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Papadopoulos Timothy C. Spanoudis George Ktisti Christiana Fella Argyro 《European Journal of Psychology of Education - EJPE》2021,36(1):63-90
European Journal of Psychology of Education - We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was... 相似文献
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Eleni A. Kyza Costas P. Constantinou George Spanoudis 《International Journal of Science Education》2013,35(18):2489-2525
We report on a study investigating the relationship between cognitive ability grouping, reflective inquiry scaffolding, and students’ collaborative explanations of an ecosystem disturbance which took place when a number of flamingo birds died in a salt lake because of nearby intensive human activities. Twenty-six pairs of students from two intact sixth-grade classes participated in the study. All students investigated scientific data relating to the ecosystem problem using a web-based learning environment. One class was provided with web-based reflective inquiry scaffolding (WorkSpace), while the other class used PowerPoint. The main data analyzed for this study consisted of each pair’s written explanation and task-related artifacts. Findings show that the web-based reflective scaffolding supported students in providing valid evidence in support of their explanations. The analyses of the students’ collaborative explanations showed no statistically significant differences that could be attributed to prior achievement between students in the WorkSpace condition, while differences were found between the different cognitive ability pairs in the PowerPoint class. These findings suggest that the WorkSpace scaffolding may have provided more influential support to lower cognitive ability pairs in creating evidence-based explanations. 相似文献
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Panayiota Kendeou Timothy C. Papadopoulos George Spanoudis 《Learning and Instruction》2012,22(5):354-367
In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock–Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti’s Verbal Efficiency Theory and examined the contribution of a set of skills that are important in early reading (i.e., rapid naming, phonological processing, orthographic processing, fluency, vocabulary, and working memory) to the three reading comprehension tests. Furthermore, because this set of skills undergo rapid development in the early years, we assessed them in two consecutive years, Grade 1 and Grade 2, before examining their prediction to the three reading comprehension tests in Grade 2. The findings showed that the three reading comprehension tests pose different demands to the young reader. Implications of these findings are discussed with respect to reading comprehension assessment and diagnosis of reading difficulties. 相似文献
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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human
mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2)
a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact
dynamically during development so that changes in each are related to changes in others. The changes in all systems and the
change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential
psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different
phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies
how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central
representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become
critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and
the education of the human mind. 相似文献
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This rejoinder discusses the issues raised by the three commentators of the target article. In agreement with Hunt, it is
accepted that, as any overarching theory in any science, it does involve postulates about the mind that must be scrutinized
by further research. However, its main postulates are well supported by the findings of specifically designed experiments.
In response to Olson, it is maintained that this theory, as an integration of the standard models of the human mind in cognitive,
psychometric, and differential psychology, deals better than its competitors with educationally important questions about
what, how, and when to teach important knowledge. In fact, the mechanisms of specified understanding are refined enough to
explicate what meaning making is possible at different ages. In agreement with Anderson, it is noted that the theory may direct
curriculum developers how to develop the curriculum in different subjects and teachers colleges how to educate teachers so
that learning in the classroom may become deeper, more stable, and transferable, thereby increasing the understanding and
learning autonomy of students. 相似文献
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