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1.
《Learning and Instruction》2003,13(2):157-176
Animation can provide learners with explicit dynamic information that is either implicit or unavailable in static graphics. However, the inclusion of temporal change in a visual display introduces additional and qualitatively different information processing demands. For learners to be successful in building high-quality mental models from animated instruction, they must extract thematically relevant information from the animation and incorporate it into their knowledge structures. Animation group subjects used a dynamic depiction of weather map changes to help them predict the future pattern of meteorological markings on a given map and then made a further prediction for a different map without the aid of the animation. Predictions from these subjects were superior in some respects to those produced by control subjects but this superiority tended to be limited to aspects that had high perceptual salience in the animation. The findings indicate selective processing of the animation that involved perceptually driven dynamic effects analogous to the field–ground effects associated with the visuospatial characteristics of static graphics, and raise questions about the widely assumed intrinsic superiority of animations over static graphics as resources for learning. 相似文献
2.
Loretta A. Cardinale 《Instructional Science》1992,21(6):501-512
Several features have been identified that enhance learning from text. One of these features is explication. To explicate means to state directly, instead of requiring the reader to infer, organize, or construct relationships. This study investigated the effects of three types of embedded explication on science learning: etymological, causal, and analogical in terms of the Mayer and Greeno information processing model. Subjects read parallel texts containing explications presented in a difficult or easy sequence. Overall, groups receiving causal and analogical explication scored significantly higher than the control groups receiving filler material. This supports the use of causal explication to support organization and the use of analogy to link prior and new knowledge together in long-term memory. This study has implications for the design of text-based science instruction based both on the use of embedded explication and the sequencing of information. 相似文献
3.
有关句子或篇章理解中时间信息加工的问题一直以来就是心理语言学研究的热点之一,情境模型理论的提出更是激起了研究者们对时间维度的关注。总结、梳理情境模型的相关理论,了解时间信息的心理加工研究的主要技术模型以及目前该研究领域所存在问题,对该领域研究的健康发展有着积极意义。 相似文献
4.
Earl Hunt 《Educational Psychology Review》2012,24(1):1-7
Demetriou, Spanoudis, and Mouyi have provided a comprehensive view of the relation between a model of the mind and the process
of education. The model they propose is based on cognitive theories of mental action, rather than neuroscientific evidence.
I argue here that that is the correct approach, for a model of the information processing abilities of the mind is far more
useful to educators than a model of the neural bases of cognitive processing. Demetriou, Spanoudis, and Mouyi's theoretical
approach will be useful to the extent that it provides a framework for further, more specific models of specific situations. 相似文献
5.
一种deep web数据源下重复记录识别模型 总被引：1，自引：0，他引：1
使用deep web数据源下重复记录识别模型对从多个deep web数据源中抽取出来的半结构化和无结构化的数据进行处理.首先,在数据预处理模块中将所抽取的数据生成实体记录的形式,然后,在异构记录处理模块中利用在同构记录处理模块所得到的权值,计算各实体记录的相似度,得到重复记录.与传统的重复记录识别模型不同,所提方法是在模式匹配未知的前提下实现的;并且采用带有可选算法的多个相似度估算器以达到更好的匹配效率.实验证明,该重复记录识别模型是可行且有效的. 相似文献
6.
文本阅读中时间信息的加工及其对文本理解的影响 总被引：1，自引：0，他引：1
何先友 《华南师范大学学报(社会科学版)》2006,(6):106-112,128
总结了当今阅读心理研究领域关于文本理解中时间信息的加工及其对文本理解影响的研究。 相似文献
7.
In this article, we examine the cognitive processes that are involved when readers comprehend conflicting information in multiple texts. Starting from the notion of routine validation during comprehension, we argue that readers' prior beliefs may lead to a biased processing of conflicting information and a one-sided mental model of controversial issues (text-belief consistency effect). An important distinction is that such biases occur routinely as a by-product of basic comprehension processes. However, readers can actively engage in strategies that work against the biasing effects of prior beliefs when they possess the relevant cognitive resources and are motivated to activate them. A review of published studies that examined belief effects in multiple text comprehension supports the two-step model of validation. We discuss implications of this model for multiple text comprehension and educational practice and delineate directions for future research. 相似文献
8.
The perceptual and cognitive processing demands involved in comprehending complex animations can pose considerable challenges to learners. There is a tendency for learners to extract information that is highly perceptually salient but neglect less conspicuous information of crucial relevance to the building of a quality mental model. This study investigated the effectiveness of self-generated drawing for learning from an animation illustrating a scientific phenomenon, the so-called “Newton’s Cradle.” Participants were 199 students in grade seven, randomly assigned to three experimental conditions: self-generated drawing, traced/copied drawing, and no drawing. All participants were asked to produce an explanation of the animation for both immediate and delayed posttests. The results revealed the superiority of self-generated drawing in supporting animation comprehension at both testing times compared to the other two conditions, which did not differ from each other. In addition, comprehension of the animation was related to the quality of self-generated drawings. Specifically, the depiction of information characterized by low perceptual salience but high conceptual relevance to the phenomenon predicted comprehension and retention over time. 相似文献
9.
Richard K. Lowe 《教育心理学》1989,9(1):27-44
The salience assigned to information in a diagrammatic display may vary according to the goals and background of the viewer. As well as being a function of the characteristics of the diagrammatic material presented, the way in which an individual extracts and acts upon information from such displays will be a function of the characteristics of the individual's particular mental representation of that display type. The strategies used by professional meteorologists to explore a meteorological chart were compared with those used by non‐meteorologists. Differences found between the groups involved both the patterns of exploration used and the way inference was used as a basis for decision‐making. These differences were interpreted as reflecting differences in underlying mental representation. The findings raise a number of questions concerning ways in which diagrammatic material is treated during instruction in subjects such as science. 相似文献
10.
John B. Biggs 《教育心理学》1984,4(1):21-39
This paper describes a mediational model for conceptualising the relationship between individual differences and academic achievement and presents the results of a study concerning some predictions of that model. According to this model, intervening or mediating variables mediate between stable personological traits (e.g. mental abilities) and task performance. Mediating variables are thus transitory and situation‐specific to some degree, and in academic tasks, are represented by the learning process complex, which consists of motives and strategies for learning. The mediational model predicts that students’ information processing abilities will help determine the number and the nature of learning processes differentiated within the learning process complex. Results conform to the model's predictions, indicating that (1) as students’ processing abilities increase, they show greater learning process differentiation and (2) for students intermediate in differentiation, the learning processes that do emerge are dependent upon which processing abilities they possess. These results are discussed with respect to their implication for the mediation model and for strategy instruction. 相似文献
11.
This paper describes a mediational model for conceptualising the relationship between individual differences and academic achievement and presents the results of a study concerning some predictions of that model. According to this model, intervening or mediating variables mediate between stable personological traits (e.g. mental abilities) and task performance. Mediating variables are thus transitory and situation‐specific to some degree, and in academic tasks, are represented by the learning process complex, which consists of motives and strategies for learning. The mediational model predicts that students’ information processing abilities will help determine the number and the nature of learning processes differentiated within the learning process complex. Results conform to the model's predictions, indicating that (1) as students’ processing abilities increase, they show greater learning process differentiation and (2) for students intermediate in differentiation, the learning processes that do emerge are dependent upon which processing abilities they possess. These results are discussed with respect to their implication for the mediation model and for strategy instruction. 相似文献
12.
Four experiments were conducted to investigate the role of map spatiality and icon mimeticism in facilitating text recall. A secondary goal was to explore an assumption of the conjoint retention hypothesis, that the visuospatial component of working memory is involved in retrieving map information. We manipulated display conditions to evaluate the separate and combined effects of map spatiality and icon mimeticism on text recall. We also utilized a concurrent task paradigm to assess both the recognition of spatial displays and the recall of map feature information. The results of all four experiments point to the mimeticism of icons as the key attribute of maps for facilitating recall, rather than the spatial layout of the map when visual displays and text are presented simultaneously during encoding. We also found no evidence indicating that maps are processed in a more spatial manner than are lists. Copyright 2000 Academic Press. 相似文献
13.
《Learning and individual differences》1999,11(1):1-120
Extensive research within the field of learning and individual differences focuses upon the relationship between general intelligence and process measures derived from elementary cognitive tasks (ECTs). This emphasis has ignored data indicating that cognitive abilities are best described by three levels (or strata). It has also been suggested that mental speed is a unitary construct, although it is more likely to have a complex structure. To address shortcomings evident in this literature, a multivariate investigation (N = 179) was conducted. Factor analysis of 25 psychometric indices gave seven factors postulated under the theory of fluid (Gf) and crystallized (Gc) intelligence. Correlations between cognitive abilities and parameters derived from 11 ECTs indicated that Gf (alone) was related to processing speed. This relationship is seemingly dependent upon experimental manipulations of task complexity. Regarding the factorial structure of mental speed, the results were unequivocal: Broad second-order factors may be derived from both ECTs and psychometric tests. These constructs are independent from abilities defined by accuracy scores and collectively define a general cognitive speed factor. Implications of these findings are discussed. It would appear that mental speed is more intricate than proposed, and that cognitive complexity (reflected in stimulus-response compatibility effects) plays a crucial role in its ontogenesis. In addition, several explanatory models linking intelligence to processing speed are untenable. It is likely that the search for a basic process of intelligence by means of mental speed frameworks (alone) is misguided.Recently, within the field of individual differences, there has been “an explosion of experimental studies into the speed of mental processes” (H.J. Eysenck 1995, p. 225). Various tasks, ranging from those paradigms assessing simple, psychomotor movements and on up through to measures of complex problem solving and psychometric test performance, have been employed (Stankov & Roberts 1997). The present study was designed to explore speed of processing constructs within a structural model of human cognitive abilities. Utilizing the evidence presented in Carroll's (1993) extensive reanalysis of the main data sets collected within the psychometric discipline this century, the structural model of cognitive abilities adopted is that known as the theory of fluid and crystallized intelligence (see Horn & Noll 1994; Stankov et al. 1995). In contrast, the mental speed measures selected for investigation in this study were chosen on the basis of both experimental and psychometric findings that rely on disparate accounts (e.g., information theory). Notably, mental speed constructs are not presently encapsulated within a single unifying model. Another major aim of the present study was to redress this imbalance by establishing a rapprochement between conceptual models of mental speed and human cognitive abilities. 相似文献
14.
二语习得者在视觉词汇提取过程中,依据对词汇的熟悉程度,词汇的语音信息和词形信息不同程度地参与了词汇的提取。本文回顾了国内外心理词汇提取的相关理论,结合笔者对词汇提取的测试结果,运用错误分析法分析语音和词形参与词汇提取的效应。 相似文献
15.
本实验以视系列呈现、选择、判断的方法对分别强化了的三类汉字认知的识虽速度进行了比较,探讨了聋人与听力正常人在阅读过程中对汉字的形码、义码、音码的信息的加工方式。实验结果发现：聋人与听力正常人在字词识别的加工过程中都表现出较强的形码作用;在字义提取时,聋人采用了通过字形直取其义的直通加工方式,听力正常人则更多地采取形／音转换后提取字义的加工方式。进一步的分析认为：聋人与听力正常人在汉字识别的内部心理机制方面并没有本质的区别。聋人也有“视觉型的语音编码”,字词的直通加工和形／音转换加工,很可能是一种相互激活的综合加工过程 相似文献
16.
This study tested the effects of two instructional aids in a complex, dynamic environment, specifically, a business simulation. Participants studied (1) a “causal map,” which depicted key variables in an interconnected network, (2) a textual outline of the same relationships, or (3) no-aid. With the relevant aid still available, the participants ran the simulation three times. Then, the aid was removed, and the participants ran another three simulations. Both when the aid was available and later when removed, the group receiving the causal map gained a greater market share than the other two groups, which failed to differ. With respect to profits, however, a cross-over interaction appeared. When the aid was available, the causal map group showed lower profits than the other two groups, but, without the aid, the causal map group showed greater profits. The results are discussed in the context of information processing theories of instructional design. 相似文献
17.
特殊教育教师心理健康状况的调查研究 总被引：13，自引：7，他引：13
本研究运用SCL - 90调查了北京市 5所特殊学校 1 99名教师的心理健康状况。结果表明 :特教教师心理健康问题检出率较高 ,具有轻度及其以上心理问题的教师占总数的 2 5 6% ;SCL - 90的得分显著高于全国常模 ;总体上特教女教师的心理健康状况比男教师差 ;特教教师的心理健康水平随年龄和特教教龄的增长不断提高 ;高学历特教教师的心理健康问题比较突出 ;培智学校教师的心理健康水平比聋校和盲校的教师差。 相似文献
18.
Rebecca A. Dore Steven J. Amendum Roberta Michnick Golinkoff Kathy Hirsh-Pasek 《Educational Psychology Review》2018,30(3):1067-1089
Theory of mind is the understanding that other people have mental states that drive their actions and that those mental states can be different from one’s own. Without understanding theory of mind and being able to take others’ perspectives, it could be difficult for children to read and understand narrative texts. This paper posits that children’s understanding of others’ minds may be a potential missing piece in current accounts of reading comprehension. Indeed, the typical progression of children’s theory of mind abilities across childhood is closely aligned with the development of narrative processing skills. Furthermore, emerging evidence shows that both narrative processing and theory of mind are predictive of children’s reading comprehension, both concurrently and longitudinally. We present a possible explanation for why such a link exists and propose a causal framework of this relation in which increased ToM leads to increased understanding of and inferencing about characters’ mental states. Understanding characters’ mental states then leads to better reading comprehension. The framework makes novel, testable predictions and provides directions for future research. 相似文献
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20.
The information processing model of persuasion was used as the basis for a mathematical model of language intensity effects. The model proposes that attitude change is a product of message discrepancy, source evaluation, and message strength. The results show strong support for the model. The salient source evaluation dimension was perceived trustworthiness. Language intensity enhanced attitude change directly, by acting as a multiplier of message strength, and indirectly, by increasing message discrepancy. These effects held for female as well as male sources. Path analysis indicated the presence of source evaluation heuristics. Intensity enhanced source ratings through a positively linked causal chain from intensity to dynamism to expertise to trustworthiness. Intensity also had negative effects on post‐message expertise and trustworthiness unmediated by dynamism. 相似文献