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1.
A comparison of updating processes in children good or poor in arithmetic word problem-solving 总被引：2，自引：0，他引：2
Maria Chiara Passolunghi Francesca Pazzaglia 《Learning and individual differences》2005,15(4):257-269
This study examines the updating ability of poor or good problem solvers. Seventy-eight fourth-graders, 43 good and 35 poor arithmetic word problem-solvers, performed the Updating Test used in Palladino et al. [Palladino, P., Cornoldi, C., De Beni, R., and Pazzaglia F. (2002). Working memory and updating processes in reading comprehension. Memory and Cognition, 29, 344–354.]. The participants listened to wordlists, each comprising 12 words referring to objects or animals of different sizes. At the end of each list participants were asked to recall the 3 or 5 words denoting the smallest objects/animals in the list. Results show that poor problem-solvers recalled fewer correct words and made more intrusion errors (recall of non-target words) than good problem-solvers. Results support the hypothesis that the ability to select and update relevant, and suppress irrelevant information, is related to problem-solving, even when the influence of reading comprehension is controlled for. With reference to Baddeley's, and other recent WM models [Miyake, A., and Shah, P. (Eds.), (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: Cambridge University Press.], our results point to the idea that problem-solving relies on the central executive for processing and updating information contained in the problems. 相似文献
2.
Duo Liu 《Reading and writing》2017,30(8):1813-1834
The present study investigated the influence of morphological structure information on the memorization of Chinese subordinate and coordinative compound words using the memory conjunction error paradigm. During the Study Phase, Hong Kong Chinese college students were asked to either judge the word class (Exp. 1, N = 25) or the orthographic structure (Exp. 2, N = 26) of a set of Chinese compound words (Old words). During the Test Phase, the participants were presented with half of the Old words that they had previously seen during the Study Phase and a set of New words, which shared or did not share morphemes with the Old words, and were asked to determine whether they had seen these words in the Study Phase. Half of the New words shared the same compounding structure with the Old words (either subordinate or coordinative) and the other half did not. The participants made more memory errors when both the Old words and the New words were coordinative compounds compared to situations in which the Old words and the New words were subordinate compounds or where the structures of the Old words and the New words were incongruent. The involvement of the processing of morphological structure information during word memorization was supported by the findings. The different characteristics of the two compounding structures were discussed and a morphological structure layer in the mental lexicon was proposed to interpret the results. 相似文献
3.
Problem-solving behavior of six novice subjects attempting to solve an electrostatics problem in second-semester calculus-based college physics was observed and recorded. Five of the subjects were characterized as “A” or “B” students and one subject as a “D” student in introductory college physics. Although the A or B subjects were able to arrive at a “correct” solution to the problem, they exhibited major misconceptions about the problem situation as well as minimal qualitative understanding of the problem situation. The A or B subjects were successful in identifying, either from memory or written notes, equations relevant to electrostatics, whereas the D subject was not. The implication of this study is that current instruction in introductory calculus-based college physics and the students' previous science learnings place a premium on acquisition of correct quantitative solutions at the expense of qualitative understanding of physics problem situations. 相似文献
4.
英语词汇记忆方法很多,然而学生在实际记忆词汇的过程中却很少能灵活运用,或者即使记住单词,却难以在使用时灵活变通运用。问题的根本在于这些方法是零散的,未能使记忆后的词汇形成一个在逻辑上相互联系的整体。基于选择性的逻辑联想就是建立一个6维的记忆模式,或者说是一个词汇记忆体系,这个体系能够为学生记忆每个看似“零散”词汇时提供一个相对固定的范式。 相似文献
5.
The main hypotheses addressed in the research were (1) whether imprecision in the phonological representations of lexical
items underlies the impaired expressive naming abilities of disabled readers, and (2) whether weak verbal memory might mediate
the relationship between naming and reading skills. From samples of 93 first graders and 67 fourth graders, extreme groups
of good and poor readers were identified and compared on measures of receptive vocabulary, expressive naming, acceptability
judgments for variants of object names, imitation and correction of naming errors by another speaker, pseudoword repetition,
and long-term memory. Performance was generally better by older than younger students and by good than poor readers at each
age, with little interaction between grade and reader group. The results indicated that for both good and poor readers, imprecise
phonological knowledge, especially about long words, contributed to children’s difficulties on all naming tasks. Memory differences,
however, appeared to play only a minor role in explaining the strong association between naming and reading. 相似文献
6.
Students in complex visual domains must acquire visual problem solving strategies that allow them to make fast decisions and come up with good solutions to real-time problems. In this study, 31 air traffic controllers at different levels of expertise (novice, intermediate, expert) were confronted with 9 problem situations depicted on a radar screen. Participants were asked to provide the optimal order of arrival of all depicted aircrafts. Eye-movements, time-on-task, perceived mental effort, and task performance were recorded. Eye-tracking data revealed that novices use inefficient means-end visual problem solving strategies in which they primarily focus on the destination of aircraft. Higher levels of expertise yield visual problem solving strategies characterized by more efficient retrieval of relevant information and more efficient scan paths. Furthermore, experts' solutions were more similar than intermediates' solutions and intermediates' solutions were more similar than novices' solutions. Performance measures showed that experts and intermediates reached better solutions than novices, and that experts were faster and invested less mental effort than intermediates and novices. These findings may help creating eye-movement modeling examples for the teaching of visual problem solving strategies in complex visual domains. 相似文献
7.
Wolfgang Schnotz Christoph Mengelkamp Christiane Baadte Georg Hauck 《European Journal of Psychology of Education - EJPE》2014,29(3):483-501
The term ‘modality effect’ in multimedia learning means that students learn better from pictures combined with spoken rather than written text. The most prominent explanations refer to the split attention between visual text reading and picture observation which could affect transfer of information into working memory, maintenance of information in working memory or the effective size of working memory. The assumption of a continuous need for split attention is questionable, however. Learners can keep pictorial information in working memory, when they have seen the picture before, especially if they have higher prior knowledge. Instead of suffering from a permanent split attention, learners frequently show tendencies to simply ignore pictures. This suggests guiding learners towards picture analysis by picture-related text paragraphs. We assume that these paragraphs are associated with stronger modality effects than content-related paragraphs, especially if the pictures are new to learners. These assumptions were tested in an experiment with 120 students learning about volcanism from illustrated text consisting of segments each including a content-related paragraph followed by a picture-related paragraph describing the accompanying visualization. Content-related and picture-related paragraphs were presented as visual or auditory texts leading to 2x2 conditions of text presentation. Picture novelty was manipulated by presenting a picture throughout the whole segment or only when the picture-related paragraph was read. As expected, picture-related paragraphs were associated with stronger modality effects than content-related paragraphs if picture novelty is high. The distinction between different kinds of paragraphs seems to be important for the prediction of modality effects. 相似文献
8.
Barbara Carretti Erika Borella Cesare Cornoldi Rossana De Beni 《Learning and individual differences》2009,19(2):246-251
It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks) and/or on the attentional control implied in working memory tasks (tasks requiring storage/manipulation being more predictive than storage-only tasks, regardless of task modality). Meta-analysis is used here to examine the relevance of several working memory measures in distinguishing between the performance of poor and good comprehenders in relation to the modality of the working memory task, and the involvement of controlled attention required by such a task. Our results demonstrate that memory tasks that are demanding in terms of attentional control and that require verbal information processing are best at distinguishing between poor and good comprehenders, suggesting that both domain-specific factors as well as general factors of working memory contribute to reading comprehension performance. The implications for different models of working memory in relation to reading comprehension are discussed. 相似文献
9.
To what extent does phonology play a role in spelling English words? The written responses of deaf students and groups of hearing children to five tasks were subjected to quantitative and qualitative analyses. The first three tasks were used to see if deaf students utilized phonology when they generated their own words and to compare their spelling performance with that of hearing subjects. The fourth and fifth tasks were designed to compare the spelling performance of deaf and hearing subjects when they were required to reproduce visually presented common words. Results showed that deaf students, who were chronologically much older, were not better spellers than hearing children from the fifth grade. Analysis of data revealed little evidence that the deaf students involved in the present study utilize phonology in spelling. Nor did word-specific visual memory for entire words appears to play a role in spelling by deaf students. Rote visual memory for letter patterns and sequences of letters within words, however, appears to play a role in the spelling by deaf students. It is concluded that sensitivity to the stochastic-dependent probabilities of letter sequences may aid spelling up to certain point but phonology is essential for spelling words whose structure is morphophonemically complex.
相似文献10.
In two experiments undergraduate students were shown maps with features located either along an edge or within the interior of the map. Next, participants were asked to read a related text. Thereafter, they were asked to recall as much of the text information as possible and to reconstruct the map. In both experiments, the results consistently showed that students recall significantly more information when features are located along the edges of the maps. These findings will help give teachers and designers of classroom displays a better understanding of how to create maps that will facilitate the recall of related information. Copyright 2001 Academic Press. 相似文献
11.
为了促进二语听力教学,从二语听力学习者出发,对二语学习者听力困难的原因进行了分析,发现他们分辨语音的能力低,构建语义的能力都不强.要提高学习者的听力理解能力,听力教学必须根据学习者的认知心理特点,在课堂上创造条件鼓励学习者抓大意、主要内容和关键词等;扩展词汇;启发学生对词、内容和背景知识进行联想,在大脑里构成意义网络,... 相似文献
12.
Children who are poor readers have difficulty naming pictured objects. Previous research has shown that while poor readers have the same amount of tacit phonological knowledge about words they cannot retrieve as good readers, they cannot use this initial phoneme and rhyme information to produce these words. In this study, thirdgrade good and poor readers participated in a training session to explicitly teach them how to manipulate the phonological structure of words as a means of facilitating naming ability. Both groups benefited from training, even though the good readers performed consistently better than poor readers. It is suggested that with more extensive training, poor readers may learn to use their tacit phonological knowledge of words they have difficulty retrieving spontaneously, by generating and using their own phonemic and rhyme cues independently. 相似文献
13.
Shigehiro Kinda 《Instructional Science》2012,40(6):1021-1031
In mathematics learning, word problems always include sufficient information; however, in everyday situations, people sometimes encounter problems with insufficient information. Previous studies suggest that people cannot successfully handle word problems with insufficient information because they believe a word problem has only one answer and avoid considering multiple answers. The present study examined whether university students (n?=?98) can develop the skill to generate multiple answers for word problems with insufficient information. A new learning method, reduced insufficiency learning, was designed and tested to examine whether the participants can learn to generate multiple answers for a set of target problems (high level of insufficiency) after exposure to an exercise problem (low insufficiency level). Results of this study suggest that people can develop the skill to handle insufficient problems with higher levels of insufficiency by means of reduced insufficiency learning. 相似文献
14.
David H. Uttal 《Child development》1996,67(6):2763-2779
Young children have performed poorly in spatial tasks that require the scaling and reconstruction of a configuration. The present research investigated whether or not children's reconstructions nevertheless preserved the relative positions of objects within the configuration. In Experiment 1, preschoolers (ages 4 and 5), young elementary school children (ages 6 and 7), and adults were asked to reconstruct symmetric configurations of six objects that were depicted on simple maps of an empty room. Most subjects preserved the overall configuration of objects, but preschoolers placed the objects far from the correct locations. Many of the preschoolers' reconstructions contained systematic transformations; many reconstructions were off-center and too small or too large. In Experiment 2, the configurations were asymmetric, and preschoolers performed substantially worse than in Experiment 1. Experiment 3 demonstrated that preschoolers could reconstruct the asymmetric configurations when scaling was not required. Taken together, the results reveal that even young children can represent and transform an entire configuration of objects. At the same time, the results reveal important developmental differences. 相似文献
15.
This study investigated the phonological skills of university students who were unexpectedly poor spellers relative to their word reading accuracy. Compared with good spellers, unexpectedly poor spellers showed no deficits in phonological memory, selection of appropriate graphemes for phonemes in word misspellings and nonword spellings, and phoneme awareness. In contrast, poor readers–poor spellers performed worse than the other groups at all but the last of these tasks. Although unexpectedly poor spellers misread nonwords more often than good spellers and took longer to begin pronouncing long, difficult-to-spell words, they took no longer to begin pronouncing shorter words and the names of corresponding pictures. The difficulty with reading nonwords and long words was thus interpreted as arising at the stage of identifying and parsing the orthographic input rather than phonological retrieval. The findings indicate that unexpectedly poor spellers of the type studied here do not have a mild phonological deficit. 相似文献
16.
在英语学习中，听力理解能力与记忆有着密不可分的关系，良好的记忆对听力的提高起着至关重要的作用。然而，单纯依赖大脑大量记忆信息是不太现实的，也常常会出现差错。应充分调动听、视、写三位一体的功能，共同为提高听力理解水平服务，而不是仅仅依赖某一器官的功能。这将使听力训练的效果得到显的提高。 相似文献
17.
This study examined the ability to infer the meaning of novel made-up words that appeared in 16 short narrative texts, presented in two modalities—reading and listening. Hebrew-speaking 4th grade students (N = 54) were asked to infer the meanings of the made-up words in both modality conditions. In this cross-group design, students were randomly assigned to one of two order conditions: reading first or listening first. Regardless of condition, participants were better able to infer the meaning of the made-up words in the listening condition than in the reading condition. Individual differences in word reading, vocabulary, and reading comprehension mediated novel word learning but working memory did not. Results are discussed in relation to the challenges faced by 4th grade Hebrew readers in the transition from reading a fully pointed (vowelized) shallow orthography to an unpointed, deep orthography. The ability of 4th grade readers to infer novel words appears to be enhanced when listening to animated narration, and is mediated by extant vocabulary knowledge and higher-order comprehension processes, but also by basic decoding skills. 相似文献
18.
19.
单词记忆枯燥乏味、词汇课程空洞无内容是许多师生的同感。文章从师生角度，用教育心理学理论剖析了这一现象。学习效果不佳、授课反应平平主因是学生急功近利，依赖短时记忆能力，未能及时将短时记忆转为永久记忆储存。有的学生则依赖于时间仗，靠拉长战线，长时间疲劳记忆导致记忆效果不佳。教师在单词教学过程当中方法单一，单纯通过听抄翻译词义的方式授课，增加教学负担，学生反应也不好。文章提出根据人的记忆特点，采用高频度短时间反复记忆，用听、说双管齐下的“懒人”方法结合画面感辅助记忆方法加强记忆，加速短时记忆的转化。 相似文献
20.
Chieh-Fang Hu 《Reading and writing》2008,21(8):823-841
The effect of capitalizing on orthography in auditory learning of English words was examined in 74 children who spoke Mandarin
Chinese as their primary language. To use orthographic information for auditory word learning, children must recode printed
words phonologically to assist the reconstruction of the speech single misheard or underspecified, an ability that may depend
heavily on phonological awareness (PA). In this study, children with poorer PA of Chinese and those with better PA were taught
novel English words in an auditory learning task under two exposure conditions: auditory words presented with their written
forms and auditory words presented with undecodable symbols. Word learning performance was better in the written form condition
than in the symbol condition, but the effect was smaller for children with poorer PA. The facilitative effect was associated
with L2 PA for children with poorer PA but not for children with better PA. The results are discussed with regard to how poor
PA may constrain auditory word learning in an L2 context. 相似文献