共查询到20条相似文献，搜索用时 31 毫秒
1.
This paper reports the outcomes of an empirical study undertaken to investigate the effect of students’ cognitive styles on
achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry
learning in accommodating different cognitive styles and enhancing students’ learning. A total of 49 6th grade students were
tested using the VICS and the extended CSA-WA tests (Peterson, Verbal imagery cognitive styles and extended cognitive style analysis-wholistic analytic test—Administration guide. New Zealand: Peterson, 2005) for cognitive styles. The same students were also administered a pre-test and a post-test involving 20 measurement tasks.
All students were taught a unit in measurement (area of triangles and parallelograms) with the use of dynamic geometry, after
a pre-test. As expected, the dynamic geometry software seems to accommodate different cognitive styles and enhances students’
learning. However, contrary to expectations, verbalisers and wholist/verbalisers gained more in their measurement achievement
in the environment of dynamic geometry than students who had a tendency towards other cognitive styles. The results are discussed
in terms of the nature of the measurement tasks administered to the students. 相似文献
2.
As people attempt to make sense of the world, they develop personal knowledge structures. These structures often contain misconceptions—inaccurate
or incomplete information—that are highly resistant to change because existing knowledge networks must be restructured to
accommodate counterintuitive information in a process known as conceptual change. Since textbooks are the dominant resource
for science instruction in most classrooms, text-based methods of facilitating conceptual change need to be examined. Since
the mid-1980 s, researchers have investigated the conceptual change potential of refutation text, a text structure that includes
elements of argumentation and that has been described as one of the most effective text-based means for modifying readers’
misconceptions. In this paper, twenty years of refutation text research in science and reading education is reviewed and then
a secondary analysis of those results is conducted to explore developmental aspects of the efficacy of refutation text. Although
a developmental relationship was not revealed, two decades of research indicate that reading refutation text rather than traditional
expository text is more likely to result in conceptual change. 相似文献
3.
Nanci Bell 《Annals of dyslexia》1991,41(1):246-260
Gestalt imagery—the ability to create imaged wholes—is a critical factor in oral and written language comprehension. Despite
good decoding, good vocabulary, and adequate background experiences, many individuals experience weak gestalt imagery, thus
processing “parts” rather than “wholes,” from verbal stimuli, spoken or written. This contributes to a Language Comprehension
Disorder that may be accompanied by a commonality of symptoms: weak reading comprehension, weak oral language comprehension,
weak oral language expression, weak written language expression, difficulty following directions, and a weak sense of humor.
Sequential stimulation using an inquiry technique develops gestalt imagery and results in significant improvement in reading
comprehension. 相似文献
4.
Proficient readers engage in a wide range of cognitive and metacognitive strategies, and both developmental and classroom
intervention researchers are in need of high-quality measures of strategy use. Several researchers have recently called into
question the validity of the most common type of measures of strategy use in reading, self-report or introspective measures
(i.e., the participant must report on his or her cognitive activity while not actually engaged in the activity). We administered
three parallel strategy use measures to a sample of 30 ninth-grade students: a prospective self-report measure, a concurrent
multiple-choice measure which required students to apply the strategies to specific passages, and a text on which we asked
students to think aloud. We also collected two measures of reading comprehension—a standardized measure and free recall scores.
Consistent with Veenman’s (2005) conclusions based on a literature review, the concurrent multiple-choice and think-aloud
data were both significantly correlated with both of the comprehension scores and with each other, whereas the prospective
self-report data had non-significant correlations with all of the other measures. We conclude by recommending concurrent measures
for researchers who wish to study strategy use in reading comprehension. 相似文献
5.
Wim H. J. van Bon Paula H. Tooren Kees W. J. M. van Eekelen 《European Journal of Psychology of Education - EJPE》2000,15(3):259-270
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords. 相似文献
6.
Subtypes of reading disability in a shallow orthography: a double dissociation between accuracy-disabled and rate-disabled readers of Hebrew 总被引：1，自引：0，他引：1
Whereas most English language sub-typing schemes for dyslexia (e.g., Castles & Coltheart, 1993) have focused on reading accuracy for words varying in regularity, such an approach may have limited utility for reading
disability sub-typing beyond English in which fluency rather than accuracy is the key discriminator of developmental and individual
differences in reading ability. The present study investigated the viability of an accuracy/fluency-based typology in a regular
orthography, pointed Hebrew. We sought evidence of true or “hard” accuracy/rate subtypes in the strict (double dissociation)
sense of selective impairment on only one dimension in the presence of normal levels of performance on the other dimension. In a nationally representative sample of fourth graders, we were able to identify
a specific accuracy-disabled sub-group as well as an equally specific rate-disabled subgroup. Validating this subdivision,
we show that the nature of reading performance in these subgroups and their converging cognitive/linguistic profiles are unique
and distinctive on variables other than the measures used to define them. While the rate-specific disability appeared to reflect
a general deficit in speed of processing affecting reading rate, and rapid automatized naming of print-related material, the
accuracy-only disability subgroup displayed selective deficits in phonological awareness and morphological knowledge. Biosocial,
demographic, and instructional factors, furthermore, did not explain the sub-group differences. It appears that both these
subtypes are equally prevalent each counting close to 10% of the population. 相似文献
7.
Word sense disambiguation using semantic relatedness measurement 总被引：5，自引：0，他引：5
YANG Che-Yu 《浙江大学学报(A卷英文版)》2006,7(10):1609-1625
INTRODUCTION The need to determine the degree of semantic similarity, or more generally, relatedness, between two lexically expressed concepts is applied in such ap- plications as word sense disambiguation (WSD), determining discourse structure, text summarization and annotation, information extraction and retrieval, automatic indexing, lexical selection, and automatic correction of word errors in text. All human languages have words that can mean different things in different contexts, s… 相似文献
8.
We report a case study of Christine, an intelligent 30-year-old woman with a developmental learning disability. Psychometric
evaluation and extensive interviews revealed several findings: most notably, evidence of anomia, auditory processing problems,
difficulty acquiring reading and spelling skills, and an extremely poor sense of number. In addition, Christine showed all
four of the Gerstmann symptoms (left-right confusion, finger agnosia, dysgraphia, and dyscalculia). We suggest that most,
if not all, of these impairments may be explained in terms of a sequential processing deficit (e.g., Bakker 1967; Tallal 1980).
In Christine’s case, difficulty perceiving serial order appears to have resulted in a major conceptual impairment involving
number.
HD—To me four is a number that comes after three and before five. It means twice two …
C—To me four is a picture.
This paper is dedicated to the memory of Professor Victor Lotter. 相似文献
9.
In this study we investigated the role of reading, how writers coordinate editing with other writing processes. In particular,
the experiment examines how the cognitive demands of sentence composing and the type of error influence the reading and writing
performance. We devised an experimental writing task in which participants corrected an embedded error (orthographic near-neighbors
or far-neighbors) and completed a sentence (using 1 or 3 context words)—in either order. Data were collected by logging keystrokes
and recording eye-movements. The results revealed that both error and sentence complexity influenced the approach to error-correcting.
Participants generally completed the partial sentence first, and then corrected the error (approximately 90% of the items).
Task complexity reinforced this tendency. Moreover, in most of these cases, the error was fixated at least once prior to sentence
completion. This suggests that the error was detected (at least partially), but the correction response was inhibited. The
differences in cognitive load also affect the reading activity during planning. This investigation illustrates how the interplay
of two task factors, error and sentence complexity, appears to influence how writers coordinate error-correcting with sentence
composing. 相似文献
10.
David Guile 《Vocations and Learning》2011,4(2):93-111
The paper analyses a form of interprofessional working and learning (IPWL)—the fleeting spatial and temporal constitution
of project teams with little prior history of working together—that is an increasing feature of work in the global economy.
The paper argues firstly: (i) this form of working and learning is relatively under-researched in professional, vocational
and workplace learning (PVWL); and, (ii) the research traditions—Cultural-Historical Activity Theory (CHAT) and Cultural Anthropology/Symbolic
Interactionist (CA/SI)—that some researchers in PVWL have drawn on to investigate IPWL do not allow them to capture the cognitive
and symbolic complexity of this activity. Secondly, it is possible to reveal the nature of this complexity when the concepts
and methods associated with CHAT and CA-SI-based approaches are supplemented with the concepts of ‘inference’, ‘space of reasons’,
‘restructuring and ‘recontextualisation’ (Guile, 2010). The paper demonstrates this claim by reinterpreting a classic study of the aforementioned form of working and learning
undertaken by Hall, Stevens and Torolba that drew on concepts and methods from CA and SI (2002). 相似文献
11.
Improving the comprehension of disabled readers 总被引：1，自引：1，他引：0
Joanna P. Williams 《Annals of dyslexia》1998,48(1):213-238
Students with learning disabilities (LD) often have difficulty comprehending what they read. Although reading comprehension
problems frequently are associated with inadequate word recognition, students also have difficulties related to comprehension
itself—a passive approach to the reading task, insensitivity to text structure, and poor metacognitive skills. The reading
and language arts curricula that have emerged from today’s constructivist paradigm can pose problems for these students. Whereas
the new curricula emphasize personal interpretations of text and relatively unstructured teaching strategies, students with
LD do well with explicit, highly structured instruction. This paper introduces an instructional program designed to teach
students with serious learning disabilities how to identify a story theme, and how to relate it to their own real-life experiences.
The program focused on understanding a text as a whole, and integrating text meaning with concepts and experiences that are
personally meaningful, goals shared by a constructivist approach. At the same time, the program incorporates the explicit,
structured instruction that these students also need. A study to evaluate the program’s effectiveness is described, as are
current efforts to refine the program to promote transfer of comprehension strategies. 相似文献
12.
Lynn Flowers Marianne Meyer James Lovato Frank Wood Rebecca Felton 《Annals of dyslexia》2001,51(1):49-71
There is persisting debate concerning the use of an ability-achievement discrepancy formula to define and identify learning
disabled—including reading disabled—students. This study employs mixed effects regression growth curve analysis to assess
the developmental course of discrepant and nondiscrepant readers (within poor readers) who were identified in third grade
and retested in fifth, eighth, and twelfth grades. The results showed that discrepancy status does not differentiate the developmental
course of basic reading skills (word identification or decoding), reading comprehension, or underlying cognitive abilities
(phonemic awareness and fluency) in poor readers. The ability-achievement discrepancy model is not supported. Educational
and legislative reasons for the persisting difficulties of poor readers are explored and recommendations for changes in public
policy are made.
Supported by National Institute of Child Health and Development (NICHD) PHS Grant No. P01 HD 21887 相似文献
13.
Lori Beckett 《The Australian Educational Researcher》2011,38(1):109-124
This paper reports on the work of a small group of Education academics to build a professional learning community in a regional
university in the north of England. Their efforts form part of a ‘Leading Learning’ school–university partnership serving
schools in disadvantaged communities in inner city Leeds. This is designed to support teachers’ professional learning and
development and reclaim their sense of collaborative professionalism in a new era of austerity Britain. The account given
here is about the new partnerships being created between and among academic colleagues, who are learning to work effectively
with each other and their schooling colleagues on their collective professional learning and to build their collaborative
sense of professionalism. The complexities of this task—of working in a professional learning community within Faculty in
order to model and support a city-wide professional learning community with teacher partners, school communities, and civil
servants in the local Authority—are framed in terms of knowledge-building for the improvement of educational provision for
disadvantaged students in local schools and the university. 相似文献
14.
Marilena Chrysostomou Demetra Pitta-Pantazi Chara Tsingi Eleni Cleanthous Constantinos Christou 《Educational Studies in Mathematics》2013,83(2):205-223
Recently, a new cognitive style approach was introduced, which refers to two types of visualizers. This approach is based on neuropsychological evidence and neuroimaging results, which suggest the existence of two distinct imagery subsystems, the object and the spatial imagery subsystems. The goal of the study was twofold: first to examine a possible relationship between this new cognitive style approach and achievement in number sense and algebraic reasoning tasks, and second to explore a possible relationship between the strategies used in solving the aforementioned tasks and cognitive styles. A mathematical test on number sense and algebraic reasoning and the self-report Object–Spatial Imagery and Verbal cognitive style questionnaire were administrated to 83 prospective school teachers (PSTs). The results indicated that spatial imagery, in contrast to the object imagery and verbal cognitive styles, is related to achievement in number sense and algebraic reasoning. In addition to this, the results revealed that the higher the PSTs’ tendency towards spatial imagery cognitive style, the more conceptual and flexible strategies they employ in algebraic reasoning and number sense tasks. 相似文献
15.
Jan Garrard 《Research in Science Education》1986,16(1):1-10
Conclusion Making sense of the world-including the world of school learning-involves making connections between new and existing experiences.
Whether this process is called the construction (Piaget, 1929), the generation (Osborne & Wittrock, 1985) or the creation
of meaning, the relation of new experiences to existing understandings, images, experiences, and feelings are essential to
the process of learning with understanding.
For many years cognitive psychology has focused on the making of logical, sequential, highly structured connections. However,
the computer metaphor for human information processing and storage is now being questioned and cognitive psychologists are
beginning to explore the new ‘unexplorable’-parallel, holistic, divergent, creative mental processes.
In addition, this paper proposes a model of the learning process in terms of reciprocally interactive cognitive, affective,
and social variables. 相似文献
16.
Aidan Moran 《教育心理学》1991,11(3-4):239-245
People differ from each other in the manner in which they process information from the world. These individual differences are called learning styles’. The purpose of this paper is to explore how research in this field can benefit from certain findings in cognitive psychology. Following a review of some difficulties which afflict research on learning styles (e.g. inadequate construct validation of measures), attention is drawn to two relevant findings in cognitive research: the influence of prior knowledge on learning and the potential value to learners of ‘metacognitive’ awareness. Some implications of these findings for learning styles research are then discussed. 相似文献
17.
Marion Tillema Huub van den Bergh Gert Rijlaarsdam Ted Sanders 《Metacognition and Learning》2011,6(3):229-253
Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising,
et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution.
Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing
process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive
at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary
school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their
responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers.
It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive
activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis
was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different
for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and
the concept of planner and reviser styles are discussed. 相似文献
18.
A sense of place 总被引：1，自引：0，他引：1
Ruth Wilson 《Early Childhood Education Journal》1997,24(3):191-194
Conclusion Places shape the stories of our lives. These stories become ongoing “ecological conversations”—i.e., expressions of the dialogue
between ourselves and the environment (Lutts, 1985). When this conversation ends, so will our future.
The development of healthy environmental awareness and concern starts with a feeling response to nature. Such a response comes
primarily by way of firsthand positive experiences in the out-of-doors, especially in environments fostering a “sense of place”
experience. Attention to creating a sense of place for young children can thus prove helpful in fostering a lifelong commitment
to the natural environment. In designing “sense of place” play and learning spaces for young children, we are, indeed, designing
the future as well. 相似文献
19.
Lynna J. Ausburn Floyd B. Ausburn 《Educational technology research and development : ETR & D》1978,26(4):337-354
A fresh approach to instructional design, one that emphasizes the importance of cognitive style as a learner characteristic,
is presented here. The authors report that 11 dimensions of the characteristic have been found, suggesting that individuals
differ in the way they process information. Noting that cognitive styles are stable, resistant to change by training and bear
little relation to general ability, the authors advocate assisting the learner whose information-processing pattern is not
compatible with the task to be learned by plannedsupplantation involving overt alteration of the task requirement with which the learner is having difficulty. They propose a three-step
instructional design plan with which to move“beyond individual instruction to individualized instruction” in which“differences
in learners need not result in differences in learning.” 相似文献
20.
The PISA studies of reading achievement of 15 year old students in OECD and partner nations show Anglophone nations to have
continuing high proportions of weak readers (≤Level 2), with no improvement in this area from 2000 to 2006 (OECD, Science
competencies for tomorrow’s world: Executive summary, 2007). The nations which have decreased their proportions of low achievers all use highly regular (transparent) orthographies,
which expedite the development of efficient reading and writing skills (Galletly and Knight, Aust J Learn Disabil 9(4):4–11,
2004). While international scrutiny is being focussed on socio-cultural differences in education as a basis of nations’ achievement
differences, little consideration is currently being applied to the speed of reading accuracy and spelling development. This
is surprising, given the volume of research showing that orthographic regularity significantly expedites development of reading—accuracy
and spelling—with very low rates of reading difficulties in nations with highly regular orthographies (Seymour et al., Br
J Psychol 94:143–174, 2003, p. 174; Share, Psychol Bull 134(4):584–615, 2008, p. 615). This paper proposes Transition-from-early-to-sophisticated-literacy (TESL) as a variable for use when considering
cross-national achievement differences. It is proposed that Complex TESL nations (including Anglophone nations) will need
paradigmatically different mechanisms to those used by Resolved and Facilitated TESL nations, for improved literacy and academic
outcomes by lower achievers. 相似文献