends》1997,42(2):43-46

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The Impact of Prior Counseling on Predictors of College Counseling Center Use     

Jeffrey H. Kahn  Mona N. Williams 《Journal of College Counseling》2003,6(2):144-154

Path analyses revealed that one's tendency to conceal distressing information, social support, psychological distress, and attitudes toward seeking help predicted intended use of counseling services for college students who had and had not previously been in counseling. Prospective analyses revealed that attitudes toward seeking help predicted actual use of the campus counseling center. These findings have implications for campus outreach programs and in‐session work with clients.  相似文献   

A prototype grammar kit in PROLOG     

Kenneth M. Kahn 《Instructional Science》1984,13(1):37-45

This article presents a prototype of a computerized grammar kit written in PROLOG and implemented on a LISP machine. The kit consists of tools and examples intended to be used by children interested in exploring language. A grammar written in PROLOG using this tool kit can be used not only to parse, but also to generate, sentences. A serious shortcoming of PROLOG for children is that when a program misbehaves one must understand its complex operational semantics. A major tool in the grammar kit to alleviate this problem is a dynamic graphical tracer which uses a backtracking turtle. This allows the user to see a parse tree as it is being built and, as a side-effect, gives a better understanding of PROLOG's chronological backtracking.The research reported herein was supported by the Swedish Board for Technical Development (STU) and Atari Research, Cambridge, Massachusetts.  相似文献   

Preferred Approaches to Classroom Management by Primary School Teachers     

Brian Noad  Ken Stafford 《Asia-Pacific Journal of Teacher Education》1980,8(3-4):123-129

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A step function in pigeons’ temporal generalization in the peak shift task     

Marcia L. Spetch  Ken Cheng 《Learning & behavior》1998,26(1):103-118

Pigeons were reinforced for pecking a key following one signal duration (S+) but not following another signal duration (S?). The S+ and S? were 2.52 and 5.67 sec, respectively, counterbalanced across birds. Subsequent generalization tests with a range of signal durations revealed a step function, with high response rates for all durations on the S+ side of the distribution, low response rates for all durations on the S? side, and an intermediate rate for the intermediate duration. A comparison group of pigeons trained with only the S+ duration showed a flat generalization function. For the discrimination-trained birds, the delay between signal termination and opportunity to respond was subsequently varied during generalization testing. A step function again appeared, and no evidence of subjective shortening over the delay was found. The overall pattern of results suggests that the birds categorized the temporal signal into two classes and retained a categorical code over the delay.  相似文献   

Distances and directions are computed separately by honeybees in landmark-based search     

Ken Cheng 《Learning & behavior》1998,26(4):455-468

Honeybees were trained with two landmarks at some angle (e.g., 120°) apart from the target. On crucial unrewarded tests, only a single landmark was present. If distances and directions to landmarks are computed separately (independent averaging), the search distance to the landmark should equal the landmark-target distance found in training. If entire vectors are averaged, the search distance should be much shorter. Three experiments with short target-landmark distances showed results in between the predictions of the two hypotheses. A fourth experiment used longer target-landmark distances and isolated double peaks on single-landmark tests: one predicted by the independent averaging hypothesis, and one very close to the landmark. The near peak is interpreted as arising from approach and exploration of a landmark in a new location, and not from searching.  相似文献   

The Unification of Post-Compulsory Education: Towards a Conceptual Framework   总被引：1，自引：0，他引：1  

David Raffe  Cathy Howieson  Ken Spours  & Michael Young 《British Journal of Educational Studies》1998,46(2):169-187

The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems.  相似文献   

A More Flexible Bayesian Multilevel Bifactor Item Response Theory Model     

Ken A. Fujimoto 《Journal of Educational Measurement》2020,57(2):255-285

Multilevel bifactor item response theory (IRT) models are commonly used to account for features of the data that are related to the sampling and measurement processes used to gather those data. These models conventionally make assumptions about the portions of the data structure that represent these features. Unfortunately, when data violate these models' assumptions but these models are used anyway, incorrect conclusions about the cluster effects could be made and potentially relevant dimensions could go undetected. To address the limitations of these conventional models, a more flexible multilevel bifactor IRT model that does not make these assumptions is presented, and this model is based on the generalized partial credit model. Details of a simulation study demonstrating this model outperforming competing models and showing the consequences of using conventional multilevel bifactor IRT models to analyze data that violate these models' assumptions are reported. Additionally, the model's usefulness is illustrated through the analysis of the Program for International Student Assessment data related to interest in science.  相似文献