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961.
Miranda J. Lubbers Margaretha P.C. Van Der Werf Hans Kuyper A.A. Jolijn Hendriks 《Learning and individual differences》2010,20(3):203-208
Past research has consistently shown that there is a relation between personality and academic performance, but much less work has focused on explaining this relation. The present study examined whether three aspects of homework behavior, namely homework time, procrastination, and learning strategies, mediate the relation between personality and academic performance, controlling for cognitive ability, track level, gender, and ethnicity. We investigated this in a nationally representative sample of about 9000 secondary school students in The Netherlands (average age 13 years). Results indicated that all personality traits were related to homework behavior, and that both personality and homework behavior were related to end-of-year grades in math and Dutch language. Nevertheless, homework behavior only partially mediated the relation between personality and grades. 相似文献
962.
Attachment styles, social skills, and depression were studied in 93 college women using the Relationship Questionnaire (K. Bartholomew & L. M. Horowitz, 1991), the Beck Depression Inventory‐II (A.T. Beck, R.A. Steer, & G. K. Brown, 1996), and the Interpersonal Competence Questionnaire (D. Buhrmester, W. Furman, M.T. Wittenberg, & H.T. Reis, 1988). The self and other attachment models and the social skills of negative assertion, self‐disclosure, and conflict management all correlated with depression. Conflict management partially mediated the relationship between attachment self‐model and depression. Implications for counseling are discussed. 相似文献
963.
Two experiments evaluated history effects on induced and operant variability. College students typed three-digit sequences
on a computer keyboard. Sequence variability was induced (by no reinforcement or variation- independent reinforcement) or
reinforced (by variation- or repetition-dependent reinforcement). Conditions with induced and operant variability were presented
according to a reverse between-groups design. In Experiment 1, we examined transitions from the variation or repetition contingencies
to no reinforcement, and vice versa. In Experiment 2, the variation or repetition contingencies were followed or preceded
by variation-independent reinforcement. The results showed that (1) a history of no reinforcement impaired operant variability
learning; (2) induced variability levels were higher and lower after a history of reinforcement for variation and repetition,
respectively; (3) repetition was more easily disrupted by no reinforcement and independent reinforcement than was variation;
and (4) response variability and stability were a function of past and current reinforcement conditions. These results indicate
that reinforcement history influences both induced and operant variability levels. 相似文献
964.
A major challenge for learning theories is to illuminate how particular kinds of learning experiences and environments promote
the development of expertise. Research has been conducted into novice-expert differences in various domains, but few studies
have examined the processes involved in learners’ expertise development. In an attempt to understand the development of expertise
in instructional design (ID) among graduate students, this study aimed to investigate (1) the patterns of expertise development
among ID learners over an extended period; (2) the roles of expert modelling, peer feedback, self-reflection and participation
in a supportive learning community in learners’ expertise development; and (3) the interactions of individual differences
and the learning environment in learners’ expertise development. A qualitative design was used to investigate students’ expertise
development across a range of dimensions. The participants were two cohorts of 11 graduate students in a program on instructional
psychology and design. Data, including observations, interviews, design documents, metacognitive essays and peer feedback,
were collected for triangulation and in-depth analysis. The results showed that the two cohorts exhibited similar patterns
in their ID expertise development. These development processes were influenced by both self-processes and social influences.
Self-processes are determined by the perceptions, motivation and prior knowledge that students bring into the learning environment.
Social influences are characterised by a learning community that encourages peer interactions and feedback and is supported
by expert modelling and scaffolding. 相似文献
965.
Crime, which is an intriguing aspect of the human condition, has been the object of great concern amongst many modalities of knowledge. Even when dealing with the so-called "primal crime", dissolution is what always results. If people understand the primal crime of the mythical father as the necessary condition to cross from a horde to a clan state, eventually reaching a fraternal group state, then they should also understand that the social bond, which results from this action, brings in its kernel the scars of irreversible destruction. Freud's tyrannical father was murdered because he kept absolute enjoyment for himself, yet this crime did not set free the authors of the crime from their own enjoyment. The dynamics of the criminal act as a means of lust has been studied with the intent of articulating both perverse subjectivation and the pervert act, as well as considering the convict's standing in social relationships. Symbolization of reality and temporality are significantly altered by imprisonment, due mainly to lack of scopes and systematic conveying references which reflect reality. The study related to the temporal being of detainees is inferred as to better portray questionings on temporal subjection. The analysis of the discourse production lead to conclude: (1) When it is destined to penal institutions, the condemned lose pace with time (time halts); (2) Interns must render time objective (produce time). Rebellion and fights may be endeavors to create rhythm to register time, wherein, the desire to live time is, desperately, externalized; (3) Penal work is a time-reducing factor of imprisonment, therefore, time acquires objective and exchangeable value for the interns; and (4) Three worlds unfold and introduce themselves from the very moment when the imprisoned take place within a penal institution. The internal scope of the penal unit is propagated by the interns as being the inside world, exterior social context and relationships thereof are known as the outside world and the world of crime abides essentially different temporality notions. Within the inside world time halts, in the outside world time escapes and the crime world dimensions time is as time itself. 相似文献
966.
The study reported here examined grade 2–4 children’s sensitivity to the consistency in the spelling of roots in related words.
We build on earlier research by attempting to quantify the extent that children’s spellings of both inflected and derived
forms accord with this principle. We contrasted children’s accuracy and consistency in spelling the root form (e.g., rock) with that of its spelling in related inflected and derived forms (e.g., rocks and rocky), as well as unrelated control forms (e.g., rocket). Across grades 2–4, children’s spellings accorded with the root consistency principle to the same extent for inflected and
derived forms. Nevertheless, it was not until grade 4 that spellings maximally reflected the principle. These results are
discussed in terms of how children’s spelling might come to reflect the root consistency principle that guides spelling in
English. 相似文献
967.
Kevin C. de Berg 《Science & Education》2010,19(9):847-866
The discovery of the electron in 1897 deeply impacted the nature of chemistry in the twentieth century. A revolution in the theoretical structure of chemistry as well as in the instrumental tools used in chemical analysis occurred as a result of this discovery. The impact of this revolution on tin oxide chemistry over approximately a 100 year period is the focus of this paper. Important questions addressed include the following: Are tin oxides of importance in our current society or are they only of quaint academic interest? In what way has chemistry as a discipline added to our understanding of the tin oxides and has this added any technological value to these compounds? Does the historical approach followed in this paper offer chemistry educators the opportunity to place current chemical knowledge in a broader epistemological framework? The impact of the answers to these questions on chemistry education is discussed. 相似文献
968.
Thinking aloud together: A teacher’s semiotic mediation of a whole-class conversation about percents
How does classroom interaction support students’ apprenticeship into the ways of speaking, writing, and diagramming that constitute the practice of mathematics? We address this problem through an interpretative analysis of a whole-group conversation about alternative ways of solving a problem involving percent discounts that occurred in a sixth grade classroom. This research study draws upon Dewey’s theory of inquiry, Vygotsky’s cultural–historical psychology, Freudenthal’s realistic mathematics education, and Halliday’s systemic functional linguistics (SFL). From Freudenthal, we borrow the notions of mathematizing and guided reinvention—the former notion offers a view of mathematics as an activity of structuring subject matter and the latter one provides insights into the processes whereby mathematizing is learned and taught in the classroom. We glean from Dewey his view of reflective thinking as inquiry and the role that conversations may serve therein. We rely upon Vygotsky’s notions of a verbal thinking plane and a social phase of learning in order to reconsider the function of whole-class interaction in apprenticing students into mathematizing. Finally, SFL provides us with tools for explaining the choices of grammar and vocabulary students and teachers make as they realize meanings in whole-group conversations. Treating the selected whole-class conversation as a text, we focus our analysis on how this text came to mean what it did. Our central questions are as follows: What meanings were realized in the whole-class conversation by teacher and students and how were these meanings realized? How did the teacher’s lexico-grammatical choices guide the students’ choices? In addressing these questions, we advance an interpretation of the conversation as paradigmatic of students and teacher thinking aloud together about percents. 相似文献
969.
Cognitive load theory,educational research,and instructional design: some food for thought 总被引:1,自引:0,他引:1
Ton de Jong 《Instructional Science》2010,38(2):105-134
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic
idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires
too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the
use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably
and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and
the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related
issues. It concludes by presenting a research agenda for future studies of cognitive load. 相似文献
970.
Mariangeles de la Caba Collado Isabel Bartau Rojas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,26(4):377-398
The aim of this article is to outline and assess an educational intervention programme targeted at improving the skills of
families and the personal and social development of children living in situations of grave social vulnerability. The sample
comprised 10 families during the first phase of the intervention and six during the second. The design, intervention and assessment
process of this study was carried out in two phases over a period of a year and a half. For both phases, three different groups—of
men/fathers, women/mothers and children—were established. Study variables (parenting skills and children’s personal and social
development) were evaluated before and after the intervention in every group, as well as during the entire process. The results,
taking into account the improvements reported by all the participants (social workers, group monitors, fathers, mothers, children)
show that inter-professional involvement and coordination at all phases of the intervention is vital in order to achieve small
but significant improvements. 相似文献