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This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while studying the instructional materials, whereas the other half studied the materials, without spatial tapping. The results revealed suboptimal learning outcomes under the secondary task, which was accompanied by fewer transitions of gaze between the text and the figure. We propose that the suboptimal learning outcomes might be due to the disrupted processing of pictures, and possibly due to the less efficient integration, of the information gathered from the text and figures. 相似文献
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Debakanta Mishra Erol Tutumluer Timothy D. Stark James P. Hyslip Steven M. Chrismer Michael Tomas 《浙江大学学报(A卷英文版)》2012,13(11):814-824
Railway transitions experience differential movements due to differences in track system stiffness, track damping characteristics, foundation type, ballast settlement from fouling and/or degradation, as well as fill and subgrade settlement. This differential movement is especially problematic for high speed rail infrastructure as the ??bump?? at the transition is accentuated at high speeds. Identification of different factors contributing towards this differential movement, as well as development of design and maintenance strategies to mitigate the problem is imperative for the safe and economical operation of both freight and passenger rail networks. This paper presents the research framework and initial instrumentation details from an ongoing research effort at the University of Illinois at Urbana-Champaign. Three bridge approaches experiencing recurrent geometry problems were instrumented using multidepth deflectometers (MDDs) and strain gages to identify different factors contributing to the development of differential movements. 相似文献
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伯氏螺旋体在小鼠宿主中的关节特异性转录谱 总被引：1，自引：0，他引：1
目的建立伯氏疏螺旋体感染的小鼠模型,研究伯氏疏螺旋体在小鼠关节组织中的关节特异性基因表达谱。方法首先,建立伯氏疏螺旋体感染小鼠模型,在不同时间点处死小鼠,收集小鼠关节、心脏、皮肤和膀胱组织,从四种组织中分别提取总RNA;随后,用DECAL技术和微阵列技术分析不同时间点伯氏疏螺旋体在四种组织中的转录组;最后,将伯氏疏螺旋体在关节中的转录组依次与其他三种组织中的转录组进行比较,找出仅在关节中表达的伯氏疏螺旋体基因,从而获得伯氏疏螺旋体不同时间点的关节特异性基因表达谱。结果与其他组织相比,在感染后第15天,伯氏疏螺旋体在小鼠关节组织特异地表达21个基因,其中13个基因位于伯氏疏螺旋体染色体上,8个基因位于质粒上;在感染后的第105天,伯氏疏螺旋体在小鼠关节组织特异地表达24个基因,其中13个基因位于伯氏疏螺旋体染色体上,11个基因位于质粒上。结论伯氏疏螺旋体在小鼠关节组织中存在独特的基因表达谱,这些在关节中特异表达的基因可能与莱姆关节炎的发生、发展有关。 相似文献
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Erol Inelmen 《European Journal of Engineering Education》2001,26(3):291-299
Implementing an Engineering Orientation course for freshman year over several years has allowed the author to understand the problems that students face in developing the design skills that they will need in their future career. Using the material prepared by the students in discussing general engineering issues has been shown to be very effective. Including the 'visual thinking' technique in the course enhanced understanding and motivation to participate in the discussions. We argue that if students were to be exposed to this same practice throughout their education, the level of professional skills that they would develop until graduation would better satisfy the requirements of working places. 相似文献
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Education and Information Technologies - Problem-solving is one of the most important twenty-first-century skills and should be acquired at an early age. Since programming is a kind of... 相似文献
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This research study was conducted to address pre-service physics teachers’ assessment literacy and its implementation into practice. The research was both quantitative and qualitative in nature. For the quantitative aspect of the study, the researchers determined the participants’ assessment literacy after their enrolment with the assessment course. Intentions of the qualitative part were to validate the results drawn from the quantitative research and to examine the participants’ assessment literacy in the practical realm. Data were collected by using a valid and reliable instrument developed by the first author, a questionnaire and the participants’ project assignment including implementation of assessment. According to the quantitative results, the pre-service physics teachers’ assessment literacy was quite high. Findings obtained from the qualitative analyses were compatible with the quantitative results. However, the study revealed gaps between assessment literacy in theory and practice. This study suggests that teacher education programmes should highlight theories of assessment as well as types of evaluation, stress validity and reliability of assessment enabling students to engage in both traditional and performance-based assessment methods, and provide opportunities for students to reflect, practice, and revise these methods. 相似文献
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