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81.
运用知识讲座、宣传手册、知识竞赛等方式对初一被试学生进行冰上运动安全实验干预,使用自编问卷评估实验前后被试学生冰上运动安全知识技能掌握情况,使用SPSS17.0对获得数据进行自身对照T检验。结果表明:学生通过知识讲座、技能培训、安全手册学习和知识竞赛等干预形式掌握了冰上运动安全知识、安全防护技能和运动损伤急救知识,说明实验干预内容、方法有效可行。 相似文献
82.
Attachment theory implies that children's inclination to interpret attachment figures behavior as supportive and available causally influences children's trust in their attachment figure's availability. An experiment was conducted to test whether training children (8–12 years old) to interpret ambiguous interactions with their mothers in a more secure way increases their trust in their mother's availability. Participants (N = 49) were randomly assigned to either a secure condition to train children to interpret their mother's behavior as supportive or a neutral placebo condition, where interpretations were unrelated to maternal support. Results supported the hypothesis: After the secure training, children interpreted maternal behavior more securely and trusted more in her availability. This suggests that attachment‐related processing biases causally affect attachment expectations. 相似文献
83.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
84.
杨德柱 《遵义师范学院学报》2002,4(3):33-34
从猪八戒这个貌似滑稽的角色出发 ,探讨《西游记》塑造这个形象的命意 :只要皈依佛门 ,终能得正果 ,为凡夫俗子树一个榜样。并对此命意予以批判 相似文献
85.
日本大学招生考试制度的多样化 总被引:4,自引:0,他引:4
日本的大学招生考试经过多次改革,形成了“大学入学考试中心考试”和各大学的个别考试并用的模式。在这一模式中,多样化是其主要特征之一,主要表现为考试机会的复数化、选拔方法的多样化、评价尺度的多元化。 相似文献
86.
‘Trying to find the extra choices’: migrant parents and secondary school choice in Greater Manchester 总被引:1,自引:0,他引:1
This article, based on qualitative research in Greater Manchester, examines the experience of migrants in navigating the education system, and in particular in choosing secondary schools for their children. There has been extensive research on the process of choosing schools since the policy reforms of the 1980s, but none has examined how the process of choosing a secondary school is impacted by the material and affective impact of migration. The article argues that migrants’ experience is embedded in gendered, classed and racialised processes and that, despite the heterogeneity of the category, migrants often face particular barriers in negotiating the school system. Nonetheless it also explores the importance put on education by the migrants who were interviewed and the active labour they engage in to try and achieve the best results for their children. 相似文献
87.
Barbara Carretti Erika Borella Cesare Cornoldi Rossana De Beni 《Learning and individual differences》2009,19(2):246-251
It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks) and/or on the attentional control implied in working memory tasks (tasks requiring storage/manipulation being more predictive than storage-only tasks, regardless of task modality). Meta-analysis is used here to examine the relevance of several working memory measures in distinguishing between the performance of poor and good comprehenders in relation to the modality of the working memory task, and the involvement of controlled attention required by such a task. Our results demonstrate that memory tasks that are demanding in terms of attentional control and that require verbal information processing are best at distinguishing between poor and good comprehenders, suggesting that both domain-specific factors as well as general factors of working memory contribute to reading comprehension performance. The implications for different models of working memory in relation to reading comprehension are discussed. 相似文献
88.
It is said that “absence makes the heart grow fonder.” But, when and why does an absent event become salient to the heart or to the brain? An absent event may become salient when its nonoccurrence is surprising. Van Hamme and Wasserman (1994) found that a nonpresented but expected stimulus can actually change its associative status—and in the opposite direction from a presented stimulus. Associative models like that of Rescorla and Wagner (1972) focus only on presented cues; so, they cannot explain this result. However, absent cues can be permitted to change their value by assigning different learning parameters to present and absent cues. Van Hamme and Wasserman revised the Rescorla-Wagner model so that the α parameter is positive for present cues, but negative for absent cues; now, changes in the associative strength of absent cues move in the opposite direction as presented ones. This revised Rescorla-Wagner model can thus explain such otherwise vexing empirical findings as backward blocking, recovery from overshadowing, and backward conditioned inhibition. Moreover, the revised model predicts new effects. For example, explicit information about the absence of nonpresented cues should increase their salience (that is, their negative α value should be larger), leading to stronger associative changes than when no explicit mention is made of cue absence. Support for this prediction is detailed in a new causal judgment experiment in which participants rated the effectiveness of different foods’ triggering a patient’s allergic reaction. Overall, these and other findings encourage us to view human causal learning from an associative perspective. 相似文献
89.
We explored response rate as a possible mediator of learned stimulus equivalence. Five pigeons were trained to discriminate
four clip art pictures presented during a 10-sec discrete-trial fixed interval (FI) schedule: two paired with a one-pellet
reinforcer, which supported a low rate of responding, and two paired with a nine-pellet reinforcer, which supported a high
rate of responding. After subjects associated one stimulus from each of these pairs with a discriminative choice response,
researchers presented two new clip art stimuli during a 10-sec FI: one trained with a differential reinforcement of low rate
schedule (DRL) after the FI and the other trained with a differential reinforcement of high rate schedule (DRH) after the
FI. Each of the stimuli that were withheld during choice training was later shown to see if the choice responses would transfer
to these stimuli. The results suggest that response rate alone does not mediate learned stimulus equivalence. 相似文献
90.
Kristof De Witte Ides Nicaise Jeroen Lavrijsen Georges Van Landeghem Carl Lamote Jan Van Damme 《European Journal of Education》2013,48(3):331-345
This article presents a comparative analysis of the determinants of early school leaving (ESL) at the country level. We decompose ESL rates into two components: a ‘primary’ rate reflecting unqualified school leaving from initial education, and a second component accounting for early school leavers who participate in training programmes. Both may be influenced by structural and policy determinants. We examine how the ESL rate is affected by macro-economic and social context variables such as GDP/capita, growth, poverty, and youth unemployment, as well as system characteristics of the education system (such as legal school leaving age, grade retention, early tracking, and size of vocational education) and the labour market and social protection systems (minimum wages, unemployment insurance). 相似文献