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51.
Wolfgang Schnotz Thorsten Rasch 《Educational technology research and development : ETR & D》2005,53(3):47-58
New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive,
they are not always beneficial for learning. Problems may arise especially when animations modify the learner's cognitive
load in an unintended way. In two learning experiments with 40 and 26 university students, the effects of animated pictures
on knowledge acquisition were investigated. Some pictures displayed visual simulations of changes over time, whereas other
pictures could be manipulated by learners to represent different states in time. Results showed that manipulation pictures
had an enabling function for individuals with high learning prerequisites, whereas simulation pictures had a facilitating
function for individuals with low learning prerequisites. However, the facilitating function was not beneficial for learning,
because learners were prevented from performing relevant cognitive processes on their own. A careful analysis of the interrelation
between different kinds of cognitive load and the process of learning is therefore required. 相似文献
52.
The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences 
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下载免费PDF全文 Isabel A. Vöhringer Thorsten Kolling Frauke Graf Sonja Poloczek Ina Fassbender Claudia Freitag Bettina Lamm Janina Suhrke Johanna Teiser Manuel Teubert Heidi Keller Arnold Lohaus Gudrun Schwarzer Monika Knopf 《Child development》2018,89(2):370-382
The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues. 相似文献
53.
Albert E. Johansson 《The Educational forum》2013,77(3):300-301
Although researchers have studied the effectiveness of single-sex education (SSE), the findings have been mixed. This exploratory study reports the perceived goals and effectiveness of single-sex education based on interviews with a small group of educators involved with SSE in various ways. Research participants included a school principal and two teachers from the same elementary school, and two university professors. The interview data regarding single-sex education for girls and boys are categorized according to the following areas: reasons for using single-sex settings, strengths and weaknesses of single-sex schooling, suggestions for successful SSE implementation, and future directions of and suggested research for single-sex education. The study participants offer experience-based ideas that both resonate with and expand on current literature. 相似文献
54.
In this article, we have followed women and men with a Swedish or an immigrant background that have completed the Upper Secondary Health Care Program. In which occupations do they work? Who employs them? Which target groups do they serve? Official statistics and survey data were used. The interaction between occupational structure and educational experiments was in focus. Gendered and cultural segregation and concentration within and between occupational groups were analysed in relation to defined target groups and employer. We found that official statistics were not sensitive enough to capture the latent structure, while the survey uncovered signs of concentration and segregation of the care workers to certain occupations or target groups. Traditional career patterns were strengthened. Elderly care attracted women while mental care attracted men. We also found some unexpected paths among immigrant workers who chose more autonomous niches. 相似文献
55.
Marcus Johansson 《Ethics and Information Technology》2009,11(1):71-79
In this article I explore ways to argue about punishment of personal representations in virtual reality. I will defend the
idea that such punishing might sometimes be morally required. I offer four different lines of argument: one consequentialistic,
one appealing to an idea of appropriateness, one using the notion of organic wholes, and one starting from a supposed inability
to determine the limits of the extension of the moral agent. I conclude that all four approaches could, in some cases, justify
punishing a virtual reality representation; an avatar. As a consequence of my conclusion, I suggest that our institutionalized
criminal justice system must be broadened in scope and punitive measures, in order to cover the new and difficult cases arising
in virtual reality. 相似文献
56.
Departing from a qualitative research approach, this article focuses on Swedish amateur Ironman triathletes and their family life. The purpose of the paper is to investigate how an elite amateur lifestyle is upheld and balanced with the demands of a sustainable family and social life. The results indicate that the process of becoming and staying an Ironman creates tensions in intimate relationships, making it hard to bring the family life puzzle together. Although the participants interviewed often talk about family life in terms of sharing things fairly equally, in terms of gender equity and involved parenthood, this seemingly is not always an easy ideal to fulfil in practice. On a broader cultural level, these findings can thus be contextualized in relation to discourses associated with the gendering of families and functions, and, of course, the gender of sport and performance. 相似文献
57.
Laura Scholes Joanne Lunn Brownlee Susan Walker Eva Johansson 《International Journal of Inclusive Education》2017,21(10):991-1010
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female?=?85, male?=?87), between the ages of six and seven and 155 children (female?=?78, male?=?79) who were interviewed again in Year 2. The children’s responses to scenarios regarding inclusion or exclusion of an aggressive child (who is bossy and pushes others around) in their play at school demonstrated that they were more likely to include an aggressive child in their play in Year 2 than in Year 1 of elementary school. They were also more likely in Year 2 to provide justifications that demonstrated a deeper understanding of the reasons for children’s aggressive behaviour at school. These data suggest that children’s school experiences may contribute to their ability to access multiple perspectives when reasoning about inclusion of others. Findings suggest the need to consider more closely how contextual experiences influence young children’s moral reasoning. 相似文献
58.
Unserious but Serious Pilgrimages: What Educational Philosophy Can Learn about Fiction and Reality from Children's Artful Play 下载免费PDF全文
下载免费PDF全文 Viktor Johansson 《Educational theory》2017,67(3):309-326
What happens if we think of children's play as a form of great art that we turn to and return to for inspiration, for education? If we can see play as art, then what and how can we learn from children's play or from playing with them? What can philosophy, or philosophers, learn from children's play? In this essay Viktor Johansson gives examples of what and when children can teach philosophers through play or, more specifically, how children's play can teach philosophers about the relation between fiction and reality. It begins by exploring the educational relation between fiction and reality in recent revivals of literary humanism. Johansson gives examples from a preschool project of how children use fiction picture books and create new fiction in their play, and how they do so in ways that relate to previous philosophical considerations of literary fiction. To explore this, the essay enters into conversation with the work of Iris Murdoch on the playfulness of art. Through, and in contrast to, Murdoch's work, Johansson establishes that play can be great art through its nonpurposefulness and its use of skill and imagination. Moreover, turning to children's play becomes a method for attending to what Ludwig Wittgenstein calls philosophy's “natural history,” that is, a historicization of philosophical thinking that enables philosophers to learn from children. Johansson concludes by showing that encounters between fiction and play, and with children playing, can be an educational embroilment, not only between teacher and child, but between teacher, child, the visual, the material, and the philosophical in which all learn from one another. 相似文献
59.
Frederik De Grove Johannes Breuer Vivian Hsueh Hua Chen Thorsten Quandt Rabindra Ratan Jan Van Looy 《Communication Research Reports》2017,34(1):37-47
Researchers interested in motives for playing digital games can draw on a variety of measurement instruments. When the aim is to compare between groups, however, instruments need to show certain psychometric properties. Specifically, an instrument needs to be invariant. Without such properties, comparisons between groups run the danger of yielding invalid results. The current study investigates to what extent the Digital Games Motivation Scale (DGMS) can be used to compare motivations between cultures by testing it in four different countries. Results indicate configural, metric, and partial scalar invariance for the cross-cultural comparisons. In conclusion, this study presents a psychometrically sound measurement instrument that can be used in cross-cultural settings. 相似文献
60.
ABSTRACTWith the aid of longitudinal country-level data from five IEA TIMSS assessments (1995–2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qualitative differences in performance profiles using latent class analysis. Our results provide little evidence for a global harmonisation of student achievement. Rather, for regions with a similar language and culture, we observe similar strengths and weaknesses in mathematics content areas. Furthermore, these patterns remain stable over time. Directions for future research include the exploration of global trends in aspects of attained curricula for other subjects, and the use of information on school achievement. 相似文献