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11.
Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation
may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can
use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However,
the results of Experiment 4 showed that a subset of adults—namely, those more successful at identifying actions that had been seen more frequently than
comparison sequences—were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing
of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical
learning in other domains, including language. 相似文献
12.
Meredith A. Park Rogers Dionne I. Cross Melissa Sommerfeld Gresalfi Amy E. Trauth-Nare Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917
The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations
toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based
learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire.
Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations
and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with
which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led
to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because
of existing orientations the teachers held for teaching their discipline. Implications for professional development taking
into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges
to using PBL. 相似文献
13.
Nancy C. JordanJanellen Huttenlocher Susan Cohen Levine 《Learning and individual differences》1994,6(4)
In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic. 相似文献
14.
15.
Mechanisms of the relation between perinatal problems, early childhood illness, and psychopathology in late childhood and adolescence 总被引:6,自引:0,他引:6
Data on perinatal and early childhood somatic and psychological risk factors of a random sample of children were gathered in early to middle childhood and employed to examine the long-term risk of emotional and behavioral problems of late childhood and adolescence. 3 issues were addressed: First, can syndromic specificity of such effects be identified on scaled and diagnostic measures of syndromes? Second, are these effects attributable to excess risk of low-income children for both perinatal and later childhood problems? Third, are the intervening mechanisms identifiable as intellectual impairment, vulnerability to poor health, poor maternal caretaking, maternal rejection, or maternal stress associated with marital problems? Findings indicated that elevated risk was present for all syndromes, both at the scale level and at the diagnostic level. None of the examined intervening mechanisms fully accounted for the effects of early risks. 相似文献
16.
Meredith Mountford 《Innovative Higher Education》2005,30(3):213-227
This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program
in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels
of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for
redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics
and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed
faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others
who are interested in fostering higher levels of transformational learning outcomes within their programs.
Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational
administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the
University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D.
Cohort Program in educational leadership at the University of Missouri—Columbia. 相似文献
17.
18.
Matthew Bernstein Linda Roney Meredith Kazer Elizabeth H. Boquet 《Health information and libraries journal》2020,37(3):240-244
This study explores how a three‐way collaboration between a University library, writing centre and faculty created avenues of training and support for students within a Doctor of Nursing Practice (DNP) program in an American University. The role of each partner involved in the collaboration is discussed alongside the profile of the DNP students. Lesson planning and classroom techniques for DNP information literacy classes are described and feedback from the partners and the students are discussed. The study confirms that collaboration is effective in improving research and writing skills. D.I. 相似文献
19.
Intelligent use of the many diverse forms of data available on the Internet requires new tools for managing and manipulating
heterogeneous forms of information. This paper uses WHIRL, an extension of relational databases that can manipulate textual
data using statistical similarity measures developed by the information retrieval community. We show that although WHIRL is
designed for more general similarity-based reasoning tasks, it is competitive with mature systems designed explicitly for
inductive classification. In particular, WHIRL is well suited for combining different sources of knowledge in the classification
process. We show on a diverse set of tasks that the use of appropriate sets of unlabeled background knowledge often decreases
error rates, particularly if the number of examples or the size of the strings in the training set is small. This is especially
useful when labeling text is a labor-intensive job and when there is a large amount of information available about a particular
problem on the World Wide Web.
相似文献
Haym HirshEmail: |
20.
Twenty-nine children with a diagnosis of Attention Deficit Hyperactive Disorder (ADHD) were compared to a group of 21 emotionally disturbed (ED) children and a control group (CO) of 20 nonproblem children. The meaures used in the comparison were the 12 subtests of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stroop Color and Word Test (SCWT). The results showed that the CO group was superior to the ADHD and ED groups and that the ED group performed better than the ADHD group on most of the variables. A stepwise discriminant function analysis showed that similar WISC-R subtests differentiated between the ADHD group and the ED and CO groups. Two measures of the SCWT helped in discriminating between the ADHD and ED groups, but not between the ADHD and CO groups. The authors discuss the meaning of these findings and their contribution to better understanding of the ADHD group, its specific cognitive processing, and its problems. 相似文献