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61.
We measured the increase in reading speed afforded by two currently available systems of coloured overlays: the Intuitive Overlays, which provide a choice of 30 colours, and the Eye Level Reading Rulers, which provide a choice of 5. Forty‐eight pupils from a local authority primary school who reported experiencing symptoms of visual stress were individually tested with both systems in a random order, balanced across pupils. There were no differences between the systems as regards the children's preference or the reduction in symptoms of visual stress. However, there was a significant increase in reading speed with the Intuitive Overlays and no increase, on average, with the Reading Rulers. Pupils showing an increase in reading speed of more than 5% with either overlay were tested again, on this occasion with Intuitive Overlays of the conventional size and those cut to the (much smaller) size of the Reading Rulers. There was no difference in reading speed between the large and small overlays. Participants whose reading speed increased with the Reading Rulers by as much as with the Intuitive Overlays tended to be those who chose a similar colour for both overlays. The general pattern of results suggests that the Reading Rulers failed to increase reading speed because they do not offer sufficient colours and hence the benefits of the Reading Rulers in increasing reading speed are likely to be less than obtained with the Intuitive Overlays. 相似文献
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Arnold J. Auerbach 《Educational gerontology》2013,39(4):277-287
Teachers and practitioners of gerontology in universities and social agencies are overlooking an important resource that resides in the skills, experience, and knowledge of retired professors. Many of them are healthy, financially secure, and willing to volunteer their talents in interdisciplinary and intergenerational projects on the campus and in the community. The author suggests that retired professors, organized in an Emeritus College, officially recognized and modestly funded, would bring a grand‐parental, extended‐family presence to the campus, and provide a partnership with teaching faculty and students involved in gerontological education and practice. Such a college would not displace regular faculty or graduate assistants, but provide supplementary support in organizing and participating in symposia, lectures, research, tutoring, public relations, fund‐raising, and similar activities on the campus and in the community. The two‐year experience at Southern Illinois University in Carbondale is reviewed. 相似文献
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Asja Maass Kirsten Kollhörster Annemarie Riediger Vanessa MacDonald Arnold Lohaus 《European Journal of Psychology of Education - EJPE》2011,26(3):339-353
The present study focuses on the short-term effects of electronic entertainment media on memory and learning processes. It
compares the effects of violent versus non-violent computer game content in a condition of playing and in another condition
of watching the same game. The participants consisted of 83 female and 94 male adolescents with a mean age of 17.6 years.
The dependent variables are memory for previously learnt verbal and visual material, memory for media-related content and
physiological measures of stress (heart rate, cortisol, salivary alpha-amylase). Besides the group comparisons, potential
mediation effects and gender differences were examined. The results show that violent content leads to a poorer memory performance
for verbal material and to an increased heart rate. The heart rate, however, does not mediate the effect on memory performance.
Genders differ regarding their abilities to memorise verbal and visual material, with females showing a better performance
(independent of the experimental condition), and for memorising media-contents, where the males outperform females (also independent
of experimental condition). The study supports the assumption that violent and arousing media content has a negative short-term
effect on simultaneous information processing and learning and that there are gender-specific media effects. 相似文献
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