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141.
This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better group) or less (worse group) than the average improvement, respectively. On the transfer test 1 day later which required producing novel absolute movement times, the better group demonstrated more effective learning than the worse group. These findings add to the mounting evidence that motivational factors affect motor skill learning. 相似文献
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The difficulties encountered with symmetrical components, as discussed in Part I, B, are eliminated when Clarke components are used. It is possible to investigate transient phenomena in three-phase systems by studying single-phase networks with the transient analyzer.The basic relationships between the three-phase problem and its equivalent representation in Clarke components are established in the first section (C) of this paper. The last section (D) of this study contains the component-network connections and the switching arrangements which are representative of the more frequent types of disturbances in three-phase systems. 相似文献
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In this paper, two methodological perspectives are used to elaborate on the value of cognitive load theory (CLT) as a scientific
theory. According to the more traditional critical rationalism of Karl Popper, CLT cannot be considered a scientific theory
because some of its fundamental assumptions cannot be tested empirically and are thus not falsifiable. According to the structuralist
view of theories introduced by Joseph D. Sneed, a theory may be considered scientific even if it comprises nontestable fundamental
assumptions. Rather, the scientific value of a theory results from the holistic empirical content of the overall theory net
built around fundamental assumptions and from the successful applications of this theory net to explain and predict empirical
findings. This latter view is helpful to explicate some implicit methodological assumptions of CLT research and to avoid the
potential circularity of CLT’s fundamental assumptions. Additionally, the structuralist view of theories can be directly used
to derive a research agenda for the future development of CLT. 相似文献
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This work replicates and builds on a pilot study designed to test the theoretical model of information-seeking behavior called the imposed query. The same cross-sectional approach was used to collect data at the pilot site and at two other similar schools, and interviews were conducted with the school library media specialist, teachers, and students at the pilot site. Major quantitative findings include the persistence of a relationship between grade level and question type, gender difference in library use at the pilot site, and a significant difference in prevalence rate for one school as compared with the other two. Qualitative findings identify teachers, the school library media specialist, parents, and children as imposers. Children were most hindered by limited reading skills, showed a preference for browsing and known items, demonstrated a limited ability to assess information critically, and used a wider variety of sources for imposed queries than for self-generated questions. 相似文献
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Lyle McKinney Jacob P. K. Gross Andrea Backscheider Burridge 《Community College Journal of Research & Practice》2014,38(2-3):270-274
The utilization of loans by community college students is a contentious issue. In this article we broadly examine issues related to borrowing by community college students, giving attention to how loans can help, as well as hinder, borrowers at these institutions. Despite increased rhetoric about the perceived student loan crisis, caution is warranted before jettisoning student loans as a tool for access and completion at community colleges. Instead, we suggest that a more nuanced approach, aimed at helping students understand and manage their loans, is in the best interest of students and the college. Our recommendations are intended to help community colleges increase the number of borrowers who earn a credential and reduce the number who default. 相似文献