Fictitious Academic Expertise and Processing Resources     

Patrick Chambres  Rmy Versace  Catherine Auxiette 《Contemporary educational psychology》2001,26(4):507

A previous study showed that pairs of students interacting in a second language produced more words when they were assigned a fictitious expert position in a specific competence dimension than when they were assigned a nonexpert position. It has also been shown that the usual level of expertise has an impact on the assigned fictitious expertise effect. The present study was designed to determine whether the processing capacity allotted to the current task could partly determine performance. A given position of expertise may demand a large or small attentional capacity. Two experiments were conducted using a dual-task paradigm. As expected, the different expertise positions led to different reaction times on the secondary task. The second experiment showed that the impact of assigning a position of expertise to students depends on their usual academic standing. This study supports the idea that in interactive situations, performance variations as a function of the expertise position can be partially explained by differences in the processing resources allocated to the task. Implications for teaching are discussed.  相似文献   

'This Special Place': Literature in Senior Forms in the 1990s     

Catherine Beavis 《English in Education》1995,29(1):20-27

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A child‐structured learning context     

Alister Fraser 《Cambridge Journal of Education》1987,17(3):146-151

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The performing arts     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):1-25

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Reflections on the Picture Window     

Catherine M. Howett 《Journal of American culture (Malden, Mass. : 2003)》1983,6(3):26-37

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Evaluation for growth: growth of an evaluation; a case study of a local TVEI evaluation     

Angela Fraser 《Cambridge Journal of Education》1986,16(2):84-93

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When is a PCA a PCA?     

Catherine Beattie 《Journal of Philosophy of Education》1982,16(1):123-124

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Directions in curriculum evaluation     

Barry J. Fraser 《Studies in Educational Evaluation》1984,10(2):125-134

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Television and radio     

Bernard Casey  Philip Taylor  Jeremy Eckstein  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(25):63-85

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Recognizing the face of Johnny, Suzy, and me: insensitivity to the spacing among features at 4 years of age     

Mondloch CJ  Leis A  Maurer D 《Child development》2006,77(1):234-243

Four-year-olds were tested for their ability to use differences in the spacing among features to recognize familiar faces. They were given a storybook depicting multiple views of 2 children. They returned to the laboratory 2 weeks later and used a "magic wand" to play a computer game that tested their ability to recognize the familiarized faces and their own face based on the spacing of features. Children performed at chance levels. Follow-up studies confirmed that they had attended to internal facial features and validated the stimuli. The results contrast with studies showing some sensitivity to the spacing of features in infants and preschool children; multiple mechanisms of face processing may make use of spatial relations and develop at different rates.  相似文献