Scaring Them into Learning!? Using a Snake Screen to Enhance the Knowledge Transfer Effectiveness of a Web Interface     

Ned Kock  Ruth Chatelain-Jardón  Jesus Carmona 《Decision Sciences Journal of Innovative Education》2009,7(2):359-375

It seems that surprise events have the potential to turn short-term memories into long-term memories, an unusual phenomenon that may have limited but interesting applications in learning tasks. This surprise-enhanced cognition phenomenon is theoretically modeled based on the notion that many human mental traits have evolved through natural selection; a mathematical analysis building on Price's covariance theorem is employed in this modeling effort. Additionally, the phenomenon is discussed in the context of an online learning task, based on a study involving 186 student participants. A simulated threat was incorporated into a human–computer interface with the goal of increasing the interface's knowledge-transfer effectiveness. The participants were asked to review Web-based learning modules and subsequently take a test on what they had learned. Data from six learning modules in two experimental conditions were contrasted. In the treatment condition, a Web-based screen with a snake in attack position was used to surprise the participants; the snake screen was absent in the control condition. As predicted, the participants in the treatment condition did significantly better in the test for the modules immediately before and after the snake screen than the participants in the control condition. These findings are extrapolated to classroom applications in general. Ethical considerations are also discussed.  相似文献   

Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects     

Weipeng Yang  Jesus Alfonso D. Datu  Xunyi Lin  Michelle Marie Lau  Hui Li 《Early education and development》2019,30(1):36-59

Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved social-emotional competence, with an effect size or standardized mean difference of 0.241 (95% confidence interval [0.194, 0.287]). However, the use of other curricula that lacked an intensive focus on SEL yielded nonsignificant effects on the social-emotional competence of low-income children. Type of curriculum, fidelity of curriculum implementation, and duration of intervention were found to moderate the educational effects. Practice or Policy: The findings of this meta-analysis contribute to the growing body of empirical evidence on the positive effects of early SEL curricula and explain how curricula can produce social-emotional benefits for low-income children in their early years.  相似文献   

The immediate-shock deficit and postshock analgesia: Implications for the relationship between the analgesic CR and UR     

Michael S. Fanselow  Jesus Landeira-Fernandez  Joseph P. DeCola  Jeansok J. Kim 《Learning & behavior》1994,22(1):72-76

Rats received a 3-sec, 1-mA footshock either immediately or 3 min after placement in a chamber. Postshock pain sensitivity was assessed with the formalin test. The animals that received the 3-min delay between placement and shock showed an analgesic response compared with noshock controls. The immediate-shock animals did not. Thus the immediate-shock deficit, previously reported for freezing and defecation, also occurs for analgesia. This suggests that shock levels sufficient to condition analgesia are not necessarily sufficient to produce analgesia as an unconditional response. As with freezing, there is a dissociation between conditional and unconditional responses in the fear-conditioning system. Increasing immediate-shock levels to 6 sec, 2 mA produced a transient unconditional analgesia. For analgesia, a conditional response is more readily produced than an unconditional response.  相似文献   

The mattress makers: emotions and value proposal in Atlético de Madrid     

Jesus Rodriguez-Pomeda  Fernando Casani  Maria del Mar Alonso-Almeida 《Soccer & Society》2016,17(1):1-17

Atlético de Madrid (ATM) Football Club has a single-hearted fan base regardless of the sport results, unlike megaclub’s fandoms (like Real Madrid, from the same city) that demand a steady stream of sporting triumphs. Literature is sparse about how second line clubs that must compete with megaclubs from the same city for a fan base develop a sustainable value proposal based on their fans’ emotions. We analyse the content of interviews with followers, TV-ads and financial statements to deal with ATM’s emotional base comprised of eleven emotions. Emotions like pride secure a fandom base loyal to ATM even in the absence of wins. Findings suggest that ATM’s value proposal (based on fandom satisfaction) focuses on a niche of fierce modern-style supporters with emotions attuned to the club’s performance.  相似文献   

Public education and student movements: the Chilean rebellion under a neoliberal experiment     

Jorge Inzunza  Jenny Assael  Rodrigo Cornejo  Jesus Redondo 《British Journal of Sociology of Education》2019,40(4):490-506

Abstract

Chile is recognized in the educational policy field as one of the first laboratories of neoliberal initiatives. These policies, initiated under the dictatorship of Augusto Pinochet, did not change with the new democratic governments after 1990. This characteristic led international organizations to promote the Chilean policies in different contexts in Latin America and beyond. In 2006, a high school student movement occupied public and private schools, demystifying the outcomes of these policies. A new wave of demonstrations took place in 2011, with a college student leadership that paralyzed a significant amount of universities and schools throughout the country. After both waves of mobilizations, the political system opened the process of policy-making that considered the demands of social movements. In this article, we explore the dynamics between educational policies and social student movements in Chile, and the possibilities of change in favor of public education.  相似文献   

Questions of chemistry     

Helena Pedrosa De Jesus  José J. C. Teixeira-Dias  Mike Watts 《International Journal of Science Education》2013,35(8):1015-1034

The research reported here derives from the general field of learner-centred teaching and learning, with specific reference to undergraduate chemistry. It documents the use of student-generated questions as diagnostic of their willingness to engage in classroom interactions. It explores four ways of gathering students' written questions and their relative effectiveness. It examines students' capacity to design and present 'quality questions' during phases of their learning and the extent to which these questions are indicative of particular styles of interaction in the classroom, both with tutors and with other students. The results are drawn from data collected through written questions posted into a question box, the 'hits' recorded on a computer software system, and through one-to-one interviews with a sample of 32 students. The results provide an opportunity to discuss the quality of interactions within fairly formalized systems of teaching and learning of chemistry in a university setting and to suggest further research required in this field.  相似文献   

E‐Textbooks and Students’ Learning Experiences     

Jun Sun  Javier Flores  Jesus Tanguma 《Decision Sciences Journal of Innovative Education》2012,10(1):63-77

The contribution of the e‐textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of college students in terms of how the use of e‐textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on how helpful an e‐textbook is for facilitating learning (i.e., E‐book Helpfulness), how well it promotes his/her involvement in learning (i.e., Student Involvement), and how much improvement it makes on learning outcome (i.e., Learning Outcome). Results indicate that e‐textbooks are perceived as enhancers of student learning experiences in two complementing routes: (1) E‐textbook Helpfulness enhances students’ learning outcomes directly and (2) Student Involvement plays an important mediating role between E‐textbook Helpfulness and Learning Outcome if students use e‐textbooks in class. These findings suggest that the successful adoption of e‐textbooks requires schools to provide necessary resources (e.g., computer labs) and instructors to actively engage students in using e‐textbooks.  相似文献   

Predictors of Hispanic School Teachers' Self-efficacy in the Pedagogical Uses of Technology     

Jaime Curts  Jesus Tanguma  Carmen M. Peña 《学校用计算机》2013,30(1-2):48-63

A study to predict teachers' self-efficacy in using technology for pedagogical purposes was conducted in a predominantly Hispanic school district in south Texas; 438 elementary teachers completed a 32-item survey aligned to the National Educational Technology Standards for Teachers. Findings suggested that the instrument is highly reliable in measuring Hispanic school teachers' self-efficacy when they are asked to rate their confidence in their ability to perform technology tasks for educational purposes. An exploratory factor analysis (orthogonal and nonorthogonal) allowed the derivation of composite measures. Three subscales regarding issues of pedagogy composed the dependent variable. Regression analyses (OLS and 2SLS) revealed that two derived composite measures and two contrast variables listed in the general information of the survey strongly predicted the response variable.  相似文献   

Teaching skills to promote clinical reasoning in early basic science courses     

Rodrigo Enrique Elizondo‐Omaña  Jesus Alberto Morales‐Gómez  Orlando Morquecho‐Espinoza  José Miguel Hinojosa‐Amaya  Eliud Enrique Villarreal‐Silva  Maria de los Angeles García‐Rodríguez  Santos Guzmán‐López 《Anatomical sciences education》2010,3(5):267-271

Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching reasoning skills in a clinical context during a human anatomy course. Anat Sci Educ 3:267–271, 2010. © 2010 American Association of Anatomists.  相似文献   

Aprendizaje,memoria y comprensión de textos expositivos. Dos estudios de intervención sobre el texto     

Juan Antonio Garcia-Madruga  Juan Luque  Jesus Martin 《Infancia y Aprendizaje》2013,36(48):25-44

Resumen

Este artículo se encuadra en el área de investigación de la psicología de la comprensión de textos. Se realiza una breve revisión de conceptos fundamentales en orden a una mejor comprensión de los dos estudios que a continuación se presentan. La manipulación experimental se centra sobre el texto. El principal cbjetivo de ambos estudios consiste en comprobar la eficacia diferencial de dos tipos de ayuda—esquema y objetivos—sobre los procesos de memoria, comprensión y recuperación de la información procedente de textos expositivos. Un segundo objetivo es la comprobación del efecto de algunas modificaciones experimentales en los textos utilizados. La pauta de resultados obtenidos es consistente con la idea de que la presentación de un esquema previo a la lectura del texto optimiza los procesos de almacenamiento y recuperación de la información. Mostrándose, sin embargo, los objetivos como una ayuda de efectos muy limitados y específicos, o incluso nulos.  相似文献