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541.
Emily R. Fyfe Nicole M. McNeil Ji Y. Son Robert L. Goldstone 《Educational Psychology Review》2014,26(1):9-25
A longstanding debate concerns the use of concrete versus abstract instructional materials, particularly in domains such as mathematics and science. Although decades of research have focused on the advantages and disadvantages of concrete and abstract materials considered independently, we argue for an approach that moves beyond this dichotomy and combines their advantages. Specifically, we recommend beginning with concrete materials and then explicitly and gradually fading to the more abstract. Theoretical benefits of this “concreteness fading” technique for mathematics and science instruction include (1) helping learners interpret ambiguous or opaque abstract symbols in terms of well-understood concrete objects, (2) providing embodied perceptual and physical experiences that can ground abstract thinking, (3) enabling learners to build up a store of memorable images that can be used when abstract symbols lose meaning, and (4) guiding learners to strip away extraneous concrete properties and distill the generic, generalizable properties. In these ways, concreteness fading provides advantages that go beyond the sum of the benefits of concrete and abstract materials. 相似文献
542.
543.
Flor R. Calero Christopher Dalley Nicole Fernandez Tania Marie Davenport-Dalley Stephanie L. Tatum 《Journal of Latinos & Education》2014,13(1):33-43
This study examined how Hispanic students’ academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student–teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model analyzed the influence of the independent variables on the dependent variable, academic self-concept. A multiple regression analysis indicated that peer relationships, family academic expectations, and schoolwork were significant predictors of students’ academic self-concept. Peer relationships was a modifying variable on students’ academic self-concept. 相似文献
544.
The papers in the present special issue summarize research that aims at compiling and understanding variables associated with
successful communication in computer-supported instructional settings. Secondly, the papers add to the question of how adaptiveness
of instructional communication may be achieved. A particular strength of the special issue is to bring together authors with
diverse backgrounds within psychology and beyond. In this commentary, we introduce the central ideas of the special issue
and give an overview of the papers. 相似文献
545.
Numerous studies have evaluated the effects of pedagogical agents on students’ learning outcomes, but so far, beneficial effects
have not been consistently demonstrated. The ambiguous results might partly be due to the strong emphasis on cognitive outcomes,
which is characteristic for research in teaching and learning. The paper suggests a shift of attention to socio-emotional
and relational variables, which might be considered as relevant moderator variables in learning or even as learning outcomes
per se, for example, in social learning. In order to achieve this goal, we suggest a systematic account of the results from
social psychology and in particular from nonverbal communication research, and findings from studies on the social effects
of embodied agents in general. This perspective will include (1) a distinction between static and dynamic aspects of embodiment,
such as the visual appearance of agents and their nonverbal behavior, and (2) a more systematic approach concerning the functions
of embodiment and nonverbal behavior, such as modeling, discourse and dialogue functions, and socio-emotional effects. A further
argument addresses the necessity of complementing outcome measures by process measures, which are sensitive to the tasks and
the changing situational demands that occur during learning processes and tutor-learner interaction. 相似文献
546.
Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person-environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3-95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination. 相似文献
547.
Disclosure and secrecy in adolescent-parent relationships 总被引:3,自引:0,他引:3
Beliefs about parents' legitimate authority and adolescents' obligations to disclose to parents and actual disclosure and secrecy in different domains were examined in 276 ethnically diverse, lower middle-class 9th and 12th graders (Ms=14.62 and 17.40 years) and their parents (n=249). Adolescents were seen as more obligated to disclose prudential issues and less obligated to disclose personal than moral, conventional, and multifaceted issues; parents viewed adolescents as more obligated to disclose to parents than adolescents perceived themselves to be. Adolescents disclosed more to mothers than to fathers, particularly regarding personal issues, but mothers overestimated girls' disclosure. Greater trust, perceived obligations to disclose, and, for personal issues, more parental acceptance and psychological control predicted more disclosure and less secrecy. 相似文献
548.
Magnetic compass orientation in C57BL/6J mice 总被引:1,自引:0,他引:1
We report evidence for a robust magnetic compass response in C57BL/6J mice. Mice were trained to build their nests in one
of four magnetic directions by creating a light gradient along the long axis of a rectangular cage and positioning a nest
box at the opposite (dark) end. The mice were then tested overnight in a circular, visually symmetrical arena in one of four
magnetic field alignments. The positions of the nests built in the test arena showed strong unimodal orientation in the magnetic
direction coinciding with the dark end of the training cage. 相似文献
549.
Nicole T. Allen 《Quarterly Journal of Speech》2018,104(4):361-383
Chronos is a traditionally marginalized term in rhetorical studies. Historically paired with kairos, chronos is commonly taken to refer to chronology, empty, homogenous, and external time. I argue for a reconsideration and redefinition of chronos that pairs the term with a critical materialist theory of time as change, immanent temporalities. Chronos understood as an entanglement of immanent temporalities informs chronistic criticism. Chronistic criticism is a conceptual criticism investigating the rhetorical arrangement, or synchronization, of multiple processes of change. Reconsidering chronos makes room for investigating time-related texts, like ‘Iraq's first national calendar. This calendar emerged after the establishment of the ‘Iraqi state under the League of Nation's Mandate System where British authorities were charged with building a modern nation state from territories of the former Ottoman Empire. I demonstrate chronistic criticism examining Gertrude Bell's digital archive for observations about successes, failures, and competitors with the national calendar. A vitalized chronos stands to make substantive contributions to the study of numerous rhetorical concepts. Specifically, for this investigation, chronos offers new insights into political myths, calendars, nation building, and the potential influences of nonhuman immanent temporalities. 相似文献
550.