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KAJ SJÖHOLM 《课程研究杂志》2013,45(6):685-696
In Finland, English is widely visible outside the school context, above all in the area of entertainment and mass media, and is no longer regarded as a foreign language in the old sense of the word. Among Swedish‐minority students in Finland, the dominant status of English in various mass media leads to positive attitudes towards English among students and provides strong motivation to acquire the language. This paper considers whether the incidental learning of English taking place outside the classroom results in the same kind of proficiency as that resulting from formal classroom learning. 相似文献
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Timothy J. Nokes Robert G. M. Hausmann Kurt VanLehn Sophia Gershman 《Instructional Science》2011,39(5):645-666
Cognitive science principles should have implications for the design of effective learning environments. The self-explanation
principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations
hypothesized that self-explanation facilitated inference generation to supply missing information about a concept or target
skill, whereas later work hypothesized that self-explanation facilitated mental-model revision (Chi, Handbook of research
on conceptual change, 2000). To better understand the complex relationship between prior knowledge, cognitive processing, and changes to a learner’s
representation, two classes of self-explanation prompts (gap-filling and mental-model revision) were tested in the domain
of physics problem solving. Prompts designed to focus the learner on gap-filling led to greater learning and a reduction in
the amount of tutoring assistance required to solve physics problems. The results are interpreted as support for the instructional
fit hypothesis—the idea that the efficacy of instruction is contingent on the match between the cognitive processing that the instruction
elicits, how those processes modify the underlying knowledge representations for the task, and the utility of those representations
for the task or problem. 相似文献
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We frame behavior in classical conditioning experiments as the product of normative statistical inference. According to this theory, animals learn an internal model of their environment from experience. The basic building blocks of this internal model are latent causes-explanatory constructs inferred by the animal that partition observations into coherent clusters. Generalization of conditioned responding from one cue to another arises from the animal's inference that the cues were generated by the same latent cause. Through a wide range of simulations, we demonstrate where the theory succeeds and where it fails as a general account of classical conditioning. 相似文献
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In this study, we examined whether a preparatory perceptual ‘anchoring’ technique would enhance the reproducibility (test–retest reliability) of adolescent children in their ability to self-regulate their exercise output on the basis of their effort perceptions. Forty-one adolescents aged 12.6±0.7 years (mean±s), randomly assigned to either an anchor or non-anchor group, undertook two identical production trials (three 3-min cycle ergometer bouts at levels 3, 6 and 8 of the Children's Effort Rating Table) over 8 days. Before each trial, the anchor group received an experiential (exercise) trial intended to provide a frame of reference for their perceived exertions. The test–retest reproducibility of the heart rates and power outputs produced during the production trials was assessed using intraclass correlation coefficients and 95% limits of agreement analysis. For the anchor group, the intraclass correlation coefficients ranged from 0.68 to 0.81 for heart rate and from 0.39 to 0.86 for power output. For the non-anchor group, they were generally higher: 0.86 to 0.93 and 0.81 to 0.95 for heart rate and power output, respectively. The 95% limits of agreement indicated no marked differences between the two groups in the amount of bias and within-subject error. The results suggest that among these adolescents, the implementation of an experiential anchoring protocol had no positive effect on the reproducibility of their exercise regulation during prescribed cycling. 相似文献
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Fluid and electrolyte balance in elite male football (soccer) players training in a cool environment
There are few data in the published literature on sweat loss and drinking behaviour in athletes training in a cool environment. Sweat loss and fluid intake were measured in 17 first-team members of an elite soccer team training for 90 min in a cool (5°C, 81% relative humidity) environment. Sweat loss was assessed from the change in body mass after correction for the volume of fluid consumed. Sweat electrolyte content was measured from absorbent patches applied at four skin sites. Mean (?± s) sweat loss during training was 1.69?±?0.45 l (range 1.06?-?2.65 l). Mean fluid intake during training was 423?±?215 ml (44?-?951 ml). There was no apparent relationship between the amount of sweat lost and the volume of fluid consumed during training (r 2 = 0.013, P = 0.665). Mean sweat sodium concentration was 42.5?±?13.0 mmol?·?l?1 and mean sweat potassium concentration was 4.2?±?1.0 mmol?·?l?1. Total salt (NaCl) loss during training was 4.3?±?1.8 g. The sweat loss data are similar to those recorded in elite players undergoing a similar training session in warm environments, but the volume of fluid ingested is less. 相似文献
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Editor's note:An article by Kathleen Gershman, “Surviving Through Time: A Life History of a High‐School Drama Production,” was published in volume 1, number 3 of QSE.The article was responded to in the next issue by John Bengston, an educational psychologist with an interest in drama and qualitative research. In his article, “What makes a study qualitative?,” Bengston draws a connection between the rigors demanded by theater productions and the demands of qualitative research. In the following article Gershman responds. 相似文献
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SJ Grant G Oommen G McColl J Taylor L Watkins N Friel 《Journal of sports sciences》2013,31(12):1009-1015
Different methods of ball carrying can be used when a player runs with the ball in rugby union. We examined how three methods of ball carrying influenced sprinting speed: using both hands, under the left arm and under the right arm. These methods were compared with running without the ball. Our aim was to determine which method of ball carrying optimizes sprinting speed. Altogether, 48 rugby union players (age 21±2 years, height 1.83±0.1?m, body mass 85.3±12?kg, body fat 14?±?5%; mean±s) were recruited. The players performed twelve 30-m sprints in total (each player performed three trials under each of three methods of carrying the ball and sprinting without the ball). The design of the study was a form of Latin rectangle, balanced across the trial order for each of the methods and for pairwise combinations of the methods in blocks of four per trial. Each sprint consisted of a 10-m rolling start, followed by a 20-m timed section using electronic timing gates. Compared with sprinting 20?m without the ball (2.58±0.16?s), using both hands (2.62±0.16?s) led to a significantly slower time (P?<0.05). Sprinting 20?m with the ball under the left arm (2.61±0.15?s) or under the right arm (2.60± 0.17?s) was significantly quicker than when using ‘both hands’ (P?<0.05), and both these methods were significantly slower than when running without the ball (P?<0.05). Accordingly, running with the ball in both hands led to the greatest decrement in sprinting performance, although carrying the ball under one arm also reduced the players' sprinting ability. Our results indicate that to gain a speed advantage players should carry the ball under one arm. 相似文献
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