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71.
Ken R. Lodewyk 《教育心理学》2007,27(3):307-327
Students with differing profiles of epistemological beliefs—their beliefs about personal epistemology, intelligence, and learning—vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students’ epistemological beliefs according to gender, school orientation, overall academic achievement, and performance on two differently structured academic tasks. Epistemological beliefs in fixed and quick ability to learn, simple knowledge, and certain knowledge differed significantly as a function of gender, school orientation, and levels of academic achievement. These beliefs, particularly the belief in simple knowledge, significantly predicted overall performance and reflective judgment scores on the ill‐structured task but not on the well‐structured task. Implications concerning the relations among epistemological beliefs, reflective judgment, gender, school orientation, task structure, and achievement are discussed. 相似文献
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Pigeons were reinforced for pecking a key following one signal duration (S+) but not following another signal duration (S?). The S+ and S? were 2.52 and 5.67 sec, respectively, counterbalanced across birds. Subsequent generalization tests with a range of signal durations revealed a step function, with high response rates for all durations on the S+ side of the distribution, low response rates for all durations on the S? side, and an intermediate rate for the intermediate duration. A comparison group of pigeons trained with only the S+ duration showed a flat generalization function. For the discrimination-trained birds, the delay between signal termination and opportunity to respond was subsequently varied during generalization testing. A step function again appeared, and no evidence of subjective shortening over the delay was found. The overall pattern of results suggests that the birds categorized the temporal signal into two classes and retained a categorical code over the delay. 相似文献
75.
Ken Cheng 《Learning & behavior》1998,26(4):455-468
Honeybees were trained with two landmarks at some angle (e.g., 120°) apart from the target. On crucial unrewarded tests, only a single landmark was present. If distances and directions to landmarks are computed separately (independent averaging), the search distance to the landmark should equal the landmark-target distance found in training. If entire vectors are averaged, the search distance should be much shorter. Three experiments with short target-landmark distances showed results in between the predictions of the two hypotheses. A fourth experiment used longer target-landmark distances and isolated double peaks on single-landmark tests: one predicted by the independent averaging hypothesis, and one very close to the landmark. The near peak is interpreted as arising from approach and exploration of a landmark in a new location, and not from searching. 相似文献
76.
David Raffe Cathy Howieson Ken Spours & Michael Young 《British Journal of Educational Studies》1998,46(2):169-187
The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems. 相似文献
77.
Ken A. Fujimoto 《Journal of Educational Measurement》2020,57(2):255-285
Multilevel bifactor item response theory (IRT) models are commonly used to account for features of the data that are related to the sampling and measurement processes used to gather those data. These models conventionally make assumptions about the portions of the data structure that represent these features. Unfortunately, when data violate these models' assumptions but these models are used anyway, incorrect conclusions about the cluster effects could be made and potentially relevant dimensions could go undetected. To address the limitations of these conventional models, a more flexible multilevel bifactor IRT model that does not make these assumptions is presented, and this model is based on the generalized partial credit model. Details of a simulation study demonstrating this model outperforming competing models and showing the consequences of using conventional multilevel bifactor IRT models to analyze data that violate these models' assumptions are reported. Additionally, the model's usefulness is illustrated through the analysis of the Program for International Student Assessment data related to interest in science. 相似文献
78.
第二章神秘娱乐的层次关系
从我们的这边看出去,我们带给观众的表演是魔术效果(effect)。而从观众的角度来看呢,我们的演出可分成三种不同的感受: 相似文献
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Ken Yellis 《Curator: The Museum Journal》2009,52(4):333-348
Abstract Our relationships with our audiences have proved parlous. But if history is destined to be contested, where should museums be in that contest and how do we get there? Fred Wilson's Mining the Museum has turned out to be a path not taken; Enola Gay was a cautionary tale. But we should have these fights in museums, where the national narrative is blocked out and staged, because of how museums teach us, opening hidden windows on cloaked realities. Museums can start by becoming clearer about what they think they are doing when they make an exhibition. Exhibitions can have a profound effect on visitors at many levels but it doesn't happen very often. Is that because visitors seek another kind of experience from what we typically offer? 相似文献