Observational learning from animated models: Effects of modality and reflection on transfer     

Pieter Wouters  Fred Paas  Jeroen J.G. van Merriënboer 《Contemporary educational psychology》2009

Animated models use animations and explanations to teach how a problem is solved and why particular problem-solving methods are chosen. Often spoken explanations are proposed to accompany animations in order to prevent overloading the visual channel (i.e., the modality effect). In this study we adopt the hypothesis that the inferior performance of written text compared to spoken text is due to the fact that written text receives less attention and, consequently, less effortful processing. In a 2 × 2 factorial experiment (N = 96) with the factors modality (written, spoken) and reflection (reflection prompts, no reflection prompts) the hypothesis is tested that prompted reflection requires learners to explicitly attend to written explanations and carefully process them, thus yielding higher transfer performance, whereas for spoken explanations prompted reflection would have no effect on transfer performance. The results indeed showed the hypothesized interaction between modality and reflection prompts. They suggest that the modality effect can be compensated for when learners explicitly attend to the information and effortfully process it. This has implications for learning situations in which spoken explanations are no option, such as education for the hearing-impaired.  相似文献   

Les Effets de Coopération et de Feedback par les Compagnons de Classe sur la Performance Orthographique     

van Oudenhoven  Jean Pieter  Wiersema  Bert 《European Journal of Psychology of Education - EJPE》1988,3(1):153-156

European Journal of Psychology of Education -  相似文献   

Quantum lithography: A?non-computing application of quantum information     

Colin Williams  Pieter Kok  Hwang Lee  Jonathan P. Dowling 《Informatik - Forschung und Entwicklung》2006,70(3):73-82

Quantum information theory holds the promise of revolutionizing technologies other than computing and communications. In this article we show how quantum entanglement can be harnessed to beat the Rayleigh diffraction limit of conventional optical lithography, and to permit nano-devices to be fabricated at a scale arbitrarily shorter than the wavelength used. Given the relative ease of performing optical lithography compared with other schemes, and the relative costs associated in migrating the lithography industry to each new fabrication technology, exploiting quantum entanglement to extend the useful life of optical lithography could be economically attractive.  相似文献   

Associations between academic and motor performance in a heterogeneous sample of children with learning disabilities     

Vuijk PJ  Hartman E  Mombarg R  Scherder E  Visscher C 《Journal of learning disabilities》2011,44(3):276-282

A heterogeneous sample of 137 school-aged children with learning disabilities (IQ > 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual dexterity, 40.9% on ball skills, and 33.7% on balance skills. Furthermore, after controlling for IQ, significant small to moderate partial correlations were found between spelling and mathematics and the MABC total score, as well as small to moderate correlations between mathematics and balance, between reading and ball skills, and between spelling and manual dexterity. The present findings are compared with previously reported results obtained in more homogenous groups, and based on the resultant relationships between academic performance and motor development, recommendations for future motor intervention studies are made.  相似文献   

Technology and the Conditions on Interpretations of Quantum Mechanics     

Vermaas  Pieter E. 《The British journal for the philosophy of science》2005,56(4):635-661

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The problem of the present: On simultaneity,synchronisation and transnational education projects     

Pieter Vanden Broeck 《Educational Philosophy and Theory》2020,52(6):664-675

Abstract

The current inclination, at the European level, to fund education in the form of projects radicalises the modern orientation towards the present as the attempt to bind a yet indeterminate future. This article proposes a close re-reading of Niklas Luhmann’s sociological oeuvre in order to problematise the place of the present in modern education. In an effort to sketch out the need for a new educational ecology, it then draws attention to how transnational projects articulate their educational meaning.  相似文献   

A Distinctive of Christian Higher Education: Educating for Vocation     

Bram de Muynck  Pieter Vos  Jan Hoogland  Jan Van der Stoep 《Christian Higher Education》2017,16(1-2):3-10

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ICT-support for grounding in the classroom     

Pieter J. Beers  Paul A. Kirschner  Henny P. A. Boshuizen  Wim H. Gijselaers 《Instructional Science》2007,35(6):535-556

More and more educators and researchers use ICT-tools to support collaborative learning. Research has shown that, for collaborative learning to be more effective than individual learning, individual learners have to achieve a sufficiently common cognitive frame of reference, or common ground. This common ground does not appear by itself, but rather often needs to be negotiated. This negotiation is seen as an important aspect of collaborative learning. This article presents a study with NTool, an ICT-tool to support the negotiation of common ground. NTool supports learners in making their individual perspectives explicit to others so that common ground can be negotiated. Two versions of the tool differing in the extent to which users were coerced into adhering to embedded support principles were used in a secondary vocational education setting. Coercion, as expected, increased negotiation of common ground in both settings. However, results were contradictory with regard to the extent to which common ground was achieved. Overall, it can be concluded that NTool and its underlying framework affect negotiation of common ground, and that adding some coercion increases this effect. However, when learners have no prior experience in collaborative complex problem-solving, NTool may only affect surface aspects of communication.  相似文献   

Time and educational (re-)forms—Inquiring the temporal dimension of education     

Mathias Decuypere  Pieter Vanden Broeck 《Educational Philosophy and Theory》2020,52(6):602-612

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The transient role of explicit phonological recoding for reading acquisition     

Wesseling  Ralph  Reitsma  Pieter 《Reading and writing》2000,13(3-4):313-336

This study explores early stages of reading acquisition, specifically therelation of phoneme blending and letter recoding to individual differencesin word decoding. The hypothesis was that facility in letter recoding andaccuracy of phoneme blending are substantial components of word decodingin beginning readers but not for skilled reading and that reliance onphoneme-sized decoding of words would dissipate as reading proficiencyincreased. In four studies we examined the ability to recode letters, blendphonemes and decode words in four groups of Dutch children (early Grade1, N = 130, older Grade 1, N = 81, Grade 3, N = 54 and a group of children witha reading lag, N = 356). Phoneme blending was only related to the readingability of beginning Grade 1 children. By the end of Grade 1 ability to blendphonemes did not differentiate reading capacity, nor for older children inGrade 3 and reading disabled children. Letter recoding was related to worddecoding in all four studies, although the strength of that relation diddwindle as reading skill level increased. The results of the study appearconsistent with self teaching hypothesis and other theories that imply atransient role of explicit phonological recoding in word identification.  相似文献