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排序方式: 共有626条查询结果,搜索用时 15 毫秒
21.
J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
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Sally J. Phillips David L. Kelley Spiros G. Prassas 《Research quarterly for exercise and sport》2013,84(2):197-200
Abstract The contextual interference (CI) effect has been replicated many times since its first demonstration by Shea and Morgan (1979) in the motor learning domain (see Brady, 1998; Magill&;Hall, 1990). The CI effect is characterized by the observation that experiencing greater interference during acquisition is detrimental to immediate performance but enhances delayed performance as measured on retention or transfer tests. High CI is most often created by random practice in which the learning of multiple tasks occurs in a single training. In contrast, low CI is frequently created by using a blocked practice format in which all the practice trials of one task are completed before another task is introduced. One theoretical account that has been forwarded to account for the CI effect is labeled the action plan reconstruction hypothesis (Lee&;Magill, 1983, 1985). This position intimates that before a movement occurs an “action plan” must be prepared. In blocked practice, a previously prepared “action plan” is readily available from trial to trial, but it suffers from lack of attention on trials following initial retrieval from working memory. In random practice, however, each time a task must be executed a “reconstruction” of the action plan must be processed, because the interchange of information from trial to trial never allows the same information to remain in working memory for an extended amount of time. Presumably, the additional trial-to-trial preparation used by the random practice participant during practice results in a more resilient memory representation that better supports long-term recall efforts compared to their blocked practice counterparts. 相似文献
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Vikki Krane Sally R. Ross Katie Sullivan Barak Julie L. Rowse Cathryn B. Lucas-Carr 《Quest (Human Kinetics)》2013,65(4):249-267
In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration. 相似文献
25.
While the number of Aboriginal and Torres Strait Islander students in higher education in Australia has doubled in recent years, the gap between their attainment and the attainment of other Australians has remained consistent. It is essential to elucidate the factors that promote Aboriginal and Torres Strait Islander students' academic success, not in order to justify the exclusion of these students from tertiary education, but to refine and develop curriculum and management strategies which promote their academic success. This study focuses on Aboriginal and Torres Straight Islander students' experiences in a diploma program offered in block mode, in order to better understand the ‘on-’ and ‘off-’ campus experiences which are related to academic success and the factors which challenge or enhance students' study. The research yields important findings related to students' motivations to enrol and their definitions of academic success; the challenges they experience in making the transition to tertiary study; the vulnerability of our students' determination to succeed; the effects of being in a program for Aboriginal and Torres Strait Islander students; and the ways in which minor challenges, if unresolved, can accumulate to interfere with students' study. 相似文献
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Rosemary A. Rosser Sally Stevens Ensing John Mazzeo 《Contemporary educational psychology》1985,10(2):95-103
Children's ability to discriminate reflections and rotations of visual stimuli was examined within the confines of a mental rotation task. It was hypothesized that success would be affected by both characteristics of the stimulus and by the subtlety of the discrimination required. Forty 3- to 4-year-old children were directed to mentally rotate a stimulus a given number of degrees and to discriminate the appearance of the rotated stimulus from among a set of alternatives. Four stimuli differing in the number of visual orientation cues were utilized across 24 trials. A significant effect was found for number of orientation cues, and data indicated the difficulty children experienced detecting reflections, a task which bears close resemblance to the yes/no option in prototypic rotation studies. Children were only successful with a limited range of stimuli when discrimination of a reflected foil was not required. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young Children. 相似文献
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This article defines the problem of teaching foreign students in standard American university composition courses. It describes how two composition courses were modified to meet the needs of students who were beyond English as a Second Language composition but not yet ready for mainstream study. The article suggests that adaptations, not only in technique, but in approach and content as well, are required in order to fulfill the needs of these special students.Sally L. Chirinos, M.A. was the Academic Director of the EFL Program at the Instituto Cultural Peruano-Norteamericano, Arequipa, Peru from 1977–78. Suellen Rundquist is a M.A. candidate in Foreign Language Education and English as a Second Language at the University of Minnesota. Lisa Washburn holds a M.A. in English as a Second Language and a M.A. Germanic Philology from the University of Minnesota. 相似文献
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Sally Morris 《Learned Publishing》2003,16(3):171-176
There is increasing pressure from academia to make the results of publicly funded research freely available to all. Preprint archives have grown up in some disciplines, and institutional archives are now being developed. While openly accessible preprints seem to have damaged publishers less than was originally feared, the final published versions of articles – when combined with sophisticated retrieval software – may turn out to be a different matter. Publishers have already done much to make their content more accessible through bundling, consortia licensing, access for less‐developed countries, more liberal customer and author agreements, and collective licensing. Some are experimenting with open access journals, although this may not work in all disciplines. It seems clear, however, that there are elements of value in journals themselves, and in the functions performed by journal publishers, which should survive. 相似文献