Analysis of solving problems     

Joost Meijer  Fré Riemersma 《Instructional Science》1986,15(1):3-19

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Learning Styles Compared Across Health Science Courses     

Jan Lovie‐Kitchin  Irene Coonan  Ruth Sanderson  Briony Thompson 《高等教育研究与发展》1989,8(1):27-37

The Honey and Mumford Learning Style questionnaire was applied to undergraduate students at the first and third year level courses in Nursing, Optometry and Podiatryin the Queensland University of Technology Faculty of Health Science, and to students in the post‐graduate courses in Nursing and Nutrition and Dietetics. With one exception, there were no significant differences between first and third year student results for any learning style or course. The mean scores from all courses fell within the normal range defined by Honey and Mumford, but some differences were identified in the preferred learning styles across the different disciplines.

The implications of these findings are discussed with respect to the use of different teaching techniques such as structured lectures, practical exercises, case discussions and role‐play, as the findings may be used to predict the type of instructional techniques which would be most effective. Recommendations are made on the most appropriate of these techniques for different health science courses.  相似文献   

Predicting long-term outcomes for women sexually abused in childhood: contribution of abuse severity versus family environment     

Fassler IR  Amodeo M  Griffin ML  Clay CM  Ellis MA 《Child abuse & neglect》2005,29(3):269-284

OBJECTIVE: Child sexual abuse (CSA) has been associated with adverse adult psychosocial outcomes, although some reports describe minimal long-term effects. The search for explanations for the heterogeneous outcomes in women with CSA has led to an examination of a range of CSA-related factors, from the severity of individual CSA incidents to the childhood family environment. This study compares three factors for predicting adult outcomes: a multidimensional CSA Severity Scale, the presence or absence of CSA, and family environment. METHODS: The effect of CSA on adult outcomes was examined among 290 community-dwelling women raised in intact families. Standardized measures and a focused interview were used to collect data, with siblings as collateral informants. RESULTS: Comparison of a multidimensional CSA Severity Scale to a dichotomous measure of the presence or absence of CSA showed that the Severity Scale did not have greater predictive value for adult outcomes than the dichotomous measure, nor was it as parsimonious. Childhood family environment scales added significantly to the predictive ability of the dichotomous measure. CONCLUSION: The specific characteristics of a CSA experience may be less important than the occurrence of CSA and the family environment of women for predicting long-term outcomes.  相似文献   

Influences of Suprasystems on Systemic Change     

Charles M. Reigeluth  Susan Patrick  Gerardo M. Gónzalez  Kathy Christie  Irene Brock  Hongsoo Lee 《TechTrends》2006,50(2):26-32

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An Explanation for School Failure: Moving Beyond Black Inferiority and Alienation as a Policy-Making Agenda     

Kimberly Lenease King  Irene S. Houston  & Renée A. Middleton 《British Journal of Educational Studies》2001,49(4):428-445

Numerous authors identify a white supremacist ideology that shapes the educational opportunities for racially diverse students. We contend that this ideology informs educational policy and hampers the likelihood that racially diverse populations can achieve success at levels similar to students of European descent. In this paper we define the white supremacist ideology as it informs education policy and practices. Three examples from the United States are then used to illustrate the influence of such an ideology. These examples include the creation and protection of racially segregated schooling; desegregation policies; and the current uses of school report cards. We conclude with the relevance of this discussion to educational debates in Great Britain and South Africa, and recommendations to minimise the influence of this ideology on education policy and school reform efforts.  相似文献   

The emergence of gestures in the first year of life in the Infant School classroom     

Guevara  Irene  Moreno-Llanos  Iván  Rodríguez  Cintia 《European Journal of Psychology of Education - EJPE》2020,35(2):265-287

European Journal of Psychology of Education - The psychological literature on the development of gestures during the first year of life has been limited. It has mainly focused on the development of...  相似文献   

The factor structure and criterion validity of a test for assessment of cognitive abilities. Comparing students in special and regular education     

Joost Meijer  Ron Oostdam 《European Journal of Psychology of Education - EJPE》2001,16(4):531-547

As a consequence of a recent reform of junior secondary education in the Netherlands, instruments for the assessment of cognitive abilities of students who are eligible for special educational support must be designed. In constructing a new test battery contemporary theory on crystallized and fluid intelligence (Gf-Gc theory) was considered. Complete coverage of the factors in Gf-Gc theory was not striven for, because the status of some of these factors in relation to referral to education with special educational support is not entirely clear. The sample in the study consisted of students from regular and special primary as well as secondary education, aged between 11 and 15 years. Approximately two-thirds of the sample was of Dutch origin, whereas the remaining third was of a different ethnic origin. Results show that the factors verbal-crystallized ability, fluid-reasoning ability, spatial-visualization ability and memory capacity can explain the positive correlations between the tests in the battery for the greater part. Students from regular and special education can be distinguished on the basis of their cognitive profiles reasonably accurate, thus supporting the criterion validity of the test battery. Students requiring special educational support are characterized by a significant discrepancy between short-term recall and long-term retention and retrieval.  相似文献   

Erratum zu: Pulmonale Hypertension     

Maria Klara Frey  Roela Sadushi-Kolici  Irene Lang 《Wiener klinische Wochenschrift Education》2016,11(1-4):63-63

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Object permanence in the African Grey parrot (Psittacus erithacus)     

Irene M. Pepperberg  Florence A. Kozak 《Learning & behavior》1986,14(3):322-330

An African Grey parrot was assessed for object permanence using tasks designed for human infants. The subject showed concepts of object permanence directly comparable to primate and nonprimate mammalian species similarly tested. Because the subject has also been the focus of a study on interspecies communication, the results are discussed in terms of the possible relationship between sensorimotor intelligence and language-like behaviors.  相似文献   

Learning English Spellings: strategies employed by primary school boys     

Irene F. Turner  Elizabeth Quinn 《教育心理学》1986,6(3):231-241

Abstract The use of visual and auditory information in learning to spell is explored, together with the effect, if any, of semantic information. One hundred boys aged from seven to eleven were tested, using eight nonsense words with contrived meanings. It was expected that visual information would be helpful in spelling irregular words and that, with age, use of strategies would become more flexible, incorporating semantic (along with visual and phonological) information. Contrary to expectations, it was only with the 10‐ and 11‐year‐olds that visual information produced better results than auditory presentation alone but for them, in conjunction with oral responses, it did aid spelling. Such a finding is in keeping with Ehri's Amalgamation Theory (1980) which suggests that, in order to be able to manipulate printed words, the learner must draw on several strategies and accepts that no single strategy can be used to overcome all irregularities in written English.  相似文献