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1.
Although the importance of high motivation to engage in deliberate practice has been acknowledged, no research has directly tested this hypothesis. Therefore, the present study examined this relation in adolescent elite chess players by means of a questionnaire. In addition, to provide an explanation for dropout among promising chess players, differences in motivation between persistent and dropout chess players were analyzed. Competitiveness and the will to excel proved to be predictors of investments in deliberate practice. Moreover, achievement motivation and chess-specific motivation differed to a certain extent between persisters and dropouts. Our results suggest that motivation to engage in deliberate practice not only contains elements of the will to improve performance, but also of the will to attain exceptional levels of performance. 相似文献
2.
The proliferation of information and communication technologies (ICTs) into all aspects of life poses unique ethical challenges
as our modern societies become increasingly dependent on the flawless operation of these technologies. As we increasingly
entrust our privacy, our well-being and our lives to an ever greater number of computers we need to look more closely at the
risks and ethical implications of these developments. By emphasising the vulnerability of software and the practice of professional
software developers, we want to make clear the ethical aspects of producing potentially flawed software. This paper outlines
some of the vulnerabilities associated with software systems and identifies a number of social and organisational factors
affecting software developers and contributing to these vulnerabilities. Scott A. Snook’s theory of practical drift is used as the basis for our analysis. We show that this theory, originally developed to explain the failure of a military
organisation, can be used to understand how professional software developers “drift away” from procedures and processes designed
to ensure quality and prevent software vulnerability. Based on interviews with software developers in two Norwegian companies
we identify two areas where social factors compel software developers to drift away from a global set of rules constituting
software development processes and methods. Issues of pleasure and control and difference in mental models contribute to an uncoupling from established practices designed to guarantee the reliability of software and thus diminish
its vulnerability. 相似文献
3.
In the rapidly changing news market, quality newspapers are searching for ways to combine established journalistic practices with attractive presentation of their newsprint. On internet news sites, attention-getting headlines are even more important in obtaining readership. This paper investigates the role of incongruity in selection of headings, and recall, recognition, and appreciation of selected news items. In Experiment 1, headlines were written on three incongruity levels: straightforward, ambiguous (trope), or stylistically deviant (scheme). In Experiment 2, news headlines were accompanied by either consistent or inconsistent photographs. Results of both experiments showed that heading incongruity enhanced information processing of news items. 相似文献
4.
Anique B.H. De Bruin Margaretha W.J. Van De Wiel Remy M.J.P. Rikers Henk G. Schmidt 《Higher Education》2005,49(4):547-547
Author Index
Author Index 相似文献5.
Nesrin Destan Manuela A. Spiess Anique de Bruin Mariëtte van Loon Claudia M. Roebers 《Metacognition and Learning》2017,12(3):315-336
The current study investigated kindergarteners and second graders’ ability to monitor and evaluate their own and a virtual peer’s performance in a paired-associate learning task. Participants provided confidence judgments (CJs) for their own responses and performance-based judgments (judgments provided after receiving feedback on their performance) for both their own and a virtual peer’s responses. For the performance-based judgments, children were confronted with their own or the peer’s answer as well as the correct answer. Additionally, participants were asked to credit their own and the peer’s correct and incorrect answers while facing feedback. Results indicate an age-related progression in metacognitive monitoring skills, with second graders differentiating more strongly in their confidence judgments between correct and incorrect responses compared to kindergarteners. Regarding performance-based judgments, children of both age groups provided higher judgments for correctly compared to incorrectly recognized items as well as for their own responses in comparison to the responses of the unknown child. Similarly, when crediting, participants of both age groups gave more credits for correct recognition than for incorrect recognition and for their own responses than for the peer’s responses. The significant interaction between age group and recognition accuracy for the crediting shows that second graders gave more credits for correctly recognized items while kindergarteners gave more credits for incorrect answers than the older children – primarily for their own incorrect answers. In conclusion, the study provides new insights into 6- and 8-year-olds’ evaluations of their own and an unknown child’s performance in a paired-associate learning task by showing that children of both age groups generally judged and credited responses in their own favor. These results add to our understanding of biases in children’s performance evaluations, including metacognitive judgments and judgments provided after receiving feedback. 相似文献
6.
Jan A. A. Engelen Gino Camp Janneke van de Pol Anique B. H. de Bruin 《Metacognition and Learning》2018,13(3):287-307
We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Teachers also judged their students’ learning for each text, while seeing - if present - the keywords or summaries each student had written for each text, and also selected texts for restudy. Overall, monitoring accuracy was low (.10 for students, ?.02 for teachers) and did not differ between cue-prompt conditions. Regulation, indexed by the correlation between JOLs and restudy selections, was significant (?.38 for students, ?.60 for teachers), but was also not affected by cue-prompt condition. In Experiment 2, teachers judged students’ comprehension of six texts without knowing the students’ names, so that only the keywords and summaries, not prior impressions, could inform judgments. Again, monitoring accuracy was generally low (.06), but higher for keywords (.23) than for summaries (?.10). These results suggest that monitoring intra-individual differences in students’ learning is challenging for teachers. Analyses of the diagnosticity and utilization of keywords suggest that these may contain insufficient cues for improving teacher judgments at this level of specificity. 相似文献
7.
影响人的学习的最重要因素是什么?不同的教学理论对此给出了大相径庭的答案,这是因为它们各自对学习本身持有不同的视界,有的看重预期的学习结果,有的聚焦影响学习过程的各种方法,还有一些则抓住了学习发生的条件.有八种对教育传播与技术领域的理论发展一直产生影响,并且仍在产生强烈影响的最流行研究范式,它们分别是完形心理学、行为主义和新行为主义、发展心理学、文化—历史学派、信息加工理论、认知符号理论、认知资源理论和社会建构主义.一般来说,研究总是在某个特定的范式框架内进行的,但是研究者应该认识到,范式本身会对研究方法和结果产生很深的影响.更重要的是,研究者应该对各种不同的理论与范式持开放的心态,因为新的发现总是出现在不同范式之间的交叠磨合处. 相似文献
8.
Mariëtte H. van Loon Anique B. H. de Bruin Tamara van Gog Jeroen J. G. van Merriënboer 《Metacognition and Learning》2013,8(2):173-191
When studying verbal materials, both adults and children are often poor at accurately monitoring their level of learning and regulating their subsequent restudy of materials, which leads to suboptimal test performance. The present experiment investigated how monitoring accuracy and regulation of study could be improved when learning idiomatic phrases. Elementary school children (fourth and sixth-graders) were instructed to predict their test performance by providing judgments of learning (JOLs). They provided JOLs immediately after studying each idiom, after studying all idioms, or after studying all idioms followed by generating sentences in which the idioms were used. Correlations between JOLs and test performance showed that delayed-JOLs and delayed-JOLs with sentence generation were more accurate than immediate JOLs. JOLs after sentence generation also improved regulation of study compared to delayed-JOLs only. Analyses of JOL reaction times suggest that delayed-JOLs led children to retrieve the literal meaning of the idiom, whereas JOLs after sentence generation led children to focus on connections between studied information, contextual information, and prior knowledge. Sentence generation presents a promising method to improve regulation of study, and thus idiom learning. 相似文献
9.
Although there is abundant experimental metamemory research on the relation between students’ monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially contribute to designing and improving educational interventions that foster self-monitoring and self-regulation in children, adolescents, and young adult learners. We describe the metamemory paradigm, and provide a short overview of the insights it has generated with regard to improving metacognitive skills in these groups of learners. Moreover, we summarize the contributions to this special issue on translating insights from cognitive psychology research on metamemory to educational research and practice, and describe possible themes and directions for future research that could further bridge the gap between fundamental and more applied research on metacognition, so as to design effective educational interventions. 相似文献
10.