Couples' Online Cognitions during Conflict: Links between What Partners Think and their Relational Satisfaction     

《Communication monographs》2012,79(2):125-149

The current study was conducted to investigate the thoughts romantic partners had as they discussed a topic of conflict in their relationship. A modified version of protocol analysis was employed to access couples' cognitions. Specifically, partners voiced their thoughts aloud as they engaged in a computer-mediated interaction. The findings yielded associations between individuals' cognitions and their relational satisfaction as well as differences between the cognitions of men and women. Individuals' vocalized thoughts also were associated with their partner's satisfaction. The results provide an interesting portrayal of various associations between the way partners feel about their relationship and the unspoken thoughts they have during the course of interaction. Possible theoretical and methodological implications for the literature on couples' cognitions and relational satisfaction are discussed.  相似文献   

认知测评发展的现状及趋势述评     

余水 《宜宾学院学报》2006,6(7):114-116

本文论述了近20年来有关认知测量与评价的研究新进展。讨论的内容集中在智力测评、元认知测评、标准化记忆测评、内隐认知测评利创造性测评等方面。最后,在前人研究的基础上对认知测评今后的主要研究任务和发展趋势进行了探讨。  相似文献   

Understanding and teaching important scientific thought processes     

Frederick Reif 《Journal of Science Education and Technology》1995,4(4):261-282

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《经济数学基础》课程的适应性教学初探     

玉璋 《湖北广播电视大学学报》2007,27(4):19-21

本文从学生学习心理、学习方式、学习习惯以及认知水平等几个方面对电大远程开发教育经济与管理学科各专业基础课《经济数学基础》的适应性教学进行了初步探讨,并提出了一些教学对策。  相似文献   

论傻子视角的现实性平行与边缘性交叉     

王远明 《宜宾学院学报》2005,5(3):71-74

阿来《尘埃落定》中的“傻子”是土司制度巩固、走向瓦解的参与、思想、见证人，是作品在历史的厚重中凸显空灵的灵魂人物，他以其自我审视与历史审视的眼睛，既显示出他对土司权力的略带侥幸的患得惠失的不懈图谋，又显示出他长远瞩望不得其真的无奈，他只能无可奈何地站在广漠历史天幕下踟躇独行，矛盾重重地成了一个历史“化亡灵”的记忆。  相似文献   

A test of theoretical models that account for information processing demands     

John L. Nietfeld  Sara J. Finney  Gregg Schraw  Matthew T. McCrudden 《Contemporary educational psychology》2007

This study tested four theoretical models in terms of their fit with demands placed on our cognitive system by traditional tests of cognitive ability. We did so by administering seven tests of cognitive ability known to require varying types of processing demands to a large group of college undergraduates (N = 193). We compared the models using confirmatory factor analyses, including those based upon a unitary factor, speed and capacity, crystallized and fluid intelligence, and verbal and spatial ability. The crystallized/fluid model provided the best fit with the data. This finding is consistent with previous research. Implications for education and future research are discussed.  相似文献   

Diagrammatic representation and event memory in preschoolers     

Beverley E. Lambert 《Early Years: An International Journal of Research and Development》2007,27(1):65-75

This study investigated the use of diagrammatic representation as an aid for recalling a past event for 30 4–5‐year‐olds in their preschool year prior to commencing primary school. The children were randomly placed into one of two groups: ‘talkers’ (verbal memory) or ‘drawers’ (diagrammatic memory). They were interviewed individually, both one day and one month after the event that involved making a much‐needed tool for a game at their preschool. Both interviews were conducted by a familiar adult through three different levels of engagement—neutral, verbal and visual. Results showed that a combination of drawing and specific questioning (‘verbal’ level of engagement) facilitated better recall of detail than either drawing or talking independently. No significant differences regarding accuracy of responses were found between the two groups.  相似文献   

物理问题解决的探讨     

王烨 《西安文理学院学报》2001,16(3):41-44

物理教学是通过引导学生去探索、解决一个个未知的问题,从而达到掌握知识、发展智力、培养能力的教学目标.本文以该目标为出发点,阐述了物理问题的产生,物理问题解决中存在的障碍和问题解决的一般方法,为培养学生分析问题和解决问题的能力寻找一条有效教学途径.  相似文献   

Learning the hard way: Need for Cognition influences attitudes toward and self-reported use of desirable difficulties     

Sophia C. Weissgerber  Marc-André Reinhard  Simon Schindler 《教育心理学》2018,38(2):176-202

We investigate the relationship between Need for Cognition (NFC), attitude towards and self-reported application of different desirable difficulties in self-regulated learning. Students with a higher NFC should be more appreciative and prone to use desirable difficulties because of a match between the learner’s attributes and the learning task requirements: cognitively effortful learning conditions will be preferred by students with a higher propensity for cognitive challenges. Supporting our hypotheses, we show that indeed a higher NFC positively relates to attitudes and use of different desirable difficulties (Study 1–2), especially to self-generating of materials and predictions, but weaker and inconsistently to interleaving/spacing and self-testing/practicing. While self-generating of contents and predictions loaded on one factor, and interleaving/spacing together with self-testing/practicing loaded on another factor, this two-factor structure was reliably obtained for self-reported use, yet for attitudes a one-factor structure did fit. Most importantly though, the observed relationship between NFC and different desirable difficulties could neither be explained by high school graduation grade, indicating academic competence (Study 1), nor by academic self-concept as one’s perception of one’s academic abilities (Study 2). Results are discussed within an information-processing framework related to implications for desirable difficulties as learning strategies.  相似文献   

对幼儿有效道德认识建构的思考   总被引：1，自引：0，他引：1  

禄晓平 《毕节学院学报》2006,24(3):38-40

学前期是幼儿道德认识发展的关键期,传统的幼儿德育由于忽略了道德认识的“有效性”问题,使得幼儿的道德认识在向道德行为转化过程中受到若干外在条件的限制,缺乏流畅性、稳定性。我们应该遵循全面性、适应性、超前性、主体性、实践性的教育原则,充分运用德育活动、游戏、生活等多种教育途径,更好的促进幼儿有效道德认识的建构。  相似文献