The effects of experience grouping on achievement, satisfaction, and problem-solving discourse in professional technical training     

Robert Sean Mulcahy 《Educational technology research and development : ETR & D》2012,60(1):15-29

When a course designed around cooperative, problem-centered instruction attracts learners with a wide range of experience in the topic, should learners be grouped heterogeneously or homogeneously in terms of their relative expertise? In this study, learners were randomly distributed between the two types of groups; learning gains, satisfaction, and problem-solving discourse were compared. Overall, no significant differences were found between heterogeneous and homogeneous groups. However, groups solving relatively ill-structured problems exchanged significantly more elaborated explanations than groups solving relatively well-structured problems.  相似文献   

Executive functioning and preschoolers' understanding of false beliefs, false photographs, and false signs   总被引：1，自引：1，他引：0  

Sabbagh MA  Moses LJ  Shiverick S 《Child development》2006,77(4):1034-1049

Two studies were conducted to investigate the specificity of the relationship between preschoolers' emerging executive functioning skills and false belief understanding. Study 1 ( N =44) showed that 3- to 5-year-olds' performance on an executive functioning task that required selective suppression of actions predicted performance on false belief tasks, but not on false photograph tasks. Study 2 ( N =54) replicated the finding from Study 1 and showed that performance on the executive functioning task also predicted 3- to 5-year-olds' performance on false sign tasks. These findings show that executive functioning is required to reason only about representations that are intended to reflect a true state of affairs. Results are discussed with respect to theories of preschoolers' theory-of-mind development.  相似文献