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61.
This literature review uses four dimensions to classify and compare how food‐related decision‐making is conceptualized and experimentally assessed in neuroscience and other disciplines: (1) food‐related decision‐making other than the decision of what to eat that is part of each eating episode, (2) decision complexes other than the eating episode itself, (3) the evolution of food‐related decision‐making over time, and (4) the nature of food related decisions. In neuroscience in particular, food‐related decision‐making research has been dominated by studies exploring the influence of a wide range of factors on the final outcome, the type and amount of foods eaten. In comparison, the steps that are leading up to this outcome have only rarely been discussed. Neuroscientists should broaden their historically narrow conceptualization of food‐related decision‐making. Then neuroscience research could help group the numerous hypothesized influences for each of the decision complexes into meaningful clusters that rely on the same or similar brain mechanisms and that thus function in similar ways. This strategy could help researchers improve existing broad models of human food‐related decision‐making from other disciplines. The integration of neuroscientific and behavioral science approaches can lead to a better model of food‐related decision‐making grounded in the brain and relevant to the design of more effective school and nonschool lifestyle interventions to prevent and treat obesity in children, adolescents, and adults. 相似文献
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Anne Barwasser Kerstin Nobel Matthias Grünke 《British Journal of Special Education》2022,49(2):276-298
The number of students with reading difficulties is increasing and reading motivation is decreasing. Although serious reading problems can still persist during secondary education, most reading instruction happens in primary schools. In particular, students with learning disabilities and externalising behavioural problems are confronted with hurdles in reading literacy that need to be overcome. For this reason, this study focused on a simple reading intervention to promote sight vocabulary in 10th grade readers with learning disabilities and behavioural problems. A peer-tutored motivational reading racetrack intervention was implemented three times a week over a five-week period through a multiple baseline design across participants in three small groups. The results indicate that the combined intervention is an appropriate method to help students, even those in a graduating class, to improve their sight words in a short period of time, and thus provide them with important reading skills. 相似文献
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Matthias Donat Claudia Dalbert Shanmukh Vasant Kamble 《European Journal of Psychology of Education - EJPE》2014,29(4):635-651
The more people believe in a just world (BJW) in which they get what they deserve, the more they are motivated to preserve a just world by ones’ just behavior. Consequently, we expected school students with a strong BJW to show less deviant behavior as cheating or delinquency. The mediating role of teacher justice was also examined. Questionnaire data were obtained from a total of N?=?382 German and Indian high school students. Regression analyses revealed that the stronger students’ BJW was, the less cheating and delinquent behavior they reported. Moreover, the more the students believed in a just world, the more they evaluated their teachers’ behavior toward them personally to be just, and the experience of teacher justice fully mediated the relation between BJW and cheating and delinquency, respectively. This pattern of results was in line with our hypotheses and consistent across different cultural contexts. It persisted when neuroticism and sex were controlled. The adaptive functions of BJW and implications for future school research are discussed. 相似文献
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Case studies are central to the way management is currently taught at universities. Among other benefits attributed to the case study method is that it promotes networked thinking by learners. Networked thinking takes account of interactions and repercussions, making it crucial to decision-making within the complex system of rules that shapes current business reality. However, there is virtually no empirical evidence of the extent to which the case study method actually delivers the advantages attributed to it. This paper aims to remedy that gap in the literature. The paper considers the extent to which the case study method promotes networked thinking on the part of students on business and management courses. The research is designed as an intervention study involving pre- and post-testing. The study finds that students who have worked on a case study correctly identify more interactions in post-testing than in pre-testing. 相似文献
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Matthias von Davier Jorge González B. Alina A. von Davier 《Journal of Educational Measurement》2013,50(3):295-303
Local equating (LE) is based on Lord's criterion of equity. It defines a family of true transformations that aim at the ideal of equitable equating. van der Linden (this issue) offers a detailed discussion of common issues in observed‐score equating relative to this local approach. By assuming an underlying item response theory model, one of the main features of LE is that it adjusts the equated raw scores using conditional distributions of raw scores given an estimate of the ability of interest. In this article, we argue that this feature disappears when using a Rasch model for the estimation of the true transformation, while the one‐parameter logistic model and the two‐parameter logistic model do provide a local adjustment of the equated score. 相似文献
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Stephanie Herppich Jörg Wittwer Matthias Nückles Alexander Renkl 《Journal of Experimental Education》2013,81(2):242-260
Tutors often have difficulty with accurately assessing a tutee's understanding. However, little is known about whether the professional expertise of tutors influences their assessment accuracy. In this study, the authors examined the accuracy with which 21 teacher tutors and 25 student tutors assessed a tutee's understanding of the human circulatory system in the course of tutoring. The authors found that the teacher tutors were more accurate than were the student tutors in assessing whether a tutee had a low or high level of knowledge about concepts relevant to the human circulatory system. In addition, in comparison with the student teachers, the teacher tutors more accurately assessed the number of concepts that a tutee would know. However, the teacher tutors and the student tutors did poorly in assessing a tutee's mental model of the human circulatory system even though the teacher tutors were more aware of their assessment difficulties than were the student tutors. 相似文献
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