State-Dependent Memory in Infants     

Sabine Seehagen  Silvia Schneider  Katharina Sommer  Laura La Rocca  Carolin Konrad 《Child development》2021,92(2):578-585

Why do infants remember some things and not others? Human infants frequently cycle through different states such as calm attentiveness, wakeful activity, and crying. Given that cognitive processes do not occur in isolation, such fluctuations in internal state might influence memory processing. In the present experiment, declarative memory in 9-month-old infants (N = 96) was heavily state dependent. Infants exhibited excellent retention of a deferred imitation task after a 15-min delay if their state at encoding was identical to their state at retrieval (e.g., calm). Infants failed to exhibit retention if their state at encoding was different from their state at retrieval (e.g., calm vs. animated). Infant memory processing depends on internal cues.  相似文献   

Quality standards for new modes modes of assessment. An exploratory study of the consequential validity of the OverAll Test     

Mien Segers  Sabine Dierick  Filip Dochy 《European Journal of Psychology of Education - EJPE》2001,16(4):569-588

During the past decade, due to societal developments, methods of instruction as well as the assessment of students’ performances have changed to an important considerable extent. Two of the elements of this change are the accents on cognitive competencies such as problem solving and on learning in an authentic context. In conjunction with the development of such learning methods, new modes of assessment were implemented. It was expected that this change would have positive feedback effects on learning and teaching. These feedback effects are the central issue of this article. They are discussed in terms of the experiences of the Maastricht School of Economics and Business Administration. This school places the analysis of authentic problems at the core of the curriculum, including the learning process as well as the assessment system. The OverAll Test, a case-based assessment instrument aiming to assess problem solving skills, was implemented as part of this. Different quality issues related to the OverAll Test have been evaluated. This article presents the results of one of the four validity studies conducted; an exploratory study of the consequential validity of the OverAll Test. It starts with the an outline of the main features of the new modes of assessment and the OverAll test as an example. There is then a discussed discussion of effectively the OverAll test fits these features as well as the goals and characteristics of problem-based learning. The study of the consequential validity of the OverAll Test is then described in depth. The results of the survey, as well as the results of the semi-structured interviews with staff and students, indicate a friction between the intended characteristics of the learning and assessment environment and the practice of instruction and assessment.  相似文献   

Effects of formative feedback on intrinsic motivation: Examining ethnic differences     

Ron Pat-El  Harm Tillema  Sabine W.M. van Koppen 《Learning and individual differences》2012,22(4):449-454

In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's sample consisted of 558 students from Dutch secondary vocational education. Multi-level structural equation modeling was used to test possible models. Our findings show that modes of feedback (monitoring, scaffolding) and teacher interpersonal behavior are strongly related to predictors of student motivation. In line with self-determination theory, our findings indicated that competence and relatedness mediate the effect of feedback (both monitoring and scaffolding) on motivation. Multi-group analyses showed only small differences for ethnicity, especially in relation to mode of feedback, which led us to conclude that, irrespective of the “Immigrant Paradox”, assessment for learning may facilitate feedback provision for both immigrant and native Dutch students indiscriminately, thereby enhancing motivation to learn. Implications of these findings for learning in classrooms are discussed.  相似文献   

Attempting to predict success in the qualifying round of the International Chemistry Olympiad     

Detlef Urhahne  Lok Hang Ho  Ilka Parchmann  Sabine Nick 《High Ability Studies》2012,23(2):167-182

The aim of this study was trying to predict success in the qualifying round for the International Chemistry Olympiad (IChO) on the basis of the expectancy-value model of achievement motivation by Eccles et al. The investigation with 52 participants, including 14 females, was conducted during the third of four qualifying rounds of the IChO in Germany. The subjects filled in a questionnaire, took an intelligence test, and participated in two theoretical chemistry exams. Male and female Olympians showed large differences in parental support, motivation, and emotion as well as test performance. Ultimately, only one female participant qualified for the fourth round of the IChO. The model of Eccles et al. was well suited for predicting test performance in the competition. The strongest predictor was found to be the participation in a previous IChO. The implications for reducing gender differences and promoting scientifically talented students are discussed.  相似文献   

Erratum to 5 Development of competencies across the life span     

Sabine Weinert  Cordula Artelt  Manfred Prenzel  Martin Senkbeil  Timo Ehmke  Claus H. Carstensen 《Zeitschrift für Erziehungswissenschaft》2012,15(1):207-207

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Effects of child-caregiver ratio on the interactions between caregivers and children in child-care centers: an experimental study     

de Schipper EJ  Riksen-Walraven JM  Geurts SA 《Child development》2006,77(4):861-874

To investigate the effects of child-caregiver ratio on the quality of caregiver-child interaction in child-care centers, 217 caregivers (ages 18-56 years) from 64 child care centers were observed during two structured play episodes: one with a group of three children and one with a group of 5 children. As predicted, a child-caregiver ratio of 3:1 produced a significantly higher quality of caregiver-child interaction than a ratio of 5:1 and particularly for younger children. Significant and meaningful effects were found for both the interactive behaviors of the caregivers and the children's well-being and cooperation. Significant correlations with caregiver-child interaction during lunchtime and throughout the remainder of the morning confirmed the ecological validity of the caregiver-child interactions observed during structured play episodes.  相似文献   

Teachers’ information processing and judgement accuracy: effects of information consistency and accountability     

Pit-ten Cate  Ineke M.  Hörstermann  Thomas  Krolak-Schwerdt  Sabine  Gräsel  Cornelia  Böhmer  Ines  Glock  Sabine 《European Journal of Psychology of Education - EJPE》2020,35(3):675-702

European Journal of Psychology of Education - Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use...  相似文献   

Sozialerzieherische Wirkungen schulischer Bewegungsangebote     

Sabine Reuker 《Sportwissenschaft》2009,39(4):330-338

This article provides theoretical reasons why school trips oriented toward exercise, especially those structured as an educational experience, offer good conditions for social educational processes. This theoretical conclusion is empirically validated by an analysis of the effect of school trips for sports as an educational experience. The results show that these types of school trips positively influence students’ willingness to act in a social and cooperative manner and thus fulfil an important function suggesting a stronger grounding of such measures in the everyday school setting to develop a school profile for a social educational approach.  相似文献   

An account of the overflowing well,in the garden of the Horticultural Society,at Chiswick     

Joseph Sabine 《Journal of The Franklin Institute》1826,1(1):27-29

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