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The objective of this study was to investigate the impact of cultural diversity on communication effectiveness with different communication styles and to apply the results in the field of user interface design for computer-based communication systems. The scope of this study was limited to the relationship between context and verbal/nonverbal communication, and also the relationship between power distance and communication interaction. The results indicated that high context people (HCP) had better communication effectiveness in comprehending nonverbal clues than low context people (LCP), while LCP had better communication effectiveness in verbal communication than their counterparts. It was also found that high power distance people (HPDP) could not communicate as effectively as low power distance people (LPDP) during communication with interaction, but there was no significant difference between HPDP and LPDP in dealing with communication without interaction. 相似文献
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Previous research has found that children engage in Level 2 visual perspective-taking, that is, the understanding that others may see things in a different way, between 4 and 5 years of age (e.g., J. H. Flavell, B. A. Everett, K. Croft, & E. R. Flavell, 1981). This ability was reexamined in 36-month-olds using color filters. In Experiment 1 (N = 24), children had to recognize how an object looked to an adult when she saw it through a color filter. In Experiment 2 (N = 24), a novel production test was applied. Results of both studies show that 36-month-olds know how an object looks to another person. The discussion focuses on the psychological requirements of visual perspective-taking and its relation to other "theory of mind" abilities, such as the distinction between appearance and reality and understanding false belief. 相似文献
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Simonsmeier Bianca A. Peiffer Henrike Flaig Maja Schneider Michael 《Research in higher education》2020,61(6):706-724
Research in Higher Education - Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on... 相似文献
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Geoff J. Bathje Eunha Kim Ellen Rau Muhammad Adam Bassiouny Taehoon Kim 《International journal for the advancement of counseling》2014,36(4):408-422
This study examined attitudes toward face-to-face (f2f) and online counseling among 228 Korean college students. In addition, it tested a hypothesized model proposing that general propensities (i.e., self-concealment, openness to experience, and loss of face) would influence counseling-specific expectations (i.e., self-stigma and disclosure expectations), which, in turn, would predict attitudes toward f2f and online counseling. Findings mirrored the results of earlier studies revealing that self-concealment was negatively related to attitudes toward both f2f and online counseling, while openness to experience and disclosure expectations were positively related. However, whereas self-stigma was associated with negative attitudes toward f2f counseling, it was not related to attitudes toward online counseling. In addition, disclosure expectations accounted for f2f attitudes more than online attitudes. 相似文献
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ABSTRACT This study investigated the effects of interaction devices on the Internet performance of novice older users, and ways to provide appropriate voice assistance to enhance browsing and searching performance of such users. Three experiments were designed and conducted to test three hypotheses. The results indicated that touch screen and handwriting recognition are better than mouse and keyboard in browsing time in the third trial. Touch screen was also found to be better in terms of performance time for keyword search tasks than mouse and voice input in the second trial, and is better in terms of user error for keyword search tasks than mouse and voice input in the first trial. Learning effects were found for using touch screen and handwriting recognition, and mouse and keyboard for browsing and searching tasks. Furthermore, voice-menu assistance was associated with higher satisfaction for browsing tasks. 相似文献
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The study investigated if 2.5‐year‐olds are susceptible to suspense and express tension when others' false expectations are about to be disappointed. In two experiments (N = 32 each), children showed more tension when a protagonist approached a box with a false belief about its content than when she was ignorant. In Experiment 2, children also expressed more tension when the protagonist's belief was false than when it was true. The findings reveal that toddlers affectively anticipate the “rude awakening” of an agent who is about to discover unexpected reality. They thus not only understand false beliefs per se but also grasp the affective implications of being mistaken. The results are discussed with recourse to current theories about early understanding of false beliefs. 相似文献
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Cristine Lima Alberton Stephanie Santana Pinto Gabriela Neves Nunes Douglas Guerreiro dos Santos Rau Paula Finatto Amanda Haberland Antunes 《European Journal of Sport Science》2017,17(8):1013-1020
The aim of the present study was to compare the peak anterior–posterior (Fy) and medio–lateral (Fx) ground reaction forces (GRFs) of women performing stationary running at different intensities in aquatic and dry land environments. Fourteen young women performed the stationary running exercise at three cadences (first ventilatory threshold, second ventilatory threshold and maximum effort, as determined during exercise in water) in aquatic and dry land environments. Two-way repeated measures ANOVA was used to analyse the data (α?=?.05). As a result, significantly lower peak Fy anterior, Fy posterior, Fx medial and Fx lateral values were observed for the aquatic environment, except for the Fy posterior at the first ventilatory threshold. Significant differences were observed between cadences in the peak Fy anterior, Fy posterior, Fx medial and Fx lateral values, with higher values for the cadence corresponding to maximum effort compared to the first ventilatory threshold, except for the Fy posterior and Fx medial in the aquatic environment. The results indicate that the horizontal GRFs are reduced in the aquatic environment and depend on the intensity of stationary running exercise performance. 相似文献
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Pei-Luen Patrick Rau Anping Xie Ziyang Li Cuiling Chen 《International Journal of Science and Mathematics Education》2016,14(8):1499-1516
Based on the literature review about abacus arithmetic, this study proposes a model of the cognitive process of Chinese abacus arithmetic. This model describes three methods for solving abacus arithmetic problems: retrieval method, procedure method, and mental arithmetic method and three external factors that affect the choice of those methods: level of expertise, level of difficulty, and type of operation. The experiment in the study invited 36 participants including 12 vocational high-school students as junior experts, 12 ordinary high-school students as novices, and 12 bank clerks as senior experts to validate the 3 × 3 × 2 experiment. The results of this study indicate that (1) the retrieval method, procedure method, and mental arithmetic method are the three main calculation methods of abacus arithmetic, each of them having some variations; (2) experts tend to use the retrieval method, while novices tend to use the mental arithmetic method; (3) the retrieval method and mental arithmetic method are applied more for simple operations and addition problems, while the procedure method is applied more for complicated operations and subtraction problems. 相似文献
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A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses
This article reports the results of a 2‐year study examining the effects of subject matter, course structure, and participant behaviors on students' perceived learning and satisfaction with delivery medium in Web‐based courses of an MBA program in the midwestern United States. Using finance as the referent discipline, we found statistically significant differences in the mean course outcomes (students' perceived learning and satisfaction with delivery medium) associated with 13 business disciplines. Although most of these disciplinary differences ceased to be significant predictors of student perceived learning as structural and behavioral characteristics were incorporated into the model, these differences remained significant predictors of perceived delivery medium satisfaction. We also found that some structural and behavioral characteristics were significant predictors of course outcomes, but in opposite directions. For instance, media variety was a positive predictor of delivery medium satisfaction but a negative predictor of perceived learning, while learner–learner interaction positively predicted perceived learning but negatively predicted delivery medium satisfaction. These findings suggest that instructors of online graduate courses must manage trade‐offs in balancing students' learning with their perceptions of the internet as a course delivery medium. 相似文献