Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training     

Salden  Ron J.C.M.  Paas  Fred  Broers  Nick J.  van Merriënboer  Jeroen J.G. 《Instructional Science》2004,32(1-2):153-172

The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch.  相似文献   

Using computer-delivered natural speech to assist in the teaching of reading     

Johan Davidson  David Coles  Peter Noyes  Colin Terrell 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(2):110-118

The findings of a pilot study designed to evaluate a computer system developed to assist in the teaching of reading to beginners are presented. The system uses digitised speech and the content is based upon a reading scheme already in use in the schools. Twenty children, ten in the intervention group and ten in the control group, in two schools were involved over a four-week period. Subjects were tested on a standardised reading test, a list of the 30 most frequently occurring words in written English, and on words from the published scheme. The experimental group improved their scores significantly more than the control group only on the standardised reading test. The results suggest the system can be helpful and that its effect goes beyond the words being practised.  相似文献   

Innovations and Practice Curriculum Theory and Practice at the University of New England     

Ron Morgan  Warren Mellor  Bruce Cole 《Asia-Pacific Journal of Teacher Education》1976,4(2):157-159

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Learning to Teach and Assess Mathematics Using Multimedia: A Teacher Development Project     

Anthony Herrington  Jan Herrington  Len Sparrow  Ron Oliver 《Journal of Mathematics Teacher Education》1998,1(1):89-112

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Maximising the language and learning link in computer learning environments     

Catherine McLoughlin  & Ron Oliver 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):125-136

In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.  相似文献   

Empathy Is Associated With Dynamic Change in Prefrontal Brain Electrical Activity During Positive Emotion in Children   总被引：1，自引：0，他引：1  

Sharee N. Light  James A. Coan  Carolyn Zahn-Waxler  Corrina Frye  H. Hill Goldsmith  Richard J. Davidson 《Child development》2009,80(4):1210-1231

Empathy is the combined ability to interpret the emotional states of others and experience resultant, related emotions. The relation between prefrontal electroencephalographic asymmetry and emotion in children is well known. The association between positive emotion (assessed via parent report), empathy (measured via observation), and second-by-second brain electrical activity (recorded during a pleasurable task) was investigated using a sample of one hundred twenty-eight 6- to 10-year-old children. Contentment related to increasing left frontopolar activation ( p  < .05). Empathic concern and positive empathy related to increasing right frontopolar activation ( p s < .05). A second form of positive empathy related to increasing left dorsolateral activation ( p  < .05). This suggests that positive affect and (negative and positive) empathy both relate to changes in prefrontal activity during a pleasurable task.  相似文献   

Social class and participation in further education: evidence from the Youth Cohort Study of England and Wales   总被引：2，自引：1，他引：1  

Ron Thompson 《British Journal of Sociology of Education》2009,30(1):29-42

This paper examines the class distribution of young people, aged 16–17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for ‘other people’s children’, middle‐class students as well as working‐class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle‐class representation is often related to lower achievement and, for low‐achieving working‐class students, leaving education entirely is more likely than entry to FE. These findings are explored using notions of habitus and field. Their relationship with studies of the education of middle‐class children is also discussed, and the paper suggests that research on class in FE colleges must come to terms with middle‐class presence.  相似文献   

Can Inquiry and Reflection be Contagious? Science Teachers, Students, and Action Research     

Kimberly Lebak  Ron Tinsley 《Journal of Science Teacher Education》2010,21(8):953-970

This study reports the transformations of 3 science teachers who conducted action research projects following a model, unique to our graduate program, which follows the theoretical tenets of adult and transformative learning theory. Teachers video their teaching, engage in weekly peer group collaborative reflection sessions, collaborate with students, and consult with other sources to identify goals for improving their teaching practices, develop action plans, and analyze the results of their actions. As a result of this process, all 3 teachers changed their pedagogical approach from a teacher centered textbook driven approach to a student centered inquiry based approach. Implications of using this model as a powerful means of professional development for science teachers are explored.  相似文献   

Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005     

Ron Bramlett  Gary L. Cates  Elena Savina  Brittni Lauinger 《Psychology in the schools》2010,47(2):114-125

This article reviews research in the four major school psychology journals: Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review. The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995–2005, synthesize the commonalities of empirically based interventions, and report on the extent to which each article provides the reader the opportunity to understand the effects of the intervention with regard to the amount of instructional time required to implement it. Results of the review suggest that reading is most heavily investigated followed by math and, to a much lesser degree, written expression. Moreover, studies use a variety of designs including single subject and group designs. Finally, it is clear that a limited number of studies evaluate the effectiveness of an intervention with regard to the amount of instructional time needed to implement the intervention. In light of these findings and in addition to the two major functions of the review, recommendations for practice and future research are presented. © 2009 Wiley Periodicals, Inc.  相似文献   

Effect of a randomised 12-week resistance training programme on muscular strength,cross-sectional area and muscle quality in women having undergone Roux-en-Y gastric bypass     

Paul Daniels  Timothy A. Brusseau  Morgan S. Hall  Lance Davidson  Ted D. Adams 《Journal of sports sciences》2018,36(5):529-535

The purpose of this study was to examine the effect of a 12-week resistance training programme on fat-free mass (FFM), muscle cross-sectional area, muscular strength and muscle quality in women who underwent Roux-en-Y gastric bypass surgery. Participants were 16 women (mean age = 44.9 ± 10.2 years) from bariatric surgical groups who were randomly assigned into either a control or an intervention group. Air displacement plethysmography measured FFM and magnetic resonance imaging measured quadriceps muscle cross-sectional area and whole thigh muscle cross-sectional area. Muscular strength and quality was assessed using an estimated 1-Repetition Maximum assessment. All measurements were collected twice, at baseline and at a 12-week follow-up. There were significantly greater improvements in leg press strength (mean differences = 55.4%, P < 0.001, Cohen’s d = 2.4), leg extension strength (mean differences = 18.0%, P = 0.014, Cohen’s d = 0.86) and leg press muscle quality (mean differences = 54.5%, P < 0.001, Cohen’s d = 1.9) in the intervention group compared to the control group following the resistance training programme. The resistance training intervention significantly improved muscular strength and quality; however, it did not illicit changes in FFM or muscle cross-sectional area in women who underwent Roux-en-Y gastric bypass surgery.  相似文献