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Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with four types of illustrations with increasing information value. The results show that illustrations can have a detrimental effect on performance on arithmetic word problems, produced by irrelevant, redundant or interacting sources of information. Principles from cognitive load theory are used to explain the results, in particular in relation to (poor) working memory ability. 相似文献
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Paul Ernest 《Educational Studies in Mathematics》1984,15(2):173-189
It is observed that many students have difficulty in producing correct proofs by the method of mathematical induction. The notion of a correct proof by this method is analysed mathematically. Subsequently, the topic is analysed into behavioural skills and subjected to a conceptual analysis. Common misconception of induction are considered, with recommendations for their remediation. Finally, criteria for the analysis and evaluation of textbook treatments of induction are evolved and applied to a selection of texts. 相似文献
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Ernest Rudd 《Higher Education》1979,8(1):89-98
Recent attempts at predicting the numbers of studentsin Britain likely to seek places in higher education in the future are briefly described and their methods of prediction analysed. The author argues that future numbers cannot be reliably predicted since in recent years there has been no identifiable regular pattern from which a sound prediction might be made. Ways of improving the figures are suggested but the author proposes that these figures be used in the context of flexible planning, i.e., plans that incorporate the possibility of substantial modification at any stage. 相似文献
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Menno Van Der Schoot Alain L. Vasbinder Tako M. Horsley Ernest C.D.M. Van Lieshout 《Journal of Research in Reading》2008,31(2):203-223
This study examined whether 10–12‐year‐old children use two reading strategies to aid their text comprehension: (1) distinguishing between important and unimportant words; and (2) resolving anaphoric references. Of interest was the question to what extent use of these reading strategies was predictive of reading comprehension skill over and above decoding skill and vocabulary. Reading strategy use was examined by the recording of eye fixations on specific target words. In contrast to less successful comprehenders, more successful comprehenders invested more processing time in important than in unimportant words. On the other hand, they needed less time to determine the antecedent of an anaphor. The results suggest that more successful comprehenders build a more effective mental model of the text than less successful comprehenders in at least two ways. First, they allocate more attention to the incorporation of goal‐relevant than goal‐irrelevant information into the model. Second, they ascertain that the text model is coherent and richly connected. 相似文献
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Ernest L. Abel Robert J. Sokol Michael L. Kruger Dawn Yargeau 《Educational studies》2008,34(4):271-275
We determined if the “relative age” effect, wherein older students in an age cohort in early grades do better academically, extends to birthdates of applicants to medical schools, and if birthdates are related to the success of their applications. We examined birthdays of applicants from Michigan to Wayne State University’s School of Medicine, relative to December 1, the cut‐off date for eligibility to enter kindergarten in Michigan. Significantly fewer applicants ≤22 years of age were born in the three‐month period (September, October, November) immediately preceding the December 1 cut‐off date, but there was no statistically significant difference in the probability of their acceptance. We conclude that delayed entry to kindergarten influences applications for medical school acceptance, but does not affect the success of their applications. 相似文献