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Recent studies have shown that the metacognitive judgments adults infer from their experiences of encoding effort vary in accordance with their naive theories of intelligence. To determine whether this finding extends to elementary schoolchildren, a study was conducted in which 27 third graders (Mage = 8.27) and 24 fifth graders (Mage = 10.39) read texts presented in easy‐ or difficult‐to‐encode fonts. The more children in both grades viewed intelligence as fixed, the less likely they were to interpret effortful or difficult encoding as a sign of increasing mastery and the more likely they were to report lower levels of comprehension as their perceived effort increased. This suggests that children may use naive theories of intelligence to make motivationally relevant inferences earlier than previously thought. 相似文献
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Shannon B. Wanless Megan M. McClelland Xuezhao Lan Seung-Hee Son Claire E. Cameron Frederick J. Morrison Fu-Mei Chen Jo-Lin Chen Su Li Kangyi Lee Miyoung Sung 《Early childhood research quarterly》2013
The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation (Head–Toes–Knees–Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3–6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed. 相似文献
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卡宾的基态有单线态和三线态两种状态。本文用HMO法的近似解说明了卡宾是以单线基态还是以三线基态存在的原因,同时也比较满意地解释了卡宾弯曲空间结构的特点,以及环状共轭卡宾的亲核或亲电反应性质。本文认为,卡宾中心碳原子是SP~2杂化。卡宾的基态是单线态还是三线态取决于卡宾中心碳原子的非键P轨道与相邻原子的P轨道的相互作用以及P电子的数目。 相似文献
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Wenlin Liu Minhee Son Andrea Wenzel Zheng An Nan Zhao Martin Seungahn Nah 《Journal of International and Intercultural Communication》2018,11(1):58-80
Using communication infrastructure theory (CIT), this study examines how place-based communication, including neighborhood interpersonal discussion, geo-ethnic media, and local organizations, may have the potential to promote multiethnic intergroup relations through forging a sense of neighborhood belonging. Based on survey data consisting of 405 diverse community members, this study employs structural equation modeling to test the relationships among residents’ connection to place-based communication, their level of neighborhood belonging, out-group contact frequency, and perceived interaction quality across six interethnic dyads. Findings suggest that place-based communication does impact multiethnic intergroup interaction, but the direction and magnitude of such effects diverge along ethnic lines. 相似文献
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Seokmin Kang Gregory L. Hallman Lisa K. Son John B. Black 《Journal of Science Education and Technology》2013,22(6):825-837
Explanations are typically accompanied by hand gestures. While research has shown that gestures can help learners understand a particular concept, different learning effects in different types of gesture have been less understood. To address the issues above, the current study focused on whether different types of gestures lead to different levels of improvement in understanding. Two types of gestures were investigated, and thus, three instructional videos (two gesture videos plus a no gesture control) of the subject of mitosis—all identical except for the types of gesture used—were created. After watching one of the three videos, participants were tested on their level of understanding of mitosis. The results showed that (1) differences in comprehension were obtained across the three groups, and (2) representational (semantic) gestures led to a deeper level of comprehension than both beat gestures and the no gesture control. Finally, a language proficiency effect is discussed as a moderator that may affect understanding of a concept. Our findings suggest that a teacher is encouraged to use representational gestures even to adult learners, but more work is needed to prove the benefit of using gestures for adult learners in many subject areas. 相似文献
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Woong Lim Ji-Won Son Dong-Joong Kim 《International Journal of Science and Mathematics Education》2018,16(3):519-538
This study examined preservice teachers’ (PSTs) capacity for lesson planning in a university-based teacher preparation program in the USA Participants (n?=?126) wrote lesson plans in three approaches: synthesis, creation, and modification. Findings indicate that PSTs who modified preexisting lesson plans produced better lesson plans than their peers and reported higher efficacy in their use of the lesson plan in their field experiences. This study supports the notion that the efficacy of first-year teaching lies more appropriately in the area of enacting curriculum than in the area of designing curriculum. With respect to career-long learning, PSTs’ abilities to do curriculum work are likely to improve, as they grow more familiar with students and existing excellent curricula over years. Although the study presents a snapshot of U.S. preservice teachers’ capacity for curriculum design, the findings may serve to inform the literature on the developmental aspect of curriculum design for teacher education systems across the world. 相似文献
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Experts are more proficient in manipulating and translating between multiple representations (MRs) of a given concept than novices. Studies have shown that instruction using MR can increase student understanding of MR, and one model for MR instruction in chemistry is the chemistry triplet proposed by Johnstone. Concreteness fading theory suggests that presenting concrete representations before abstract representations can increase the effectiveness of MR instruction; however, little work has been conducted on varying the order of different representations during instruction and the role of concreteness in assessment. In this study, we investigated the application of concreteness fading to MR instruction and assessment in teaching chemistry. In two experiments, undergraduate students in either introductory psychology courses or general chemistry courses were given MR instruction on phase changes using different orders of presentation and MR assessment questions based on the representations in the chemistry triplet. Our findings indicate that the order of presentation based on levels of concreteness in MR chemistry instruction is less important than implementation of comprehensive MR assessments. Even after MR instruction, students display an asymmetric understanding of the chemical phenomenon on the MR assessments. Greater emphasis on MR assessments may be an important component in MR instruction that effectively moves novices toward more expert MR understanding. 相似文献
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Xiaoling Ma Anping Zeng Jinhua Gao Zhenghao Hu Chunyu Xu Jae Hoon Son Sang Young Jeong Caixia Zhang Mengyang Li Kai Wang He Yan Zaifei Ma Yongsheng Wang Han Young Woo Fujun Zhang 《国家科学评论(英文版)》2021,8(8)
A series of ternary organic photovoltaics (OPVs) are fabricated with one wide bandgap polymer D18-Cl as donor, and well compatible Y6 and Y6-1O as acceptor. The open-circuit-voltage (VOC) of ternary OPVs is monotonously increased along with the incorporation of Y6-1O, indicating that the alloy state should be formed between Y6 and Y6-1O due to their excellent compatibility. The energy loss can be minimized by incorporating Y6-1O, leading to the VOC improvement of ternary OPVs. By finely adjusting the Y6-1O content, a power conversion efficiency of 17.91% is achieved in the optimal ternary OPVs with 30 wt% Y6-1O in acceptors, resulting from synchronously improved short-circuit-current density (JSC) of 25.87 mA cm−2, fill factor (FF) of 76.92% and VOC of 0.900 V in comparison with those of D18-Cl : Y6 binary OPVs. The JSC and FF improvement of ternary OPVs should be ascribed to comprehensively optimal photon harvesting, exciton dissociation and charge transport in ternary active layers. The more efficient charge separation and transport process in ternary active layers can be confirmed by the magneto-photocurrent and impedance spectroscopy experimental results, respectively. This work provides new insight into constructing highly efficient ternary OPVs with well compatible Y6 and its derivative as acceptor. 相似文献