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Conclusion We have presented some of the general principles of acquisition, transfer and retention which are supported by experimental
research on human learning. As we suggested in the introduction to this paper, it is a reasonable working assumption that
these principles apply to audiovisual instruction just as they do to the controlled procedures of the laboratory. On this
assumption, the analysis of the process of audiovisual education does not call for the formulation of special principles;
it calls for the application and elaboration of the general laws of human learning 相似文献
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Effects of text illustrations: A review of research 总被引:7,自引:0,他引:7
W. Howard Levie Richard Lentz 《Educational technology research and development : ETR & D》1982,30(4):195-232
Can illustrations aid learning of text material? These authors review the results of 55 experiments comparing learning from illustrated text with learning from text alone. They go on to look at research in closely related fields (involving, for example, nonrepresentational pictures, graphic organizers, learner-produced drawings) and conclude by offering guidelines for practice. 相似文献
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Summary In this exercise the first five criteria of Table 3 were probably met. Our subsequent checks may enable us to claim that criterion
6 is also met, and there is little doubt that without it most chemistry teachers would remain sceptical about the worth of
such an “extra” set of activities.
The exercise also indicates that it is possible with modifications to move research techniques like 5 and 8 in Table 3 into
at least the realm of possibility of teacher-centred or didactic classrooms. 相似文献
70.
Past research has shown that top-heaviness is a perceptual property that plays a crucial role in triggering newborns' preference toward faces. The present study examined the contribution of a second configural property, congruency , to newborns' face preference. Experiments 1 and 2 demonstrated that when embedded in nonfacelike stimuli, congruency induces a preference of the same strength as that induced by facedness. Experiments 3 and 4 demonstrated that the attentional biases toward facedness and congruency produce a cumulative effect on newborns' visual preferences according to an additive model. These findings were extended by those of Experiment 5, showing that the additive model holds true when congruency is added to top-heaviness in nonfacelike stimuli displaying more elements in the upper portion. 相似文献