Riddles in Probability and Statistics     

Oliver Anderson 《Teaching Statistics》1991,13(2):63-64

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Chinese Children's Incidental Learning of Word Meanings     

Ku YM  Anderson RC 《Contemporary educational psychology》2001,26(2):249-266

We investigated the effects of metalinguistic awareness and the internal structure of Chinese characters on children's incidental learning of word meanings while reading. The participants were 241 Taiwanese children from six fourth-grade classes. They were randomly assigned to read one of two texts, and then their knowledge of unfamiliar characters from both texts was assessed. Two kinds of factors that might influence incidental learning of character meanings were examined: features of the unfamiliar characters (radical helpfulness, phonetic regularity, and contextual support) and child characteristics (radical awareness, phonetic awareness, general vocabulary, and prior knowledge of target characters). Results showed that children could incidentally learn characters during normal reading. Children who had more radical or phonetic awareness knew more characters, especially when the character contained a radical that gave a clue to meaning. However, contrary to expectation, radical helpfulness and phonetic regularity did not contribute to character learning. Characters were easier to learn when contextual support was strong. Copyright 2001 Academic Press.  相似文献   

Book reviews     

Renate Nestvogel  Harold J. Noah  Sixten Marklund  Richard Noonan  John Nisbet  Desmond J. Keegan  Jeremy Greenland  Robert G. Thomas  Douglas Thom  Mina J. Moore-Rinvolucri  Wolfgang Tietze  A. Harry Passow  Michael A. White  D. S. Anderson  Philip G. Altbach  R. Gardner  Bogdan Suchodolski  Malcolm Rosier  Ronald H. Wilson  David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521

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Emerging common problems in the world of universities   总被引：1，自引：0，他引：1  

C. Arnold Anderson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(1):3-20

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The Impact of Science Fiction Film on Student Understanding of Science     

Michael Barnett  Heather Wagner  Anne Gatling  Janice Anderson  Meredith Houle  Alan Kafka 《Journal of Science Education and Technology》2006,15(2):179-191

Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture influences their students’ perception and understanding of science. Using naturalistic research methods in a diverse middle school we found that students who watched a popular science fiction film, The Core, had a number of misunderstandings of earth science concepts when compared to students who did not watch the movie. We found that a single viewing of a science fiction film can negatively impact student ideas regarding scientific phenomena. Specifically, we found that the film leveraged the scientific authority of the main character, coupled with scientifically correct explanations of some basic earth science, to create a series of plausible, albeit unscientific, ideas that made sense to students.  相似文献   

The effects of differing type and magnitude of reward on the contrafreeloading phenomenon in rats     

Lynn C. Robertson  Suzanne C. Anderson 《Learning & behavior》1975,3(4):325-328

This investigation was made to determine the effects of the magnitude of reward on contrafreeloading, using food or water as reward. Two quantities were selected for each level of reward quality—a 20-mg-pellet food reward, a 45-mg-pellet food reward, a .01-cc water reward, and a .1-cc water reward. Seven days of training were followed by three test sessions. There was a significantly higher percent of contrafreeloding demonstrated with food as reward than with water and higher number of barpresses with small reward than with large. It was argued that a more appropriate measure should include reference to performance during training. In this approach, contrafreeloading with food and water were virtually the same.  相似文献   

Some interrelationships between constructivist models of learning and current neurobiological theory,with implications for science education     

O. Roger Anderson 《科学教学研究杂志》1992,29(10):1037-1058

Recent advances in the neurosciences have begun to elucidate how some fundamental mechanisms of nervous system activity can explain human information processing and the acquisition of knowledge. Some of these findings are consistent with a cognitive view of constructivist models of learning and provide additional theoretical support for constructivist applications to science education reform. Current thought at the interface between neurocognitive research and constructivist philosophy is summarized here and discussed in a context of implications for scientific epistemology and conceptual change processes in science education.  相似文献   

The formal basis for a contextually sensitive classroom agenda     

Digby C. Anderson 《Instructional Science》1979,8(1):43-65

This paper [1] collects syllabuses, teacher intentions, curricula and lesson plans under a general term agenda. First it explores the ways in which agenda do and do not relate to those classroom settings for which they claim to be agenda. It is suggested that curriculum innovators legislate for the classroom on the basis of idealized schemes and systems, and that such a basis contributes to the troubles schemes encounter during implementation in the classroom. Classrooms have systems of their own—systems of interaction—and if schemes for them do not have an empirical basis in those classroom systems, the systems will distort those schemes. The main part of the paper is given over to describing some gross features of the classroom system particularly: its a-topical, formal, collaborative, unfolding, orderly, busy, instantaneous, judgemental, identity related and questioning characteristics. The last section argues for and gives examples of educational issues such as evaluation, indoctrination, and teacher competence being discussed in terms of the classroom system in which they occur.I acknowledge the helpful comments of project colleagues, collaborating teachers and W. W. Sharrock.  相似文献   

Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship     

Rhona S. Johnston  Marjorie Anderson  Christopher Holligan 《Reading and writing》1996,8(3):217-234

This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word.  相似文献   

Early childhood television viewing and adolescent behavior: the recontact study   总被引：5，自引：0，他引：5  

Anderson DR  Huston AC  Schmitt KL  Linebarger DL  Wright JC 《Monographs of the Society for Research in Child Development》2001,66(1):I-VIII, 1-147

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