Effects of knowledge of semantic roles on summarizing written prose     

Steven L. Christopherson 《Contemporary educational psychology》1981,6(1):59-65

College students wrote summaries of eight short passages as a test of their ability to identify important information. After pairing naive summaries according to length and original passage, those summaries which judges identified as “better” were found to contain significantly more of the major semantic roles, such as Agent and Instrument, than did summaries judged “not as good.” It was also found that students wrote significantly better summaries when instructed to base the summaries on the major semantic roles within the passage. These summaries were significantly better than summaries based upon the traditional paragraph analysis of “topics” and “main ideas,” and they were significantly better than summaries written without any special instructions.  相似文献   

How to get research articles published in professional journals     

Steven M. Ross  Gary R. Morrison 《TechTrends》1993,38(2):29-33

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Integrated learning systems     

Steven C. Mills 《TechTrends》1994,39(1):27-28

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The development of visual short-term memory capacity in infants     

Ross-Sheehy S  Oakes LM  Luck SJ 《Child development》2003,74(6):1807-1822

Four experiments assessed visual short-term memory capacity in 4- to 13-month-old infants by comparing their looking to changing and nonchanging stimulus streams presented side by side. In each stream, 1 to 6 colored squares repeatedly appeared and disappeared. In changing streams, the color of a different randomly chosen square changed each time the display reappeared; the colors remained the same in nonchanging streams. Infants should look longer at changing streams, but only if they can remember the colors of the squares. The youngest infants preferred changing streams only when the displays contained one object, whereas older infants preferred changing streams when the displays contained up to 4 objects. Thus, visual short-term memory capacity increases significantly across the first year of life.  相似文献   

Overshadowing as a function of trial number: Dynamics of first- and second-order comparator effects     

Stout S  Arcediano F  Escobar M  Miller RR 《Learning & behavior》2003,31(1):85-97

In two conditioned lick suppression experiments with rats, we examined the permanence of the overshadowing effect as a function of the number of compound reinforced training trials. In Experiment 1, robust overshadowing was observed following 4 compound-US pairings but dissipated with 36 pairings. Overshadowing decreased because responding to the overshadowed stimulus increased, not because responding by the control group decreased. This dissipation was stimulus specific and not attributable to a response ceiling. Experiment 2 extended the generality of the effect to a sensory preconditioning design and further demonstrated that overshadowing lost through many compound-US pairings was restored by posttraining extinction of the training context. The results are explicable in terms of the extended comparator hypothesis (Denniston, Savastano, & Miller, 2001) under the assumption that the impacts of first- and second-order comparator processes grow differentially as a function of number of trials.  相似文献   

A computer-based strategy for personalizing verbal problems in teaching mathematics     

Steven M. Ross  Padma G. Anand 《Educational technology research and development : ETR & D》1987,35(3):151-162

The purpose of this study was to evaluate a computer-based strategy for personalizing verbal problems used in mathematics instruction. Personalization was achieved through a computer program that incorporated names of familiar people and events, such as the student’s friends and birth date, into print copies of lesson examples. In two control treatments, concrete (nonadaptive) contexts and abstract contexts were employed. Subjects were 54 fifth- and sixthgraders studying a lesson on division of fractions. Results showed the personalized-context treatment to be advantageous relative to one or both control treatments for (a) solving conventional word problems, (b) solving transfer problems, (c) recognizing rule procedures, and (d) developing favorable attitudes toward materials. Theoretical interpretations of these effects are discussed, along with considerations about the practicality and effectiveness of the present application using print materials compared to an earlier one using CAl.  相似文献   

Explaining the Predictive Accuracy of Teacher Judgments of Their Students' Reading Achievement: The Role of Gender,Classroom Behavior,and Emergent Literacy Skills in a Longitudinal Sample of Children Exposed to Poverty     

Hecht  Steven A.  Greenfield  Daryl B. 《Reading and writing》2002,15(7-8):789-809

The factors that explain why teachers are ableto accurately predict their students' futurereading ability were examined in a longitudinalstudy from first- to third-grade in childrenexposed to poverty (N = 170). Teacher ratingswere similarly based on both their students'emergent literacy skills and classroombehavior. Meanwhile, the influences ofclassroom behavior on later variability inreading skills were much less than, and almostcompletely redundant with, prior emergentliteracy. Virtually all of the shared variancebetween teacher ratings and later readingskills was explained by prior levels ofemergent literacy. Implications of the resultsand future research were discussed.  相似文献   

The Implications of Cognitive Style for the Management of Student‐Supervisor Relationships     

Steven Armstrong  Christopher W. Allinson  John Hayes 《教育心理学》1997,17(1-2):209-217

Abstract There has been little research into thesis supervision despite numerous testimonies asserting its critical importance in higher education. From the studies which have been carried out, it is evident that there are two main issues contributing to student dissatisfaction and low completion rates. One is the feeling of isolation expressed by students. The second, and most widely reported, is the nature of the relationship between supervisor and student. This paper describes an innovative programme of supervision which helps resolve the first of these issues. It also reports a preliminary study into the allocation of students to supervisors on the basis of the cognitive styles of both parties. Although, at this stage, there is no clear‐cut evidence to demonstrate the benefits of a ‘matching’ approach, it is suggested that a focus on the interaction between student and supervisor, using qualitative methods, rather than on the individuals themselves, may prove fruitful.  相似文献   

Ultrasound imaging in medical student education: Impact on learning anatomy and physical diagnosis          下载免费PDF全文

Sokpoleak So  Rita M. Patel  Steven L. Orebaugh 《Anatomical sciences education》2017,10(2):176-189

Ultrasound use has expanded dramatically among the medical specialties for diagnostic and interventional purposes, due to its affordability, portability, and practicality. This imaging modality, which permits real‐time visualization of anatomic structures and relationships in vivo, holds potential for pre‐clinical instruction of students in anatomy and physical diagnosis, as well as providing a bridge to the eventual use of bedside ultrasound by clinicians to assess patients and guide invasive procedures. In many studies, but not all, improved understanding of anatomy has been demonstrated, and in others, improved accuracy in selected aspects of physical diagnosis is evident. Most students have expressed a highly favorable impression of this technology for anatomy education when surveyed. Logistic issues or obstacles to the integration of ultrasound imaging into anatomy teaching appear to be readily overcome. The enthusiasm of students and anatomists for teaching with ultrasound has led to widespread implementation of ultrasound‐based teaching initiatives in medical schools the world over, including some with integration throughout the entire curriculum; a trend that likely will continue to grow. Anat Sci Educ 10: 176–189. © 2016 American Association of Anatomists.  相似文献   

Argumentation and Primary Science     

S. Naylor  B. Keogh  B. Downing 《Research in Science Education》2007,37(1):17-39

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