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Raquel Cerdán Eduardo Vidal-Abarca Tomás Martínez Ramiro Gilabert Laura Gil 《Learning and Instruction》2009,19(1):13-27
This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns. 相似文献
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Miguel-Ángel Gómez Otavio Battaglia Alberto Lorenzo Jorge Lorenzo Sergio Jiménez Jaime Sampaio 《Journal of sports sciences》2015,33(17):1844-1852
Ball screens are one of the most frequently used tactical behaviour in elite basketball games. The aim of the present study was to identify their predictors of success related to time, space, players, and tasks performed. The sample was composed of 818 ball screens corresponding to 20 close games (mean differences in score of 3.1 ± 0.8 points) randomly selected from the playoff games of the Spanish Basketball League (2008–2011). Classification tree analysis (CHAID) was used to analyse which variable or combination of variables, better predicts effectiveness during ball screens. The main results allowed identifying interactions with dribbler actions after the screen and the orientation of the screen on the ball. The results showed no interaction with game quarter and quarter minute temporal-related variables in both analyses. The present findings allow improving coaches’ strategic plans that involve selecting the most appropriate offensive approach when performing ball screens. 相似文献
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Gloria García González 《Media History》2015,21(4):412-425
The Spanish Service was established in June 1939, two months after the end of the civil war in Spain and shortly before the start of the Second World War. Its implementation was strongly affected by these conflicts in the context of new international relations. Therefore, this study of the Spanish Service during 1939–1945 allows not only a better understanding of the communicational strategies developed by the BBC, but also of the complex Anglo-Spanish relations and the important role played by the Spanish-language broadcasts therein. The study is mainly based on archival documents from the National Archives in London and memoirs. 相似文献
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Alberto Felisberto Cupane 《Cultural Studies of Science Education》2011,6(2):435-440
I am reflecting here my struggle to understand the issue of language in the science classroom and in our lives from three
different perspectives: before and after Mozambican independence and after completion of my doctoral research. The main method
used is auto|ethnographic inquiry in which I use the events in my life to question what is happening in my society. I have
used Maria Rivera Maulucci’s paper, Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher as a reference. This paper helps me to show how isolated and generalized is the Mozambican situation and the value of our
struggle in giving value to local languages. 相似文献
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Jean-Luc Gurtner Alberto Cattaneo Elisa Motta Laetitia Mauroux 《Vocations and Learning》2011,4(2):113-131
In the ‘dual’ system of vocational training, working in company represents the major part of training. At the workplace, apprentices
are expected to acquire the typical skills of their profession but, at the same time, to contribute to the production of the
company. For this reason apprentices are expected to carry out activities on their own from early on in their training and
to ask for help only when they need it. Learning to ask questions and to seek help appropriately is, therefore, an important
competence for learners to acquire during vocational training, just as it is important for the company to offer the learner
every opportunity to ask for help when needed. In this study, we used mobile phones to follow at a distance 19 apprentices
in car mechanics at the workplace. We then analyzed a corpus of approximately 77 hours of work, in search of all questions
and requests they addressed during this time. Data show that requests for information are twice as frequent as requests for
assistance (i.e. intervention or physical help) and that all together, requests are introduced more often by more advanced
apprentices than by those in the early stages of their training. These findings are linked with the facts that: a) bringing
apprentices to be autonomous early in their work is a deciding factor of the philosophy of work in many of the enterprises
training apprentices, b) more advanced apprentices are given more complex tasks to work on, c) more advanced apprentices work
more is often undertaken in collaboration with an expert car mechanics and d) questions and requests for help are more likely
to be addressed when working collaboratively than when working alone. These findings are interpreted as evidences of a natural
regulation which takes place at the workplace between the learner’s engagement and the workplace affordances. 相似文献