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891.
892.
Pat Fung Mike Brayshaw Benedict Du Boulay Mark Elsom-Cook 《Instructional Science》1990,19(4-5):311-336
A series of novice programmers' misconceptions of Prolog flow-of-control and variable unification are identified on the basis of existing empirical evidence, and informal observation. This classification is intended to serve as a first pass attempt towards an understanding of these errors and as a basis for future empirical work. 相似文献
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Mark B. Scholl 《Journal of College Counseling》2002,5(2):124-134
This study examined 152 undergraduate clients' interpersonal styles as they relate to preferences for counselor roles. The results indicated a moderate positive association between clients' interpersonal styles and their preferences for counselor roles. Moreover, beginning clients were found to prefer advice giving to active listening. Counselors can promote continuation and improve the quality of the working relationship by adapting their initial approach to match the preference of the client. 相似文献
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Cody S. Ding Mark L. Davison Anne C. Petersen 《Journal of Educational Measurement》2005,42(2):171-191
Latent growth curve modeling provides a powerful and flexible tool for researchers to study individual differences in change as well as the correlates and predictors of change. Recent developments in estimation and hypothesis testing procedures are largely based on confirmatory structural equation approaches. In this article, an alternative exploratory approach is proposed for the analysis of growth and change using multidimensional scaling (MDS). When applied to growth data, it is a growth pattern recognition technique that partitions individual differences into initial level and growth pattern components. When applied to other longitudinal data, it can be used to study change patterns. A math achievement data set is used to illustrate the growth modeling method and a mood variable is used to illustrate change modeling. The strengths and limitations of the MDS growth profile analysis are discussed. 相似文献
899.
Response times have often been used as ancillary information to improve parameter estimation. Under the dual processing theory, assuming reading comprehension requires an automatic process, a fast, correct response is an indicator of effective automatic processing. A skilled, automatic comprehender should be high in response accuracy and low in response times. Following this argument, several questions were addressed in this study. First, individuals with higher ability endorsed a correct response more quickly in the reading comprehension assessment, suggesting correct response times provide useful information in discriminating individuals of different abilities. Second, in terms of predicting an external criterion of reading proficiency, the increment of predictive validity of categorized correct response times was larger than the incremental validity of continuous response times based on both correct and incorrect response times. An index reflecting both accuracy and response time yielded higher incremental validity than indices reflecting response time only. Results support response time as manifesting a dimension of interest in its own right, over its inclusion as an ancillary dimension in a multidimensional model. 相似文献
900.
This article constitutes an attempt by a teacher and a researcher to jointly present their dual perspectives on the experience of a pilot phase of school‐based research. The discussion focuses upon the methodological difficulties that we each experienced both before, and during, the period of the research. In light of these, the article discusses concrete ways in which the methodology of the broader study could be improved, and considers the deeper issues relating to teacher‐researcher interaction which have emerged through this shared methodological reflection. We see this article as contributing to the growth of collaborative writing by researchers and research participants, and furthering the ongoing methodological dialogue within environmental education research. 相似文献