The effects of mood,cognitive style,and cognitive ability on implicit learning

In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both tasks, but this effect on SRT was mediated by cognitive ability. SRT, but not AG learning was significantly correlated with Math and English scores on the ACT. These findings confirm and contradict previous research. The association of negative mood and rational cognitive style with AG confirms that AG learning is facilitated by systematic, bottom-up processing. However, the lack of converging evidence for the SRT task suggests that the tasks involve different aspects of implicit processing. Theoretical explanations and suggestions for future research are discussed.     

The effects of token reinforcement on delinquents' classroom behavior

The effects of a token reinforcement program on the classroom behavior of 19 delinquent boys in a correctional institution were investigated. Appropriate classroom behavior was defined in terms of four component categories: on-time/in-seat, on-task, social interaction, and assignment completion. A measure of total appropriate classroom behavior was calculated by summing the frequency of target response occurrence for each component behavior. Withdrawal and reinstatement of token reinforcement procedures demonstrated experimental control of total appropriate classroom behavior; however, considerable variability of component behaviors was observed. Token reinforcement control was most clearly demonstrated with on-time/in-seat behavior; assignment behavior was similarly influenced but showed greater variability; on-task behavior was noticeably affected but exhibited an ascending trend during the reversal phase; and social interaction behavior showed fluctuations which appeared unrelated to reinforcement contingencies. These findings suggest that the use of global, composite measures may mask program effects on important component behaviors.     

Promoting cognitive and social aspects of inquiry through classroom discourse

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.     

Assessment of multiple behavioral procedures on academic and social classroom behavior

A set of behavioral procedures focusing on the academic and social behavior problems of a group of adolescent students was incorporated within the context of a regular school program. The procedures, which involved manipulating type and delay of reinforcement, teaching desirable behaviors that were self-reinforcing or that others would readily reinforce, and training in several skills that are prerequisite to selfcontrol, were implemented in several classrooms through an independent grouporiented contingency system. These students performed significantly better than a matched control group with respect to grade-point average, class grades, school attendance, and length of time absent due to suspension. Changes in the contingency system throughout the year yielded differential effects on three behavioral measures: class attendance, assignments completed, and classroom behavior. The significance of these findings is discussed, and suggestions are made for future research efforts.     

The influence of classroom aggression and classroom climate on aggressive-disruptive behavior

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.     

The effects of search tool type and cognitive style on performance during hypermedia database searches

This study investigated the effects of search tools and learner cognitive styles on performance in searches for information within a hypermedia database. Seventy-five students in a university English as a Second Language (ESL) program were blocked for field dependence and assigned to one of four treatments: browser, index/find, map, and all tools. Subjects searched the hypermedia database, EarthQuest, for facts to answer practice and posttest questions on science topics. Results revealed a significant interaction between search tool and cognitive style. Field-independent learners performed significantly better than field-dependent learners under the index/find and map treatments. Subjects in the four treatment groups accessed information from the database differently. Furthermore, cognitive style was significantly related to achievement, tool use, and attitude. Implications for the design and instructional use of hypermedia databases are provided.     

LD, interpersonal understanding, and social behavior in the classroom

This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated. Children with LD exhibited less interpersonal understanding and social adaptation. Although this group difference on social adaptation was greatly reduced when interpersonal understanding was statistically controlled, it remained statistically significant. These results suggest that reduced social adaptation in the classroom and lower interpersonal understanding are both associated with a diagnosis of LD. However, they do not conclusively support the claim that interpersonal understanding mediates the relation between LD and social adaptation. Thus, whether the social difficulties of people with LD stem from the same complex phenomena that produce these people's learning problems remains an open question.     

引主持人风格进课堂

根据多年教学经验,结合职业中专生的特征,引主持人风格进课堂,活跃课堂教学,使学生在愉快的环境下,学到新大纲要求的数学知识,顺利完成教学任务,实现既定的教学目的,培养合格的专业技术人才．     

The relationship between cognitive style and academic achievement

Field independent students are generally expected to perform better academically than those who are field dependent, and this is particularly marked in distance learning where students learn without the traditional support offered in conventional instruction. In this paper two studies of the relationship between field dependence and academic learning in the context of distance learning are reported with Bachelor of Health nursing students in Hong Kong. In both studies field independent nurses performed significantly better than field dependent ones. Some implications of these findings for distance learning are discussed.     

The role of cognitive style and its influence on proportional reasoning

It has been suggested that proportional reasoning tasks contain field effects. Field-dependent students are considered to be highly influenced by the structure of the perceptual field and lack an articulated conceptual framework. To test the hypothesis that there is a significant correlation between field independence and proportional reasoning tasks, a sample of science students were tested to determine performance in proportional reasoning and degree of field independence. It was found that even students who are normally capable of proportional reasoning can be misled by the presence of field effects. A significant correlation (r = 0.50; p = 0.001) was found between the test of field independence and the nine items of proportional reasoning. Educational implications are drawn.