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We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self‐perception of reading skill, self‐perception of reading speed, actual reading skill and actual reading speed to determine the relations that exist. The results supported our predictions. Primarily, self‐perceived reading speed strongly correlated with self‐perceived reading skill, whereas the correlation between actual reading speed and actual reading skill was low. Next, a multiple regression analysis showed that self‐perception of reading speed significantly predicted self‐perception of reading skill after controlling for actual reading skill. Lastly, how highly correlated reading skill was with self‐perceived reading speed was found to affect how accurately one perceived his or her reading skill. Consequently, the study results suggest a negative impact of self‐perceived reading speed on accuracy of self‐perceived reading skill, as hypothesised. 相似文献
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The hypothesis that an early adolescent brain growth plateau and spurt exists and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts was tested. In theory, maturation of the prefrontal lobes during early adolescence allows for improvements in students' abilities to inhibit task‐irrelevant information and coordinate task‐relevant information, which along with both physical and social experience influences scientific reasoning ability and the ability to reject scientific misconceptions and accept scientific conceptions. Two hundred ten students ages 13–16 years enrolled in four Korean secondary schools were administered tests of four prefrontal lobe activities, a test of scientific reasoning ability, and a test of air pressure concepts derived from kinetic‐molecular theory. A series of 14 lessons designed to teach the concepts were then taught. The concepts test was then readministered following instruction. As predicted, among the 13‐ and 14‐year‐olds, performance on the prefrontal lobe measures remained similar or regressed. Performance then improved considerably among the 15‐ and 16‐year‐olds. Also as expected, the measures of prefrontal lobe activity correlated highly with scientific reasoning ability. In turn, prefrontal lobe activity and scientific reasoning ability predicted concept gains and posttest performance. A principal components analysis showed that the study variables had two main components, which were interpreted as an inhibiting and a representing component. Therefore, theoretical concept acquisition was interpreted as a process involving both the inhibition of task‐irrelevant information (i.e., the rejection of intuitively derived misconceptions) and the representation of task‐relevant information (i.e, complex hypothetico‐deductive arguments and counterintuitive scientific conceptions about nonobservable entities). © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 44–62, 2000 相似文献
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Kyungbin Kwon Suhkyung Shin Su Jin Park 《Educational technology research and development : ETR & D》2018,66(6):1479-1503
The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them. 相似文献
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Lim Chaehyun Kwon Kyong-Ah Bingham Gary Eldon 《Early Childhood Education Journal》2022,50(7):1157-1167
Early Childhood Education Journal - Preschool children’s relationships with their teachers play an important role in their learning and development. Despite this importance, extant research... 相似文献
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Malek-Lasater Adrien D. Kwon Kyong-Ah Horm Diane M. Sisson Susan B. Dev Dipti A. Castle Sherri L. 《Early Childhood Education Journal》2022,50(2):207-219
Early Childhood Education Journal - The purpose of this study was to examine the frequency of and relationship between responsive feeding practices used during early childhood education (ECE)... 相似文献
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Infants' visual short‐term memory (VSTM) for simple objects undergoes dramatic development: Six‐month‐old infants can store in VSTM information about only a simple object presented in isolation, whereas 8‐month‐old infants can store information about simple objects presented in multiple‐item arrays. This study extended this work to examine the development of infants' VSTM for complex objects during this same period (N = 105). Using the simultaneous streams change detection paradigm, Experiment 1 confirmed the previous developmental trajectory between 6 and 8 months. Experiment 2 showed that doubling the exposure time did not enhance 6‐month‐old infants' change detection, demonstrating that the developmental change is not due to encoding speed. Thus, VSTM for simple and complex objects appears to follow the same developmental trajectory. 相似文献
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Young‐Hoo Kwon Jeffrey B. Casebolt 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):315-340
One of the most serious obstacles to accurate quantification of the underwater motion of a swimmer's body is image deformation caused by refraction. Refraction occurs at the water‐air interface plane (glass) owing to the density difference. Camera calibration‐reconstruction algorithms commonly used in aquatic research do not have the capability to correct this refraction‐induced nonlinear image deformation and produce large reconstruction errors. The aim of this paper is to provide a thorough review of: the nature of the refraction‐induced image deformation and its behaviour in underwater object‐space plane reconstruction; the intrinsic shortcomings of the Direct Linear Transformation (DLT) method in underwater motion analysis; experimental conditions that interact with refraction; and alternative algorithms and strategies that can be used to improve the calibration‐reconstruction accuracy. Although it is impossible to remove the refraction error completely in conventional camera calibration‐reconstruction methods, it is possible to improve the accuracy to some extent by manipulating experimental conditions or calibration frame characteristics. Alternative algorithms, such as the localized DLT and the double‐plane method are also available for error reduction. The ultimate solution for the refraction problem is to develop underwater camera calibration and reconstruction algorithms that have the capability to correct refraction. 相似文献