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101.
Eadaoin K.P. Hui 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):279-294
This paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception. 相似文献
102.
T. Rajula Shanthy R. Thiagarajan 《The Journal of Agricultural Education and Extension》2013,19(5):459-472
Abstract In this article, the practicability of introduction of computer multimedia as an educational tool was compared with the traditional approach for training sugarcane growers in ratoon management practices in three villages of Tamil Nadu state, India using pre-test, post-test control group experimental design. A CD-ROM was developed as a multimedia resource to support the training process using Macromedia Flash as the authorware. Three modes of message delivery—traditional lecture alone, lecture followed by multimedia and multimedia alone were analyzed for their effectiveness in terms of knowledge gain, learning index and extent of adoption. The group which was exposed to lecture followed by multimedia had better knowledge gain and learning index. Farmers perceived that the use of different multimedia building blocks made it an interesting and educative tool. The message, when given through lecture alone was perceived as boring and monotonous with limited attention span. The extent of adoption of ratoon management practices was almost on par; however the group which had received instructions through lecture followed by computer multimedia had a better adoption rate. Such a comparative analysis is an opportunity for a better understanding of the role that multimedia could play in technology transfer to farmers. 相似文献
103.
This investigation was designed to explore the use of network analysis in an investigation of the communicative behaviors of shy individuals. Twenty‐three subjects were categorized as high, moderate, or low‐shy, and the friendship networks of these individuals were compared. The results suggest that the communication networks of high‐shy subjects are structurally different than the networks of less‐shy individuals. Specifically, shy individuals had smaller, more interconnected networks. The evidence also suggests that shy subjects tend to have longer average length of relationships with their network links, less frequent interaction, and less role diversity in their friendships. Although structural and behavioral differences were found between high and low‐shy subjects, shy subjects did not report being any less satisfied with their friendship networks than less‐shy individuals. Overall, communication network analysis was found to be a tool that can provide insight into the behavioral and perceptual correlates of shyness. 相似文献
104.
自由式滑雪运动员不同难度动作最佳助滑速度知觉控制范围建构 总被引：1，自引：0，他引：1
采用心理测量与统计法,时自由式滑雪空中技巧运动员不同难度动作最佳助滑速度知 觉控制范围值的构建、最佳控制范围值与运动成绩关系进行研究。结果表明,运动员不同难度动 作助滑速度知觉最佳控制范围值是在该动作助滑速度平均数±1.96 s,并具有随着动作难度的 增加运动员助滑速度知觉可调控范围缩小、准确性要求越来越高的特点;高水平运动员助滑速 度知觉调控范围相对较大并有较高的准确性。男、女运动员助滑速度知觉控制范围值相同;运动 员水池助滑速度知觉比雪上相同动作助滑速度知觉调控范围相对较小;运动员助滑速度知觉控 制范围值与运动成绩呈高度相关。 相似文献
105.
Egon Brunswik (1903–1955) first made an interesting distinction between perception and explicit reasoning, arguing that perception
included quick estimates of an object’s size, nearly always resulting in good approximations in uncertain environments, whereas
explicit reasoning, while better at achieving exact estimates, could often fail by wide margins. An experiment conducted by
Brunswik to investigate these ideas was never published and the only available information is a figure of the results presented
in a posthumous book in 1956. We replicated and extended his study to gain insight into the procedures Brunswik used in obtaining
his results. Explicit reasoning resulted in fewer errors, yet more extreme ones than perception. Brunswik’s graphical analysis
of the results led to different conclusions, however, than did a modern statistically-based analysis.
Jeremy Athy is a graduate student in cognitive psychology at Bowling Green State University, where he received his M.A. His research centers on problems of object recognition. Jeff Friedrich was a graduate student at Bowling Green State University. He received his BS in psychology and human development at the University of Wisconsin-Green Bay and his MA from Bowling Green State University. His major research interests are in human judgment and decision making. Eileen Delany is a graduate student in clinical psychology at Bowling Green State University. She specializes in Health Psychology and is interested in conducting research and working in clinical settings. 相似文献
| Eileen DelanyEmail: |
Jeremy Athy is a graduate student in cognitive psychology at Bowling Green State University, where he received his M.A. His research centers on problems of object recognition. Jeff Friedrich was a graduate student at Bowling Green State University. He received his BS in psychology and human development at the University of Wisconsin-Green Bay and his MA from Bowling Green State University. His major research interests are in human judgment and decision making. Eileen Delany is a graduate student in clinical psychology at Bowling Green State University. She specializes in Health Psychology and is interested in conducting research and working in clinical settings. 相似文献
106.
本研究采用排序的方法，60名被试分两组对大、小两种期望值，不同风险来源、不同风险水平的抽彩结果的备择方案进行偏爱排序，以此来探讨决策的风险偏爱的模式以及与美国决策之间的差异。 相似文献
107.
作文教学散论 总被引：1，自引：0，他引：1
吴定刚 《韩山师范学院学报》2001,22(3):119-123,144
当前作文教学的根本问题是缺乏正确的理论指导。要改变作文教学的这种落后局面，就必须走出“经验”的误区，进行作文教学的理论建设，实现作文教学理论的科学化。 相似文献
108.
白雅 《洛阳工业高等专科学校学报》2001,11(1):52-54
人的感知受生存环境的影响，这种感知会使人们对事物产生出下意识的选择与舍弃。因为这一行为受地域或不同文化的限制和影响，所以往往带有较强的偏见。感知的偏见在一定程度上影响（阻碍）着对外语的学习。消除语言优越感，做到感知移情，置身于目的语文化氛围中，就能架起相互沟通的桥梁。 相似文献
109.
Roger Trend 《Educational studies》2007,33(2):193-208
A unique early transfer scheme is described for one English secondary school and its eight feeder primary schools whereby all Year 6 children transfer to secondary school four weeks before the end of the summer term. The scheme has many implications. The main focus here comprises gender contrasts in children’s perceptions of school life and curriculum subjects. Questionnaires were administered to all children before and after the four‐week induction period, in 2004 and 2005. Prior to transfer, there were few gender differences in anxiety and in perceptions of curriculum subjects. Girls expressed higher levels of general anxiety and subject‐oriented worry than did boys at most stages, although the gender contrast diminished in 2005. PE alone generated a relative increase in anxiety among girls during the induction period, arising from a greater improvement among boys set against a modest improvement among girls. The induction period enhanced gender differences in perceptions of subject ‘usefulness’. 相似文献
110.
James Arthur 《International Journal of Educational Research》2011,50(3):184-189
Research evidence from UK primary and secondary schools suggests that students expect teachers to engage in character development and values education and that this assists in their holistic learning. This article is based on a major UK research study which indicates that explicit and implicit attention to values in schools is positively welcomed by students. Students of all ages believe that the teacher can make a difference in contributing to their personal moral development. According to the students in this study, a successful values education program relies on the teacher as model and mentor, as well as pedagogue. This article considers the role of teachers on the character development of young people aged 10-19, largely based on the perceptions of over 5000 students in England. The data includes documentary analysis, interviews and surveys with teachers and students. 相似文献