One hundred and sixty college students read three fictitious biographical passages according to either imagery-mnemonic or
no-strategy control instructions. In one mnemonic condition, subjects formed separate images involving each biographical name
and its associated facts: in another mnemonic condition, the biographical name and its associated facts were integrated within
a single composite image. Relative to an interference-control condition, integrated mnemonic subjects recalled more factual
information, whereas separate mnemonic subjects did not. In addition, the recall of integrated mnemonic subjects was statistically
no different from that of a noninterference control condition, whereas the recall of separate mnemonic subjects was lower.
Both theoretical and educational implications of the results are discussed.
The first author’s contribution to this work was supported by an Organized Research Grant from the Graduate School of Illinois
State University. The second author’s contribution was supported by the National Institute of Education under Grant No. NIE-G-81-0009
to the Wisconsin Center for Education Research and was facilitated by a Romnes Faculty Fellowship from the Graduate School
of the University of Wisconsin, Madison. 相似文献
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates. 相似文献
This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social
learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the
hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions
on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed
to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social
organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission
is strongly influenced by social relationships between birds. The practical implications of understanding the role of social
learning in the spread of injurious behaviors in this economically important species are briefly considered. 相似文献
The aims of the EVINCE research projectincluded examination of the impact of information on the clinical knowledge and practice ofnurses, midwives and health visitors. EVINCE (Establishing the Value of Information to NursingContinuing Education) was funded by the British Library R&D Department for 1 year, from 1November 1995 to 31 October 1996. The methods employed (based on those used in the Valueproject) included a critical incident type study to establish patterns of information need and useamong a random sample of nursing professionals. The nature of the impact of informationobtained on present and future competencies was assessed from a survey of the searches andrequests presented to library and information services. Nurses, midwives and health visitors didvalue the information (96% of respondents agreed that there was, or would be an effect onfuture practice through enhanced competence in one or more areas). The impact findings can beused to guide a more precise assessment of information needs. 相似文献