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Deaf and hearing college students' mean reaction times (RTs) were compared on a mental calculation task in which they had to verify the accuracy of solutions to addition and multiplication problems. The deaf students were divided into higher and lower readers. Higher deaf readers and hearing students had similar RTs and accuracy on addition problems; their RTs were greater in the voicing interference mode than in the manual tapping interference mode. The lower deaf readers showed no RT differences between the two interference modes and had consistently lower RT performance and score accuracy across the verification tasks. On the verification task for multiplication problems, all participants showed a greater RT effect for manual tapping. The lower deaf readers were significantly less accurate on multiplication problems. 相似文献
24.
Martin A. Swanbrow Becker Stacey F. Nemeth Roberts Sam M. Ritts William Tyler Branagan Alia R. Warner Sheri L. Clark 《Journal of College Student Psychotherapy》2017,31(2):155-176
This study examines the experiences of transgender college students in coping with stress in comparison to their cisgender peers. Undergraduate and graduate students from 73 colleges, totaling 26,292 participants, of which 47 identified as transgender completed an online survey. Transgender students reported greater exposure to trauma and higher rates of suicidal experiences, as well as different precipitants to reported stressful periods and sources of support than their cisgender peers. Implications for individual and group counseling as well as outreach and prevention to better support transgender students are explored. 相似文献
25.
William Winn Cliff Solomon 《Educational technology research and development : ETR & D》1993,41(1):29-41
In two experiments, subjects received problem sets consisting of a simple diagram accompanied by two sentences and were asked to select the sentence that best expressed the meaning of the diagram. Each diagram showed a relationship between two concepts. The relationships were category membership, possession of a property, and causality. The relative placement of the concepts was varied. In the first experiment, the concepts were given nonsense names. Significant biases in response frequencies were found, suggesting that, in the absence of semantic content, the interpretation of the diagrams was largely determined by syntactic rules of English. In the second experiment, similar biases were found for diagrams whose concepts were given English names. However, the biases were less evident when the diagrams violated the rules of English syntax. This suggested that conflict between the sense of English and a diagram's spatial arrangement makes consistent interpretation unlikely. Conclusions are drawn concerning the relationships between the spatial arrangement of diagrams and the meaning of relationships among concepts stated in sentences. Suggestions for diagram design are offered. 相似文献
26.
Dr Joan Solomon 《Research in Science Education》1998,28(1):153-167
Teaching technology without reference to the human need which calls for it, not only gives students the wrong idea about the
nature of technology, it also hides the importance of the testing of artifacts for operation in the relevant environment.
The research reported in this paper began with the trialing of stories designed to show the social need which triggered new
invention, in the appropriate period of history, through the eyes of contemporary children of our pupils' age. The pupils
were asked to design their working models through drawings, to construct them, and then to test and evaluate them. The model
used to understand the interplay between the ideas in the minds of pupils, and the selection process which decided on their
worthiness, is one drawn from evolutionary epistemology. Data shows that some elementary school children do recognise the
mental nature of the design activity as the combination of parts of remembered mechanisms, and the grounds for selection as
fitness for the job in the chosen environment. This approach goes some way towards distinguishing aspects of technological
education from scientific education, including the high value accorded to creativity and personal invention in technology. 相似文献
27.
Teaching Mathematics: Ritual, Principle and Practice 总被引:1,自引:0,他引:1
Yvette Solomon 《Journal of Philosophy of Education》1998,32(3):377-390
One of the criticisms of standard teaching practices is that they support merely 'ritual' as opposed to 'principled' knowledge, that is, knowledge which is procedural rather than being founded on principled explanation. This paper addresses issues and assumptions in current debate concerning the nature of mathematical knowledge, focusing on the ritual/principle distinction. Taking a discussion of centralism in logic and mathematics as its start-point, it seeks to resolve these issues through an examination of mathematics as a community of practice and the teacher's role as epistemological authority in inducting pupils into such practices. 相似文献
28.
Robyn Pierce Lynda Ball Kaye Stacey 《International Journal of Science and Mathematics Education》2009,7(6):1149-1172
The use of Computer Algebra Systems (CAS) in years 9 and 10 classrooms as a tool to support learning or in preparation for
senior secondary mathematics is controversial. This paper presents an analysis of the positive and negative aspects of using
CAS identified in the literature related to these year levels, along with the perceptions of 12 experienced secondary teachers
who were working with years 9 and 10 students. The literature review shows that CAS is valued for calculation and manipulation
capabilities, the option of alternative representations, the opportunity for systematic exploration and for prompting rich
discussion. However, the technical overhead, initial workload for the teacher and unresolved questions about the perceived
relative contribution of machine and by-hand work to learning currently pose obstacles to teaching with CAS in the middle
secondary years. The teachers who contributed data to this study perceived that using CAS in their teaching is, on balance,
worth the effort. However, they believed that CAS is of most benefit to their high ability students and may present an obstacle
to their low ability students’ learning of mathematics. 相似文献
29.
Understanding that mathematics is founded on reasoning and is not just a collection of rules to apply is an important message
to convey to students. Here we examined the reasoning presented in seven topics in nine Australian eighth-grade textbooks.
Focusing on explanatory text that introduced new mathematical rules or relationships, we classified explanations according
to the mode of reasoning used. Seven modes were identified, making a classification scheme which both refined and extended
previous schemes. Most textbooks provided explanations for most topics rather than presenting “rules without reasons” but
the main purpose appeared to be rule derivation or justification in preparation for practise exercises, rather than using
explanations as thinking tools. Textbooks generally did not distinguish between the legitimacies of deductive and other modes
of reasoning. 相似文献
30.