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141.
Daniel Ansari Roland H. Grabner Karl Koschutnig Gernot Reishofer Franz Ebner 《Learning and individual differences》2011,21(6):636-643
Data from both neuropsychological and neuroimaging studies have implicated the left inferior parietal cortex in calculation. Comparatively less attention has been paid to the neural responses associated with the commission of calculation errors and how the processing of arithmetic errors is modulated by individual differences in mathematical competence. Do more competent individuals exhibit a different brain response to errors than less mathematically able individuals? These outstanding questions were addressed in the present functional Magnetic Resonance Imaging (fMRI) study through an investigation of which brain regions respond more to erroneously versus correctly solved arithmetic problems while a group of 24 adult participants with varying levels of mathematical competence solved problems of all four arithmetic operations. Despite high levels of accuracy, a robust main effect of accuracy (incorrect vs. correct) was observed in both medial and lateral regions of the prefrontal cortex. These regions have frequently been associated with both the detection of errors and the deployment of cognitive control following an error. Furthermore, mathematical competence was found to modulate the activation of an area in the right dorsolateral prefrontal cortex. Specifically, individuals with relatively higher mathematical competence (n = 12) were found to activate this region more for incorrectly solved trials than their less mathematically competent peers (n = 12). Taken together, these findings suggest that the commission of arithmetic errors modulates responses of prefrontal regions and, moreover, that activation of the right lateral prefrontal cortex during arithmetic errors is affected by individual differences in mathematical competence. In view of the evidence associating the lateral prefrontal cortex with the implementation of cognitive control, we suggest that individuals with relatively high mathematical competence may exhibit greater awareness of calculation mistakes and implement greater control following the commission of errors. 相似文献
142.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
143.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
144.
E. K. H. Saitta M. A. Bowdon C. L. Geiger 《Journal of Science Education and Technology》2011,20(6):790-795
Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students
at a large research institution. Chemistry students at the University of Central Florida partnered with high school students
at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to
teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing
tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational
opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’
misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory
course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical
kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model
for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future
projects. 相似文献
145.
Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura's 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. 相似文献
146.
Tertiary Education and Management - In this article, we will argue that students played an important role at several crucial junctures of modern Czech history, which secured them a central position... 相似文献
147.
Rachel E. Crook‐Lyon Jennifer Presnell Lynda Silva Mich Suyama Janine Stickney 《Journal of College Counseling》2011,14(1):34-49
Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns. 相似文献
148.
For early childhood, the domain of geometry and spatial reasoning is an important area of mathematics learning. Unfortunately,
geometry and spatial thinking are often ignored or minimized in early education. We build a case for the importance of geometry
and spatial thinking, review research on professional development for these teachers, and describe a series of research and
development projects based on this body of knowledge. We conclude that research-based models hold the potential to make a
significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of
their teachers. 相似文献
149.
Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips
from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation
was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence
of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value
and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was
trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training
schedules are interpreted in terms of dual-process theories of action control. 相似文献
150.
Kevin H. Ashford-Rowe Marnie Holt 《美中教育评论》2011,(3):317-322
The "emerging educational institutional decision-making matrix" is developed to allow educational institutions to adopt a rigorous and consistent methodology of determining which of the myriad of emerging educational technologies will be the most compelling for the institution, particularly ensuring that it is the educational or pedagogical but not the technological imperative that drives the technology integration agenda. The matrix is designed to be used after some initial research into an emerging technology. Once a technology is put through the matrix, a member of options are available: (1) shelving the technology; (2) putting the technology on hold and maintaining a watching brief until the technology matures in the market; and (3) researching the product further by conducting a trial or placing in testing sandpit. After further research, the technology can be tested as a pilot to determine how well or otherwise, the technology works within the institution. If an emerging technology has more than one product associated with it, a second and third step in the matrix has been developed, and the second step assigns a rating to each of the categories within the matrix. With many products containing similar features, a third step has been developed to compare products on a feature level. 相似文献