共查询到20条相似文献，搜索用时 15 毫秒
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Laia Viladot Isabel Gómez Teresa Malagarriga 《European Journal of Psychology of Education - EJPE》2010,25(1):49-65
This work explores the study of interaction through discourse as a means for analysing and understanding the process of teaching
and learning music. Over the course of a didactic sequence, we assess classroom conversations dealing with the analysis of
a music score constituted as the reference for the process of creating a joint music composition. The group is made up of
a teacher and second-year elementary pupils (aged 9–10 years) at a music school. Eight categories of discourse are identified
that help to understand the strategies used to construct shared musical meanings. This knowledge is important for practitioners
when reflecting on the teaching-learning process. It is also useful for teacher training. 相似文献
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Probabilistic Cues to Grammatical Category in English Orthography and Their Influence During Reading
We investigated probabilistic cues to grammatical category (noun vs. verb) in English orthography. These cues are located in both the beginnings and endings of words—as identified in our large-scale corpus analysis. Experiment 1 tested participants' sensitivity to beginning and ending cues while making speeded grammatical classifications. Experiment 2 tested sensitivity to these cues during lexical decisions. For both tasks, words with consistent ending cues (with respect to grammatical category) were processed more quickly and with lower error rates than words with inconsistent ending cues. However, for beginnings, consistent cues resulted in lower errors but no differences in response times. The data reported here point to the multifaceted nature of grammatical category representation and indicate that probabilistic orthographic cues relating to grammatical category have a clear influence on lexical processing particularly when these cues are located at the end of the word. 相似文献
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Recent evidence indicates that prior learning about a set of cues may determine how new cues are processed. If subjects are
taught that two reliable predictors of an outcome do not summate when the cues are presented together (i.e., subadditive pretraining),
the subjects will tend to show a less profound blocking effect when trained with different cues. Three experiments investigated
the conditions necessary for subadditive pretraining to generalize to new cues. Experiment 1 demonstrated that subadditive
pretraining is less effective in reducing blocking when it is experienced in a context other than that in which the blocking
training is experienced. In Experiment 2, the effectiveness of subadditive pretraining waned with time. Experiment 3 showed
that subadditive pretraining is more effective when the temporal characteristics of pretraining cues are similar to those
of the cues used in blocking training. These results provide information concerning the conditions under which learning will
generalize from one set of cues to another. 相似文献
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Dewar G 《Learning & behavior》2004,32(1):82-89
Dietary generalists often treat new foods with caution and may rely on social cues to identify new foods that are safe to eat. However, not all generalists show the same degree of caution, nor do they all rely on social cues to the same extent. The cue reliability approach (CRA) attempts to account for this variation by quantifying the costs and benefits of sampling a new food for the first time. The experiments reported here tested predictions of the CRA, and the results suggested that rats eat more new food when asocial cues predict that new foods will prove more profitable than familiar foods. The experimental results also suggested that rats are more likely to seek out social cues when asocial cues are unreliable. 相似文献
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教学视频因其多通道展现教学内容的特性而成为数字化学习资源的首选形态。线索作为教学视频中的重要引导性教学设计手段,探究其类型及学习者先前知识经验对学习效果的交互影响,有益于优化教学视频的设计策略。基于学习者先前知识经验水平(高水平和低水平)和线索类型(言语线索和视觉线索)两个维度,运用眼动追踪技术和认知负荷、学习满意度、学习效果等测量工具,通过实验考察二者对学习的影响及其内在机制后发现:学习者先前知识经验水平对认知负荷的影响显著;线索类型对学习满意度的影响显著,且线索类型与学习者先前知识经验水平在学习满意度上的交互效应显著;学习者先前知识经验水平对学习效果的影响显著,且线索类型与学习者先前知识经验水平在迁移测验成绩上的交互效应显著。实验结果表明,线索类型与学习者先前知识经验水平对学习满意度和学习效果存在明显的交互作用,即只有低知识经验水平学习者在学习含有视觉线索的教学视频后,学习满意度与学习效果才有显著提升。这可能是由于该类学习者在信息选择时存在困难,视觉线索可以帮助其提高信息搜索效率,而言语线索却会使其认知负荷超载。 相似文献
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Two experiments were conducted to examine the effects of redundant and relevant visual cues on spatial pattern learning. Rats searched for hidden food items on the tops of poles that formed a square (Experiment 1) or a checkerboard (Experiment 2) pattern. The experimental groups were trained with visual cues that specified the locations of the baited poles. All groups were tested without visual cues so that any overshadowing or facilitation of spatial pattern learning by visual cues could be detected. Spatial choices were controlled by the spatial pattern and by the visual cues in both experiments. However, there was no evidence of overshadowing or facilitation of spatial pattern learning by visual cues in either experiment. The results are consistent with the idea that the representation of the spatial pattern that guides choices is not controlled by the same learning processes as those that produce associations between visual cues and food locations. 相似文献
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Deaf children exposed to Cued Speech (CS), either before age two (early) or later at school (late), were presented with pseudowords with and without CS. The main goal was to establish the way in which lipreading and CS combine to produce unitary percepts, similar to audiovisual integration in speech perception, when participants are presented with synchronized but different lipreading and auditory information (the McGurk paradigm). In the present experiment, lips and cues were sometimes congruent and sometimes incongruent. It was expected that incongruent cues would force the perceptual system to adopt solutions according to the weight attributed to different sources of phonological information. With congruent cues, performance improved, with improvements greater in the early than the late group. With incongruent cues, performance decreased relative to lipreading only, indicating that cues were not ignored, and it was observed that the effect of incongruent cues increased when the visibility of the target phoneme decreased. The results are compatible with the notion that the perceptual system integrates cues and lipreading according to principles similar to those evoked to explain audiovisual integration. 相似文献
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女性对内衣的诉求,以前只在乎产品的品牌价格、来源或保证,但现在的女性开始重视产品设计与功能,甚至可以将内衣当作外衣来穿,现在女性对内衣的诉求会对内外部线索均考虑。女性内衣原是以功能为出发点,而今,在电视广告或是相关女性内衣的报导中,女性内衣功能的考虑已成为基本条件。该研究将以女性内衣为例,探讨女性消费者持续购买内衣品牌的考虑因素,并从内外部线索加以分析。研究中使用了SPSS与AMOS软件来验证研究理论模型,实证结果显示内部线索(款式)→态度忠诚度、外部线索(产品形象、服务)→态度忠诚度、外部线索(产品形象、服务)→行为忠诚度这五条路径都成立;其它路径都不成立。最后,根据研究发现提出实证结果与建议。 相似文献
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Children employ multiple cues to identify the referent of a novel word. Novel words are often embedded in sentences and children have been shown to use syntactic cues to differentiate between types of words (adjective vs. nouns) and between types of nouns (count vs. mass nouns). In this study, we show that children learning Malay (N = 67), a numeral classifier language, can use syntactic cues to perform even finer-grained disambiguation–between count nouns. The manipulation of congruence between lexical and syntactic cues reveals a clear developmental trajectory: while 5-year-olds use predominantly lexical cues, older children increasingly rely on syntactic cues, such that by 7 years of age, they disambiguate between objects referred to with count nouns using syntactic rather than lexical cues. 相似文献
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The results of several recent studies of human associative learning indicate that people will learn more rapidly about cues
that have previously been experienced as predictive of events of significance, as compared with cues previously experienced
as nonpredictive. Notably, however, these experiments have typically established this prior predictiveness by means of pretraining
with multiple, simultaneously presented cues, some of which are more predictive than others. The present experiments instead
investigated the influence of prior predictiveness on future learning when this predictiveness was established via pretraining
with individual cues, each of which was the best available predictor of the outcome with which it was paired. Results indicate
that, following this pretraining, human participants again show better learning about previously predictive cues than about
previously nonpredictive cues. 相似文献
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Previous research has shown that providing written organizational lecture cues boosts notetaking and that boosting notetaking raises achievement. Lecture learning literature, however, is silent on whether spoken organizational lecture cues boost notetaking and achievement. To find out, participants listened to a lecture that contained or did not contain spoken organizational lecture cues. Participants either recorded lecture notes or refrained from notetaking while listening to the cued or uncued lecture. Results showed that spoken organizational lecture cues boosted the number of noted organizational points and details by 39 and 35%, respectively. Results also confirmed that lecture cues and notetaking work to raise achievement. Notetaking resulted in about 13% higher test achievement than not taking notes. Cueing raised test achievement 15–45% versus noncueing. Educators are encouraged to use spoken organizational cues while presenting lectures. 相似文献
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Stephen F. Davis Robert E. Prytula Mary Jo Noble Mary Nell Mollenhour 《Learning & behavior》1976,4(4):407-410
The performance of the laboratory rat in the enclosed maze apparatus is profoundly influenced by subject-generated cues that seem to be olfactory. The present experiment investigated the specificity of these cues. Odor cues produced by odor-donor rats placed in the startbox were ineffective determinants of the behavior of runway-trained rats when the deprivation states of these two groups differed. However, when the deprivation states of these two groups coincided, the odor cues produced by the odor-donor rats became effective determinants of performance. Thus, it would appear that even though odor cues are influential in determining the runway performance of the rat subject, their effectiveness may well be drive-state dependent. 相似文献
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C B Fisher 《Child development》1979,50(4):1088-1092
Some have interpreted children's reliance on external visual cues as evidence that they are unable to use internal cues for orientation. This hypothesis was examined in experiment 1, where 24 preschoolers were tested on left-right, vertical-horizontal, and mirror-image oblique discriminations under essentially context-free conditions. Subjects succeeded on all discrimination problems and performed equally well on vertical-horizontal and mirror-image oblique discriminations. Thus, preschoolers can use an internal frame of reference to code orientation. Experiment 2 contrasted children's performance under context-free conditions with their ability to discriminate orientation in the presence of external visual cues. Children who had discriminated left-right oblique and nonoblique mirror-image forms in experiment 1 failed to so discriminate in experiment 2. This result is discussed in terms of a breakdown in the ability to use internal cues when external visual cues are available. 相似文献
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German children's comprehension of word order and case marking in causative sentences 总被引：1，自引：0，他引：1
Two comprehension experiments were conducted to investigate whether German children are able to use the grammatical cues of word order and word endings (case markers) to identify agents and patients in a causative sentence and whether they weigh these two cues differently across development. Two-year-olds correctly understood only sentences with both cues supporting each other—the prototypical form. Five-year-olds were able to use word order by itself but not case markers. Only 7-year-olds behaved like adults by relying on case markers over word order when the two cues conflicted. These findings suggest that prototypical instances of linguistic constructions with redundant grammatical marking play a special role in early acquisition, and only later do children isolate and weigh individual grammatical cues appropriately. 相似文献
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Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design 总被引：1，自引：0，他引：1
Björn B. de Koning Huib K. Tabbers Remy M. J. P. Rikers Fred Paas 《Educational Psychology Review》2009,21(2):113-140
This paper examines the transferability of successful cueing approaches from text and static visualization research to animations.
Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing
are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions
for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues
explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in
animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes
improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding.
Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations.
Guidelines for future research on attention cueing in animations are presented. 相似文献
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Analúcia D. Schliemann 《Learning and Instruction》1998,8(6):549-560
Inspired by the views of Piaget & Garcia (1991) that logico-mathematical knowledge has its foundations in a logic of meanings, this paper aims at a better understanding of how knowledge develops in everyday contexts, by taking into account situational aspects, individual reasoning processes, and logico-mathematical understanding. We first provide a re-analysis of data on the understanding of proportionality developed outside of school, in buying and selling activities. The set of studies we discuss shows how procedures to solve proportionality problems in specific contexts later develop as general and flexible approaches to solve problems in different contexts. Then, in an interview with an adult with restricted schooling, we show how understanding of graphical representation is achieved through the attribution of meanings to a graph on the basis of personal wishes, opinions, and knowledge about the situation and by a continuous search for logical coherence. 相似文献