Previous research indicates that sensori‐motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use of a Wii Balance Board, whether different forms of physical engagement that was either meaningfully, non‐meaningfully, or minimally related to the learning content would be beneficial (or detrimental) to learning about the workings of seesaws from instructional animations. The results were inconclusive, indicating that motoric competency on lever problem solving did not significantly differ between conditions, nor were response speed and transfer performance affected. These findings suggest that adult's implicit and explicit knowledge about physical systems is stable and not easily affected by (contradictory) sensori‐motor experiences. Implications for embodied learning are discussed. 相似文献
Studies of social networks highlight the importance of network structure or structural properties of a given network and its impact on performance outcome. One of the important properties of this network structure is referred to as social capital, which is the network of contacts and the associated values attached to these networks of contacts. This study provides empirical evidence of the influence of social capital and performance within the context of academic collaboration (coauthorship) and suggests that the collaborative process involves social capital embedded within relationships and network structures among direct coauthors. Association between scholars' social capital and their citation-based performance measures is examined. To overcome the limitations of traditional social network metrics for measuring the influence of scholars' social capital within coauthorship networks, the traditional social network metrics is extended by proposing two new measures, of which one is non-weighted (the power–diversity index) and the other (power–tie–diversity index) is weighted by the number of collaboration instances. The Spearman's correlation rank test is used to examine the association between scholars' social capital measures and their citation-based performance. Results suggest that research performance of authors is positively correlated with their social capital measures. The power–diversity index and power–tie–diversity index serve as indicators of power and influence of an individual's ability to control communication and information. 相似文献
Objective. There is a need for better understanding the relation between parents’ mentalizing about their child and their actual behavior toward the child. Specifically, it is important to understand the significance of mentalization about discrete parental challenges in comparison with mentalization about the relationship in general in relation to their interaction with the child. This study aimed to examine parental mentalization and observed emotional availability. Design. Forty mothers were observed in a play situation with their children (aged 3–10 years) to rate the emotional availability in the interaction. Mothers were also interviewed with the parent development interview and about parental limit setting to assess parental reflective functioning. Results. Analyses showed moderate correlations between the reflective functioning scores and the emotional availability dimensions. Approximately 15% of the variance in emotional availability scales could be accounted for by the reflective functioning ratings. Conclusions. The results suggest that parents’ ability to mentalize about limit setting behaviors may affect interactions between the parent and child. 相似文献
From a psychological point of view efficient teaching by means of an intelligent tutoring system necessarily involves that the communication of knowledge is adapted to the requirements of the learner: to her cognitive abilities, her pre-instructional knowledge and her learning capabilities. To tackle these topics in a precise way, we have developed the artificial-intelligence-based microworld DiBi (disk billiard) and MULEDS, a multi-level diagnosis system. The microworld DiBi sets up a learning environment which simulates elastic impacts as a subtopic of classical mechanics. DiBi enables and supports reasoning on different levels of mental domain representation ordered along the dimension ‘qualitative/quantitative’. This way of representing the domain provides a basis for passive adaptation in an advanced way. Correspondingly, active adaptation is supported by MULEDS, wherein student modeling is realized by assessing the student’s correct and/or incorrect domain-specific knowledge at these different levels. Within this psychological perspective, the use of instructional tools, such as the microworld DiBi and the computerized diagnosis system MULEDS, aims at gradually supporting and guiding the student in the construction of more and more powerful an sound domain representations. The progression through these levels of domain representation will enable the student to solve the problems posed by the domain in a flexible way. 相似文献
The continuity of behavioral adjustment from preschool through elementary school and junior high school years was examined. 541 children aged 9-15 years from a preschool epidemiological study were relocated and behavior checklist data obtained. Analyses focused on the relationship between internalizing and externalizing behavior dimensions from the preschool to follow-up periods. It was found that preschool externalizing symptoms were positively correlated with later externalizing and internalizing symptoms in the entire sample. Preschool internalizing symptoms, however, were predictive of later internalizing symptoms only for 2-year-old girls and 5- and 6-year-old boys. Similar results were obtained for clinically disturbed preschoolers. Results are consistent with previous findings regarding the longitudinal continuity of externalizing behavior but are at odds with reports of equal or greater stability of internalizing behavior. Given the magnitude of obtained correlations, even when significant, the results support the view that discontinuity rather than continuity in behavioral adjustment from preschool to later ages is the rule. The importance of examining other mediating variables in the prediction of behavioral adjustment and the need for models of development that encompass both stability and change are discussed. 相似文献
Educational Assessment, Evaluation and Accountability - Research to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A... 相似文献
The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify the educational strengths and weaknesses of animations and static pictures, an experimental study with three groups was conducted. Overall, 88 university students participated in the study. One group of learners (n?=?30) watched a single picture of a gear mechanism, one group of learners (n?=?28) watched four pictures, and one group of learners (n?=?30) watched an animation. All groups had to identify specific motions and spatial arrangements covered by the gear mechanism. While learners who watched the animation exhibited the best performance with respect to the identification of motions, learners who watched the pictures showed the best performance with respect to the identification of spatial arrangements. The effect sizes are large. The results of the study help to clarify when animations and when static pictures are most suitable for learning.
The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development. 相似文献