Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains     

Andreas Gegenfurtner  Erno Lehtinen  Roger S?lj? 《Educational Psychology Review》2011,23(4):523-552

This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time, and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality, and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other). These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their significance for the design of learning environments.  相似文献   

Measuring strategy use in context with multiple-choice items     

Jennifer Cromley  Roger Azevedo 《Metacognition and Learning》2011,6(2):155-177

A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy. We created a multiple-choice measure of students’ strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of reading comprehension. One study was conducted at the high school level (N = 175) and two at the undergraduate level (N = 185 and 737). Over the three studies with three different samples, we found good evidence for the internal consistency reliability and concurrent validity of this type of measure. Commonality analysis suggested that strategy use mainly makes a shared contribution to comprehension with other predictors, especially inference, and to some extent vocabulary, background knowledge, and word reading. The measure was relatively easy to construct and easy to administer to large numbers of students, and showed much higher evidence of concurrent validity than self-ratings of frequency of use of strategies.  相似文献   

Development of a set of scales to measure selected scientific attitudes     

Bruce Jones  Bill Butts 《Research in Science Education》1983,13(1):133-140

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Teaching critical thinking: an investigation of a task in introductory macroeconomics     

Anna Jones 《高等教育研究与发展》2004,23(2):167-181

This paper is an investigation of understandings of critical thinking from two teaching perspectives: academic staff and tutors. It explores critical thinking as situated within an assessment task in introductory macroeconomics. This study found that while the two academic staff conceptualized critical thinking as a set of concrete cognitive skills, the tutors challenged this notion. Although tutors used the way of understanding critical thinking identified by the academic staff in their teaching and marking, they also discussed broader notions of critical thinking that they saw as a fundamental aspect of the discipline. The paper examines the multiple constructions of critical thinking in this setting and its broader implications.  相似文献   

Sameness-difference judgments inSaimiri sciureus based on volumetric cues     

Paul Czerny  Roger K. Thomas 《Learning & behavior》1975,3(4):375-379

The rationale was to apply Piaget’s theory and methods to the study of the phylogenetic development of cognitive abilities. It was asked whether squirrel monkeys have the prerequisite skills for conservation of quantity, and, specifically, whether they might respond differentially to equivalent and unequivalent volumetric cues. All monkeys responded significantly and differentially to pairs of identical objects or pairs of objects similar only in volume vs. pairs of objects which differed in volume. It was concluded that squirrel monkeys have the prerequisite skills for the conservation of quantity. Discussion included methodological problems associated with demonstrating conservation in nonhumans as well as the potential usefulness of Piaget’s theory for phylogenetic studies of intelligence.  相似文献   

The role of further government intervention in Australian international education   总被引：2，自引：0，他引：2  

Roger Carrington  V. Lynn Meek  Fiona Q. Wood 《Higher Education》2007,53(5):561-577

Trade in Australian education services has expanded rapidly over recent years. The sector is the third largest exporter of Australian services. In 2001–2002, exports of education were about $A 4.2 billion. Government assistance to the sector includes export market development, regulation of education standards, and funding education activities; university research and development, for example. This paper examines the case for further government intervention in the export of education, and the appropriate forms of assistance if further government intervention is justified. The paper predominately focuses on assisting higher education exports because this activity dominates education exports.  相似文献   

Sample duration and type of stimuli in delayed matching-to-sample in rhesus monkeys     

James V. Devine  Luther C. Jones  Janice W. Neville  Dilys J. Sakai 《Learning & behavior》1977,5(1):57-62

Two experiments were performed to determine the effect of sample duration (0.1, 2, and 4 sec), delay interval (.03, 4, 8, 16, and 32 sec), and type of stimulus (color and shape) on the matching performance of rhesus monkeys. In Experiment 1, the 15 possible delay-duration combinations were randomly presented in blocks of 15 trials. In Experiment 2, each duration was held constant and the five delays randomly presented. Then each delay interval was held constant with the three durations randomly varied. Matching performance increased as sample duration increased (ps < .01 and .005), while length of delay did not significantly affect performance. The type of stimuli paired in the matching test significantly affected performance (ps < .05 and .10) with the shape/shape choices leading to the poorest performance. Stimulus discriminability and amount of training with brief sample durations were implicated as significant determinants of matching performance.  相似文献   

Parameters in television captioning for deaf and hard-of-hearing adults: effects of caption rate versus text reduction on comprehension     

Burnham D  Leigh G  Noble W  Jones C  Tyler M  Grebennikov L  Varley A 《Journal of deaf studies and deaf education》2008,13(3):391-404

Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications.  相似文献   

Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together     

Rachel Masika  Jennie Jones 《Teaching in Higher Education》2016,21(2):138-150

Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their retention strategies to instil a sense of belonging. This article provides insights into first year Business Management students’ experiences of starting their degrees and retention interventions at a university in the South of England. It is based on findings from an ongoing study that applied Wenger's social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students’ perceptions. Students developed a sense of belonging, constructed learner identities, made sense of their learning and gained confidence, but also experienced instances of tension and frustration that raise questions about the extent to which sociality practices within evolving communities of practice can address diverse engagement and identity development needs and mitigate disengagement.  相似文献   

Reworking the science curriculum: A case study in the interdependence between introductory biology and multiculturalism     

Persell  Roger 《Journal of Science Education and Technology》1994,3(4):249-258

Multiculturalism has emerged as the major influence in revising science curricula and teaching, yet misunderstanding about the history and theoretical underpinnings of multiculturalism has made the separation of political and education reform contentious and difficult. Within the context of a new college-wide pluralism and diversity requirement, a large introductory biology course at Hunter College of the City University of New York is now the testing ground for an interdependent model of multicultural education. The implications for multiculturalism, science pedagogy, and the pivotal role of introductory courses are discussed.  相似文献