共查询到20条相似文献，搜索用时 15 毫秒
1.
James D. Klein Dalene R. Voss Robert A. Reiser Geralene N. Gardner 《Educational technology research and development : ETR & D》1987,35(4):231-238
The purpose of this study was to investigate the effects of the age of viewers and the gender of the narrator in a film, and
to examine the interaction between these two variables. Subjects in second and fifth grades were randomly assigned to two
treatment groups. One group watched a film narrated by a female and the other watched the same film narrated by a male. As
subjects watched the film, the experimenters measured their visual attention to the program. Recall of story ideas was also
measured, using a multiple-choice test. The results indicated that the gender of the narrator influenced the recall of second-graders,
but did not influence the recall of fifth-graders. Results suggest that older children pay greater visual attention to a program
than younger children. Implications for developing audio-visual materials for children are discussed. 相似文献
2.
3.
This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults. 相似文献
4.
Based on cognitive load theory and the transient information effect, this paper investigated the modality effect while interpreting a contour map. The length and complexity of auditory and visual text instructions were manipulated. Experiment 1 indicated that longer audio text information within a presentation was inferior to the equivalent longer visual text information demonstrating a reversal of the modality effect due to transient information imposing a heavy working memory load. However, the expected modality effect was not obtained from the equivalent shorter auditory text presentation compared to shorter visual text information. It was hypothesised that the shorter text still contained too much auditory information for working memory to readily process. Experiment 2 further decreased the shorter auditory text information which then resulted in a traditional modality effect including a modality by text length interaction in which shorter, audio-visual information was better than visual only information but longer, audio-visual information was worse than visual only information. 相似文献
5.
Younger children’s free recall from episodic memory is typically less organized than recall by older children. To investigate if and how repeated learning opportunities help children use organizational strategies that improve recall, the authors analyzed category clustering across four study-test cycles. Seven-year-olds, 10-year-olds, and young adults (N = 150) studied categorically related words for a free-recall task. The cognitive processes underlying recall and clustering were measured with a multinomial model. The modeling revealed that developmental differences emerged particularly in the rate of learning to encode words as categorical clusters. The learning curves showed a common pattern across age groups, indicating developmental invariance. Memory for individual items also contributed to developmental differences and was the only factor driving 7-year-olds’ moderate improvements in recall. 相似文献
6.
Attention control abilities are relevant for learning success. Little is known about the development of audio-visual attention in early childhood. Four groups of children between the ages of 4 and 10 years and adults performed an audio-visual distraction paradigm (N = 106). Multilevel analyses revealed increased reaction times in a visual categorization task when task-irrelevant novel sounds were presented, demonstrating involuntary distraction of attention. This distraction effect decreased with age and significantly differed between age groups. In addition, the two youngest age groups responded with a delay in trials following a distractor trial, indicating delayed reallocation of attention to the task at hand. Results indicate a significant maturation of audio-visual attention control within a few years during early childhood that continues throughout middle childhood. 相似文献
7.
S&#;nia Maria Pallaoro Moojen Hosana Alves Gon&#;alves Ana Bass&#;a Ana Luiza Navas Graciela de Jou Em&#;lio S&#;nchez Miguel 《Annals of dyslexia》2020,70(1):115-140
The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects. 相似文献
8.
Kimberley Crompton Leslie Renae Low Putai Jin John Sweller 《Educational technology research and development : ETR & D》2012,60(1):1-13
Two experiments using the science topics of Magnetism and Light were conducted with younger learners (Year 5) who had no prior
knowledge of the topics, and older learners (Year 6) who had studied the topics previously. Half of the learners were presented
the information in auditory form only while the other half were presented the auditory information simultaneously with a visual
presentation. Results indicated that older students with prior knowledge of the topic learned more from the auditory only
presentation. For these students, the addition of visual information was redundant and so they were disadvantaged by the use
of an audio-visual presentation. However, for younger students with no prior knowledge of the topic, the difference between
means reversed. Some of these students might require a visual presentation to make sense of the auditory explanation. These
two sets of results were discussed in the context of the redundancy and the expertise reversal effect. 相似文献
9.
Changes in conceptualization and measurement of the verbalizer–visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or text+schematic diagram format, demonstrated recall and comprehension of each theory, and completed an adapted cognitive styles questionnaire. Spatial and object visual scale scores were not correlated, but the latter showed a significant though relatively weak negative correlation with verbal scale scores. Recall could be predicted from students' verbal and object visual scores when presentation format matched these cognitive styles. All three styles significantly predicted students' comprehension, but only when they matched the presentation format. The results support the distinction between spatial and object visual styles, and provide evidence that learning outcomes improve when instructional material is matched to students' cognitive styles. 相似文献
10.
Felicia Lincoln Barbara Rademacher 《Community College Journal of Research & Practice》2013,37(5-6):485-500
This study investigated the learning styles of adult English as a second language (ESL) students in Northwest Arkansas. Learning style differences by age, gender, and country of origin were explored. A total of 69 northwest Arkansas adult ESL students attending 7 adult-education centers were administered the VARK Learning Styles Questionnaire. Most participants came from Mexico and El Salvador, their ages ranged from 23 to 45, and females were an average of 10 years older than males. Note taking was chosen by 1/3 of participants as their favorite learning style, 20% favored aural modes, 15% favored kinesthetic, 4% favored visual, and 15% chose combinations of learning styles. Females chose auditory and multimodal learning styles, while males favored note taking. Students differed by level of English proficiency, beginning-intermediate favoring aural learning styles more than advanced students. ANOVA results indicated that participants were significantly less visual and more read-write than either aural or kinesthetic, but males and females differed significantly in their choice of aural learning. Hispanic males chose note taking and kinesthetic learning styles significantly more than visual or auditory modes of learning. Hispanic females chose note taking, aural, and kinesthetic learning styles significantly more than visual. Asian males favored note taking and aural learning. Correlation was found between age and learning styles with subgroups exhibiting a negative correlation between age and kinesthetic learning, with Mexican males and females exhibiting the strongest negative correlation. Males showed a low positive correlation between age and note taking. 相似文献
11.
This study focuses on relations between 7- and 9-year-old children’s and adults’ metacognitive monitoring and control processes. In addition to explicit confidence judgments (CJ), data for participants’ control behavior during learning and recall as well as implicit CJs were collected with an eye-tracking device (Tobii 1750). Results revealed developmental progression in both accuracy of implicit and explicit monitoring across age groups. In addition, efficiency of learning and recall strategies increases with age, as older participants allocate more fixation time to critical information and less time to peripheral or potentially interfering information. Correlational analyses, recall performance, metacognitive monitoring, and controlling indicate significant interrelations between all of these measures, with varying patterns of correlations within age groups. Results are discussed in regard to the intricate relationship between monitoring and recall and their relation to performance. 相似文献
12.
In an extension of the work of Pellegrino, Siegel, and Dhawan, nouns were presented in triads as pictures, printed words, or spoken words and followed by visual, acoustic, visual and acoustic, or no interference. Recall, presentation type, and confidence ratings were elicited after each triad. After all triads were presented, participants free-recalled as many nouns as possible, indicated presentation type, and rated confidence as measures of long-term memory. In short-term memory, pictorial superiority was noted under conditions of acoustic and visual and acoustic interference but not after visual interference. Long-term memory data showed superior recall for pictures. These results were compared to the Pellegrino et al. research and to Paivio's dual coding hypothesis, and differences in patterns of short-term and long-term memory data were interpreted within a levels of processing framework. 相似文献
13.
Miriam Brandstetter Angela Sandmann 《International Journal of Science Education》2013,35(9):1218-1237
ABSTRACTIn classroom, scientific contents are increasingly communicated through visual forms of representations. Students’ learning outcomes rely on their ability to read and understand pictorial information. Understanding pictorial information in biology requires cognitive effort and can be challenging to students. Yet evidence-based knowledge about students’ visual reading strategies during the process of understanding pictorial information is pending. Therefore, 42 students at the age of 14–15 were asked to think aloud while trying to understand visual representations of the blood circulatory system and the patellar reflex. A category system was developed differentiating 16 categories of cognitive activities. A Principal Component Analysis revealed two underlying patterns of activities that can be interpreted as visual reading strategies: 1. Inferences predominated by using a problem-solving schema; 2. Inferences predominated by recall of prior content knowledge. Each pattern consists of a specific set of cognitive activities that reflect selection, organisation and integration of pictorial information as well as different levels of expertise. The results give detailed insights into cognitive activities of students who were required to understand the pictorial information of complex organ systems. They provide an evidence-based foundation to derive instructional aids that can promote students pictorial-information-based learning on different levels of expertise. 相似文献
14.
Raymond E. Webster Cathy W. Hall Michael B. Brown Larry M. Bolen 《Psychology in the schools》1996,33(3):193-201
This study assesses information processing and memory functioning in 50 children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) with and without learning disabilities (LD). Mode of presentation (visual vs. auditory), type of memory processing (immediate, short-term, and long-term), and order of recall (ordered vs. unordered) were assessed using the Learning Efficiency Test-II (LET-II). Both groups demonstrated difficulty with auditory ordered recall and lost substantial information from immediate memory to short-term and long-term memory stores. The ADHD/LD group also demonstrated more difficulty with ordered recall than the ADHD only group. While there were no differences between the two groups in regard to immediate recall, the ADHD/LD group demonstrated more problems transferring information into short-term and long-term memory stores than the ADHD only group. Verbal interference effects significantly decreased retention for both visual and auditory processing. Results indicate that ADHD alone presents significant problems in information processing, but the comorbid effects of a learning disability further intensify the negative impact of ADHD. © 1996 John Wiley & Sons, Inc. 相似文献
15.
David P. Hurford 《Educational gerontology》2013,39(4-5):191-200
This paper outlines some of the peripheral and cognitive factors that interact with visual information processing. Aging characteristics of the eye are discussed along with some of the prevalent pathologies associated with the eye and aging. Cognitive strategies that aid in data collection and processing of visual stimuli, and the effects of age are examined. A section on extralaboratory research and applications of lab research is included to emphasize the relevance much of this research has for bettering older adults’ lives. The goal of aging research should include ways to improve older adult life as well as understanding the mechanisms and processing strategies that change as a function of age. 相似文献
16.
Jannath Begum Ali Rhiannon L. Thomas Stephanie Mullen Raymond Andrew J. Bremner 《Child development》2021,92(1):21-34
Two experiments examined perceptual colocation of visual and tactile stimuli in young infants. Experiment 1 compared 4- (n = 15) and 6-month-old (n = 12) infants’ visual preferences for visual-tactile stimulus pairs presented across the same or different feet. The 4- and 6-month-olds showed, respectively, preferences for colocated and noncolocated conditions, demonstrating sensitivity to visual-tactile colocation on their feet. This extends previous findings of visual-tactile perceptual colocation on the hands in older infants. Control conditions excluded the possibility that both 6- (Experiment 1), and 4-month-olds (Experiment 2, n = 12) perceived colocation on the basis of an undifferentiated supramodal coding of spatial distance between stimuli. Bimodal perception of visual-tactile colocation is available by 4 months of age, that is, prior to the development of skilled reaching. 相似文献
17.
Barbara A. Smith 《Educational gerontology》2013,39(7):625-636
The following study investigated the effectiveness of comprehension preadjunct questions as a learning strategy for older adults in a classroom setting. Preadjunct questions are questions presented at the beginning of the to‐be‐learned material to guide what is learned and to increase the likelihood that learners will correctly answer criterion test questions. Fifty‐five adults from 55 to 70 years of age were randomly assigned to two groups: the preadjunct question group and a no‐question control group. The groups viewed a video on high blood pressure and completed a recall posttest immediately after viewing the video and 7 days later. Results demonstrated that there was no significant difference between groups. However, the no‐question control group obtained a higher mean score on both the immediate and delayed recall tests than did the preadjunct question group. Results were explained in terms of resource theory of cognitive aging. If educators plan to use preadjunct questions when teaching older adults, they are advised to build opportunities for training and practice into their teaching plans. 相似文献
18.
Advocates of modality preference posit that individuals have a dominant sense and that when new material is presented in this preferred modality, learning is enhanced. Despite the widespread belief in this position, there is little supporting evidence. In the present study, the authors implemented a Morse code–like recall task to examine whether visual and auditory recall is moderated by modality preference. When the perceptual discriminability of visual and auditory stimuli was controlled for, there was no significant relation between (a) modality preference and (b) visual and auditory recall. The nature of the task did however effect performance. When a temporal discrimination between stimuli was required, recall for auditory stimuli was superior to recall of visual stimuli. In contrast, when the task involved a spatial discrimination, the opposite effect was observed. It is not surprising that in each recall task, sequences with a discernible pattern were recalled more accurately than were sequences that lacked any obvious pattern. The authors concluded that the ability to recall simple material is determined more by the type of stimulus than by the preferences of the individual. 相似文献
19.
《The Journal of educational research》2012,105(6):255-258
AbstractThree groups of fifteen children about 8 years of age were selected such that one group displayed a distinct preference for auditory over visual stimuli, one group displayed a distinct preference for visual over auditory stimuli, and one group displayed no preference. The Ss then learned lists of CVC trigrams presented through preferred and nonpreferred modalities. Results indicated that recall was best when the stimuli during learning were presented through the preferred sensory modality and worst when presented through the nonpreferred modality. Children without a sensory preference scored between the other two extremes, learning equally well under either modality. It was concluded that modality preference can be an important variable in learning and that providing congruity between a learner’s preference and mode of instruction should be investigated. 相似文献