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1.
Questions may be (i) active i.e. asked by subjects or (ii) passive i.e. offered to subjects as problems for solution. It was hypothesized that active questions would be effective in facilitating the learning and retention of prose material when subjects were faced with a challenge to their competence. 47 subjects, boys and girls aged 13–14 years were exposed to an easy 300-word passage of biographical prose. 30 subjects were then exposed to a difficult 450-word passage. Treatments were: (1) Questions, active-Subjects read a summary, then wrote questions; (2) Questions, passive-Subjects read the summary and the experimenter's questions; (3) Questions, active and passive-Subjects both wrote questions and read the experimenter's questions; (4) Reading, double-Subjects read the summary and the complete passage; (5) Reading, single-Subjects read the complete passage only. With easy prose, girls and low verbal ability subjects gained from questioning, particularly passive questions. With difficult prose, all subjects gained from questioning. Boys and low verbal ability subjects gained most from active questions, high verbal ability subjects from passive questions. Results are discussed in the light of work regarding cognitive structures, and the hypothesized challenge to competence.This study formed part of a Schools Council Research project (Director Dr. W. P. Robinson) in the Department of Psychology, University of Southampton.  相似文献   

2.
Abstract

Fifty-one third grade subjects were randomly assigned to two groups. Both groups were exposed to a standard presentation on the concept of first class lever and were asked the same questions in both treatments. Experimental subjects were all required to make overt responses to every question, while questions to control subjects were addressed to one individual at a time. Those in the experimental group exhibited significantly fewer off- task behaviors than control subjects, and classified new examples of levers more accurately. Apparently, oral questions are nominal stimuli when individually addressed, and Rothkopf’s theory extends from prose learning to concept learning tasks in classroom settings.  相似文献   

3.
Research Findings: Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, were used to examine the relation between parenting, sociodemographic characteristics, and school readiness among (N = 1,136) African American boys in kindergarten. Parenting was defined as parenting style (i.e., warmth and control), home learning stimulation, and culturally relevant parenting. Two child outcomes previously linked to school readiness were examined: kindergarten reading and approaches to learning. Hierarchical regression analyses were performed to address 2 research questions. First, does parenting predict kindergarten reading above and beyond the contribution of sociodemographic characteristics? Second, does parenting predict kindergarten approaches to learning above and beyond the contribution of sociodemographic characteristics? Practice or Policy: Children with parents who set consistent bedtimes, provided more books in their homes, and read to them more frequently had better kindergarten reading scores after socioeconomic status, environmental safety, and maternal education were controlled. Similarly, children with parents who provided more books in their home and read to their children more frequently had more positive teacher-rated approaches to learning scores in kindergarten. Implications for future research are discussed.  相似文献   

4.
Two experiments investigated the limited facilitative effect of typographical signals. Subjects were presented with a text that had parts of the microstructure (i.e., details within the text) underlined or not underlined. In addition, subjects were informed about a subsequent task that was designed to set up a specific expectation (i.e., receiving questions about the microstructure of the text, or being asked questions about the macrostructure or general nature of the text). After reading, all subjects were asked questions about the text's microstructure. In both experiments, it was found that the mere presence of signals did not lead to better performance on the questions. Instead, there was a facilitative effect only for those subjects who received signals and who received questions about the microstructure. Additionally, Experiment 2 found that in the same text the signaled information was recalled better than the nonsignaled information. These results argue against a general facilitative effect of typographical signals, and indicate that the use of these signals can vary as a function of strategic processing.  相似文献   

5.
This is a retrospective study tracing the longer term effects on identity and aspiration of white working‐class boys from an area of high social deprivation. The boys were members of an acclaimed boys’ dance company and have been retrospectively interviewed as young men in their twenties. Documentary and film material dating from the time they were 14 year olds and the film Billy Elliot were used in the interviews. A media discourse driven by a view of boys ‘in crisis’ that is blind to social class and the difficulties faced by some girls was uncovered. This is found to pervade the entire Billy Elliot discourse, which focused on the sensation of a boy performing ballet rather than on the class background and historical context of the miners’ dispute. The paper questions the discourse of laddishness and the social identity that is attached to the term ‘lad’.  相似文献   

6.
The present study reports the short‐ and long‐term effects of an anti‐bullying intervention program based on a particular set of curricular activities that aimed to create classroom opportunities for awareness raising, self‐reflection, and problem‐solving situations relevant to bullying. The core of the intervention was a four‐week period during which a series of activities were organised in each individual class. An experimental pre‐test/post‐test design with a control group was used. The sample consisted of 454 pupils (206 control: 123 boys and 83 girls; and 248 experimental: 126 boys and 122 girls) drawn from the fourth‐ to sixth‐grade classrooms of 10 primary schools in central Greece (mean age = 10.23, SD = .84). Data were collected using self‐report measures, before the intervention (December 2003), immediately after the intervention, at the end of the same school year (May 2004), and six months afterwards (November 2004). The results indicated that the program contributed to a positive reduction in outsider behaviour (children remaining uninvolved and thus silently allowing bullying to continue) and enhanced students’ self‐efficacy beliefs for both assertion and intervening in bully/victim incidents. However, the long‐term effectiveness of the program was limited. These findings have important implications for interventions to tackle the negative effects associated with bullying in schools.  相似文献   

7.
Rats (n=6) visited four baited locations (randomly chosen on each trial; study phase), one of which was randomly selected to provide chocolate. After short (1-h) or long (25-h) retention intervals (RIs), eight locations were available, and the four locations not available in the study phase provided food (test phase); the chocolate location also provided food after long RIs. More visits to the chocolate location occurred after long RIs than after short RIs. Next, chocolate was paired with LiCl during the long RI (i.e., after encoding the chocolate location). Fewer revisits to the chocolate location occurred after LiCl than in previous testing with the long RI. The rats demonstrated complete transfer when grape replaced chocolate after LiCl-chocolate pairing. The discrimination of what, when, and where could not be based on adopting different revisit strategies at different times of testing.  相似文献   

8.
This study examined how retention of prose is affected by (1) outlines as advanced organizers, (2) preexperimentai familiarity with the material, and (3) text genre (i.e., narrative vs. expository prose). College students studied either a two-level outline, a one-level outline, or no outline before listening to 400 to 500 word passages that varied in familiarity and narrativity. Subjects were subsequently given a cued recall test or a 3-Alternative, Forced Choice test on the passages. Whereas outline condition and familiarity had no significant effects on retention, narrativity ratings on the passages predicted between 38% and 84% of the variance of retention scores. Stories were recalled much better than expository passages. These findings were discussed in the context of current theories in cognitive psychology, particularly those that have explored the structure, organization, and representation of knowledge and prose.  相似文献   

9.
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory, inhibitory control, cognitive flexibility). A group of 5‐month‐olds (n = 201) were classified as short or long lookers. At 24, 36, and 48 months of age, children completed age‐appropriate EF tasks. Infant short lookers (i.e., more efficient information processors) exhibited higher EF throughout early childhood as compared to infant long lookers, even after controlling for verbal ability (a potential indicator of intelligence). These findings are discussed in relation to the emergence of executive attention.  相似文献   

10.
This study examined the effect that systematically loading story presentations with criterion information has on the recall of abstract and concrete prose. Results indicated that aal plus picture presentations were most effective for the learning of both abstract and concrete content. Furthermore, the loading of additional detail into visual presentations resulted in greater recall than with simple pictures and also provided a greater supplementary effect to oral prose.  相似文献   

11.
As the traditional toys of the past are quickly being replaced with electronically “enhanced” toys, it is important to understand how these changes impact parent–child interactions, especially in light of the evidence that the richness and variety of these interactions have long‐term effects on diverse areas of cognition (Hart & Risley, 1995). Here, we compared the quantity and quality of the language children hear during play with either a traditional (nonelectronic) or an electronic shape sorter designed to teach children about geometric shapes. Spatial toys and spatial language, in particular, were explored since recent work has established that parents' use of spatial language links to children's short‐ and long‐term performance on spatial tasks (Pruden, Levine, & Huttenlocher, 2011), and that spatial skills are relevant to success in learning mathematics and science (Newcombe, 2010). Traditional toys prompted more parental spatial language and more varied overall language than did electronic toys.  相似文献   

12.
Abstract

After a review of literature, 14 items were generated which represent teachers' professional identity. The participating teachers (n = 28) were requested to express and clarify their actual perception for each item. In addition they were asked to draw so‐called story‐lines from the present to the past and to clarify the highest and lowest points in these lines. The respondents were secondary school teachers with an average teaching experience of 21 years. All of them perceived their actual professional identity as positive. The teachers' stories of their experiences demonstrate so‐called progressive rather than regressive lines in their careers. Some teachers also demonstrate so‐called stability story‐lines, i.e. lines without high(est) and low(est) points. It is argued that—in the long term—these and other research findings can be relevant to those who are responsible in schools for the further development of teachers' careers.  相似文献   

13.
Two studies investigated the effects on prose learning of oral vs, written presentations of text and the use of mental imagery. Sixth graders (Study 1) and fourth graders (Study 2) listened to or read a text. Some students were asked to imagine pictures of the material. Oral presentations produced better results than written-only forms. Fourth graders benefited more from mental imagery than did sixth graders.  相似文献   

14.
Summaries

English

Subjects’ knowledge and technique in statistical problem‐solving, as well as their ability to detect their own problem‐solving errors, were studied. Twenty subjects were asked to solve two statistical problems, and then to explain their solutions to the experimenter. Finally, each subject was asked successively more detailed questions about his/her solution, particularly in reference to its erroneous parts. The results showed that subjects tended to describe rather than explain their solutions. Subjects eliminated three errors (4%) when accounting for their solutions and another 20 errors (24%) in the following interview. About one‐third of all errors were analysed as being due to deficiencies in subjects’ problem‐solving techniques. For 62% of the errors where subjects showed knowledge deficiencies, there were deficiencies in propositional knowledge, i.e. in subjects’ understanding of statistical concepts and their interrelations. The results showed that misunderstandings of concepts and methods of solution were much more common than lack of conceptions as such. In addition, the results suggest that deficiencies in subjects’ problem‐solving are related to motivational factors, such as a tendency to minimize cognitive strain. Pedagogical implications of the results are discussed.  相似文献   

15.
This study compares the performance of Singapore boys and girls in Ordinary (‘O’) level Mathematics (Syllabus D). A sample of 88 boys and 88 girls was used to identify some areas of concern as regards gender and Mathematics attainment. The findings of the study were as follows:

  • (i) Boys performed better than girls on Paper I questions.

  • (ii) For the compulsory questions on both papers boys did significantly better than the girls on the following topics – mensuration, statistics, arithmetic, geometry and probability while the girls out-performed the boys on algebra and graphs.

  • (iii) Boys also surpassed girls on the compulsory questions which tested spatial ability.

  • (iv) In Paper II, section B, girls showed a marked preference for questions on algebra and graphs, and vectors in two dimensions while the boys' only marked preference was the question on mensuration.

The pupils' grades in Mathematics were also compared with those of the other subjects they took in the English medium examination and it was found that grades in Physics, Science (Chemistry, Physics) and Metalwork – the so called Mathematics-related subjects – did not correlate to the same degree for the two sexes.

The Mathematics results of the Singapore candidature in ‘O’ level Mathematics examination revealed that on the whole boys performed better than girls.  相似文献   


16.
The authors examined the relationship between fifth-grade students' verbal ability level and the adaptive nature of the questions that these students asked in attempting to find a correct synonym for vocabulary items. Questions were divided into necessary questions (questions posed after a wrong provisional answer) and unnecessary questions (questions posed after a right provisional answer). Another division of questions was into helpful questions (questions that led to a correction of a wrong provisional answer) and harmful questions (questions that led to a shift from a right to a wrong answer). Also examined were discontinued inquiries (instances in which a student decided to break off an inquiry in favor of inferring the right alternative). The results showed that students with high verbal ability asked more necessary questions and stepped up the number of unnecessary questions for difficult items, signaling that these questions were asked to increase confidence in knowing. Students' verbal ability did not affect the frequency of discontinued inquiries, but a significant effect was found for the helpfulness of these inquiries. A detailed account of the various processes and stages involved in students' questioning is presented.  相似文献   

17.
This research evaluated the effects of asking subjects to create personal examples of target concepts on their ability to recall, classify, and apply their conceptual knowledge. Subjects were 48 undergraduates at a large midwestern university. All subjects studied a passage on four psychological principles that contained application adjunct questions preceded by definition adjunct questions inserted after selected paragraphs. Application questions asked subjects to identify novel examples of target concepts, and definition questions asked subjects to identify appropriate definitions. One-half of the subjects also received instructions after each set of adjunct questions to write down two personal examples of the target concept (i.e., elaborate their conceptual knowledge). Subjects were also separated into high and low ability groups based on their performance on a series of ability tests. The results indicated that elaboration produced a significant main effect and ability by treatment interaction only on the application of the target concepts to problemsolving scenarios. An ability main effect was found for number of teaching examples recalled, number of novel examples correctly classified, and for number of concepts correctly applied to problem-solving scenarios.  相似文献   

18.
Previous studies have shown that anatomy students who complete oral laboratory presentations believe they understand the material better and retain it longer than they otherwise would if they only took examinations on the material; however, we have found no studies that empirically test such outcomes. The purpose of this study was to assess the effectiveness of oral presentations through comparisons with other methods of assessment, most notably, examination performance. Specifically, we tested whether students (n = 256) performed better on examination questions on topics covered by their oral presentations than on other topics. Each student completed two graded, 12‐minute laboratory presentations on two different assigned topics during the course and took three examinations, each of which covered a third of the course material. Examination questions were characterized by type (memorization, pathway, analytical, spatial). A two‐way repeated measures analysis of variance revealed that students performed better on topics covered by their presentations than on topics not covered by their presentations (P < 0.005), regardless of presentation grade (P > 0.05) and question type (P > 0.05). These results demonstrate empirically that oral presentations are an effective learning tool. Anat Sci Educ 2: 260–264, 2009. © 2009 American Association of Anatomists.  相似文献   

19.
积极财政政策作为一种相机选择的短期政策 ,在我国已连续实施了 5年。短期政策中长期化在我国是一次新的尝试。从我国实施积极财政政策的背景出发 ,阐述积极财政政策的涵义 ,并系统分析和总结实施这一政策以来所取得的成效 ,充分肯定了积极财政政策对国民经济的拉动作用  相似文献   

20.
This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions, or to read for understanding (i.e., control condition). There were no differences in reading time across conditions for sentences targeted by the pre-reading questions. There were three main findings with respect to cued recall. First, participants in the experimental conditions did better on questions that had greater similarity to relevance instructions than questions that had lesser similarity to relevance instructions. Second, participants in the experimental conditions did better on questions that had greater similarity to relevance instructions than the participants in the other conditions on those same questions. Third, participants in the control condition recalled equal amounts of information for both question. The results suggest that specific relevance instructions promote transfer appropriate processing and affect the quality of memory for text.  相似文献   

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