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1.
ABSTRACT The present study explored 4(N = 22) and 7‐year‐olds’ (N = 24) under‐Standing of biological inheritance in cows and horses. An intervention technique adapted from Springer (1995) in which children are taught the basic facts of intrauterine development and birth, in story form, was used in an attempt to improve children's conceptual understanding of inheritance. All children were pre‐tested about inheritance and subsequently half were trained using the intervention (the others were controls). All children were post‐tested within a week of pre‐test, and about 4 weeks later completed delayed post‐tests. Results showed that at pre‐test there were significant age differences in both judgements and explanations of inheritance with 7‐year‐olds exhibiting more sophisticated biological reasoning. Surprisingly, there were no significant improvements for either age in judgements or explanations of inheritance as a function of the intervention at post‐test or delayed post‐test. The findings are discussed with reference to theoretical issues surrounding children's theory of inheritance and the implications for training studies. 相似文献
2.
Abstract Two studies are reported, both concerned with microcomputer use in the context of collaborative groups. The first study, conducted with eight year‐olds, examines whether the opportunity to practise a problem solving task in pairs produces better subsequent individual performance on the task than does individual practice. Evidence was found for such peer‐facilitation only when children were constrained to collaborate by the imposition of a ‘dual key’ entry requirement. The second study, conducted with 11‐year‐olds, compares the functioning of two types of group over a series of sessions during which the children were introduced to database software. Groups formed on the basis of nominations of preferred working partners were found to demand less teacher intervention and to make fewer minor errors than groups formed on the basis of arbitrary allocation. The possibilities offered by the microcomputer in the classroom for experimentally rigorous but ecologically valid research are discussed. 相似文献
3.
《The Journal of educational research》2012,105(5):258-265
AbstractIn this study, we investigated the effects of previewing on children's comprehension of a televised story. Using a variation of Ausubel’s advance organizers, a 1½-min edited video was constructed to provide children with a brief overview of the basic plot structure before seeing the televised story Soup and Me. Study 1 examined the effects of previewing with 48 second graders using a multiple-choke test of 20 items, which assessed their recall of central, incidental, and inferential story information. Our results indicated that viewing a preview before a televised story significantly increased students' comprehension of plot-essential information, but did not influence their learning of incidental information or their ability to draw inferences from the story. Study 2 examined previewing’s effects on free recall with 39 first graders. Those students in the preview group recalled the episodic structure of the story significantly better than the control group did. Previews appeared to act primarily as a cuing device, drawing children's attention to certain central aspects of the story. These results indicate that previewing may be an effective mediational technique for enhancing children's comprehension and retention of plot-essential information from a televised story. 相似文献
4.
The use of think-aloud protocols to compare inferencing abilities in average and below-average readers 总被引：2，自引：0，他引：2
In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ, reading, language, and working memory, and a story comprehension task that consisted of two conditions: listen through and think aloud. The major findings in this study were that (a) average readers generated significantly more explanatory inferences than below-average readers, and (b) comprehension performance as measured by story recall was significantly better for both groups in the think-aloud condition than in the listen-through condition. The discussion addresses the implications of these findings. 相似文献
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6.
熊艳 《宁波大学学报(教育科学版)》2007,29(5):124-127
单词表的标示顺序基本上采用英语单词在前,相对应的汉语意义在后的标示顺序。但是由于理解型任务比产出型任务容易,这种标示顺序不利于即时和长效记忆英语单词。在即时测试中以汉-英标示顺序记忆单词的学生,在产出型任务中的表现明显好过以英-汉顺序学习的学生;在理解型任务中的表现不弱于以英-汉顺序学习的学生。鉴于英语学习中一般需要学生完成两种任务的现状,汉-英标示顺序有利于培养学生较为平衡的两种能力,是多用途和有效的方法。 相似文献
7.
Word reading fluency, as indexed by the fast and accurate identification of single words, predicts both general reading ability and reading comprehension. This study compared the effects of context training and isolated word training on subsequent measures of word reading fluency. Good and poor readers were given 12 repetitions of two sets of words; 48 new words were learned in each condition. Words were presented in a story during context training and on a computer screen during isolated word training. Target words were read in isolation at test, randomly displayed within a series containing 72 untrained words. Results show that words trained in isolation are remembered longer and read faster when presented in isolation at test compared to words trained in context. Theoretical implications are discussed in relation to transfer appropriate processing. 相似文献
8.
To understand spoken words, listeners must appropriately interpret co‐occurring talker characteristics and speech sound content. This ability was tested in 6‐ to 14‐months‐olds by measuring their looking to named food and body part images. In the new talker condition (n = 90), pictures were named by an unfamiliar voice; in the mispronunciation condition (n = 98), infants’ mothers “mispronounced” the words (e.g., nazz for nose). Six‐ to 7‐month‐olds fixated target images above chance across conditions, understanding novel talkers, and mothers’ phonologically deviant speech equally. Eleven‐ to 14‐months‐olds also understood new talkers, but performed poorly with mispronounced speech, indicating sensitivity to phonological deviation. Between these ages, performance was mixed. These findings highlight the changing roles of acoustic and phonetic variability in early word comprehension, as infants learn which variations alter meaning. 相似文献
9.
Kate Cain 《Journal of Research in Reading》2007,30(4):347-359
The ability to derive the meanings of words from supportive story contexts was studied in 45 7‐ to 8‐year‐olds. Children read short stories each containing a different novel word and defined the word at the end of each story. There were three intervention sessions. One group was asked to justify their definition and subsequently received feedback on its accuracy. A second group was given feedback first and asked to explain how the experimenter knew the correct answer. A third (control) received feedback only. In general, practice led to improved performance, with an increased number of children in all groups using the story context to derive meanings for the novel words in a post‐intervention test. Children in the two explanation groups made the greatest gains in definition accuracy. The implications for teaching vocabulary learning skills are discussed. 相似文献
10.
This discussion is a review of experimental work designed to determine whether pictures have an effect upon the derivation of meaning from the text printed in children's reading materials. Many reading schemes emphasize the use of illustration, but for a number of different purposes ranging from the provision of a referent for a specific word, to the provision of' contextual support, and the generation of motivation for reading. Experimental studies of the interactions between pictures arid words in the cognitive system go some way to supporting three uses of illustration in (a) the provision of meanings against which the print may be compared, (b) in the development of an organized understanding of the meaning of the text, and (c) in the enhancement of subsequent recall. The danger of distraction arising from the pictures has also been investigated, and been found to lead to decoding errors in young children presented with one word at a time. An analysis of mutual interference effects between pairs of pictures and words leads to the conclusion that the cognitive representations of meanings arc organized in a semantic system common to pictures and words. Thus, any decoding errors due to interference effects are of more than local importance—they can affect comprehension and influence the stored representation. 相似文献
11.
Abstract Seven primary school children with behaviour difficulties showed low levels of on‐task writing behaviour, high levels of off‐task disruptive behaviour and a low number of words written during regular classroom story writing sessions. Introduction of self‐recording of work behaviours during story writing for the whole class of 34 children was associated with increased on‐task, decreased off‐task disruptive behaviour and an increased number of words written for target children. There was also an increased number of words written by six other children for whom story writing data was collected. Introduction of say‐do correspondence training for five of the target children showed further increases in independent story writing behaviour and reductions in off‐task behaviours that disrupted the written language sessions. 相似文献
12.
Two dimensions of students’ beliefs about meaning construction in reading processes, transmission and transaction beliefs, were studied. According to transmission beliefs, the reader’s task is to understand the author’s intended meaning, while transaction beliefs assign to the reader the role of active meaning constructor. Students’ beliefs were ascertained by means of a questionnaire (Schraw, 2000), and the effects of these beliefs on narrative text comprehension and interpretation were examined. The first study, involving 52 students in grade 11, showed that transaction beliefs positively affected text interpretation in the form of personal and thematic responses. Study 2, involving 202 students in grades 7 and 11, revealed the influence of transaction beliefs on text comprehension, thematic, and personal interpretative responses, and overall meaning construction. It also showed the positive effects of giving specific rather than generic instructions for the interpretative task. Moreover, grade level significantly affected text comprehension and interpretation. Finally, differences in student performances were also related to the type of high school they were enrolled in. 相似文献
13.
Allan Hewitt 《International Journal of Educational Research》2008,47(1):11-26
The purpose of this study was to identify and analyse specific instances of transactive communication as children engaged in a paired melody writing task using a computer-based composing environment. Transactive communication has been identified as one of the features of general collaborative engagement that is most helpful in an educational sense, and which makes collaborative learning an important tool for learning and teaching. The paper reports the results of an empirical study in which a group of 10 and 11 year olds worked in pairs to compose short melodies using computers. Analysis of between-pupil dialogue suggested that levels of transactive communication varied between pairs, and also within pairs as pupils took on different roles at the computer. Factors of individual difference, such as musical expertise or whether the pair were friends, did not appear to have a significant influence on the extent of, or nature or, transactive communication. 相似文献
14.
Twenty-five adolescents with learning disabilities were randomly assigned to either a keyword mnemonic condition or an experimenter-directed rehearsal condition and were individually taught 16 difficult vocabulary words, including 8 concrete and 8 abstract words. After an instructional period, students were given a test of literal recall as well as a comprehension test of their ability to apply newly acquired vocabulary words in a different context. Results indicated that mnemonically trained students outperformed control students on both abstract and concrete words, and on recall tests as well as on comprehension tests. Implications for vocabulary instruction as well as theories of learning disabilities are discussed. 相似文献
15.
Vitaly Rubtsov 《European Journal of Psychology of Education - EJPE》1992,7(4):287-293
This article is concerned with joint problem-solving at the computer. In particular it is concerned with the organisation of joint activity in this context (ie. the distribution and exchange of actions), and with the way in which children master the relationship between their action-organisation and the task objective. A study is reported in which pairs of 7 and 13 years olds worked on a variety of computer-based tasks involving construction of a complex motion trajectory on a display screen. Some of the pairs at both ages remained oriented toward the external characteristics of the pattern they were tracing. By contrast, some of the older pairs were very clearly oriented towards the means of pattern construction, rather than to the pattern itself. Such orientation, displayed in varying degrees by different pairs of subjects across the two samples, was reflected in the ability not only to maintain but also to successfully alter and reconstruct the coordination of individual into joint actions in the course of solving complex variants of the task. 相似文献
16.
Richard J. Riding Alan Glass Stuart R. Butler Christopher W. Pleydell‐Pearce 《教育心理学》1997,17(1-2):219-234
Abstract When presented with a task, it was hypothesised that different people tend to process the same information in different ways, using different areas of the brain, depending upon their cognitive style. The study used 15 adult subjects, who received the computer‐presented Cognitive Styles Analysis to assess their positions on two basic cognitive style dimensions: the Wholist‐Analytic and Verbal‐Imagery. In a computer‐presented task, subjects were asked to view words presented singly at a rate of two, five and 10 words/second and in pairs at five and 10 word‐pairs/second and to press a key when a word appeared which was in a target conceptual category (e.g. a fruit). The task comprised eight 30‐second trials. During the task, alpha band EEG was monitored at 15 locations. For the Wholist‐Analytic style, Analytics had, over all tasks, lower alpha power relative to the Wholists at all locations, and particularly posteriorly. With the Verbal‐Imagery dimension, there was style‐hemisphere effect, with Verbalisers having relatively more suppression on the left posterior temporal location T5 compared to right T6, and Imagers having the reverse. These results justify further exploration of the cerebral basis of individual differences in cognitive style. 相似文献
17.
This study is an experimental test of the hypothesis that “emotionally charged” words will result in greater learning as measured by tests of “recall” and “printed‐word recognition” than words that are judged to be emotionally “neutral”.
Ten third‐grade subjects were pre‐tested on “printed‐word recognition” of ten words judged by two clinical psychologists to be “emotionally charged” and similarly pre‐tested on ten words judged to be emotionally “neutral.” After equal exposure to both “neutral” and “emotionally charged” words on four successive teaching days, subjects were post‐tested for “recall” and “printed‐word recognition” five days after the last teaching session.
The results strongly indicate for both the “recall” and “printed‐word recognition” that there is a significantly greater retention of the “emotionally charged” words over the “neutral” words. Despite the fact that a significantly greater number of “neutral” words was recognized in print at the outset of the study, the final performance level for “printed‐word recognition” for both the “emotionally charged” and “neutral” words is identical.
The major implications of the results obtained in this study is that the content of reading materials and the methods for teaching them must be revised so that reading deals with events, ideas, and feelings which are emotionally significant to the child, A personally relevant reading program will not only facilitate the task of learning to read, but will capture and explore the feelings and emotions of each child, as well. 相似文献
18.
陶岳炼 《河北师范大学学报(哲学社会科学版)》2002,25(4):62-65
作为英语习语的重要组成部分，成对词为数众多，语义丰富，应用广泛。其变异形式的结构特点、语义关系、语音特征、语法功能等值得探讨。 相似文献
19.
Function words support many aspects of language acquisition. This study investigated whether toddlers understand the number feature of determiners and use it for noun comprehension. French offers an ideal “test case” as number is phonetically marked in determiners but not in nouns. Twenty French‐learning 24‐month‐olds completed a split‐screen experiment. Looking times to target pictures were measured under 3 trial types varying in the degree to which the determiner matched the number displayed in the object(s). Children looked longer when the determiner matched the object(s), and were confused in trials of clear mismatch. Importantly, their processing resembled that of French adults ( D. Dahan, D. Swingley, M. K. Tanenhaus, & J. S. Magnuson, 2000 ). Thus, children understand the determiner number feature early in acquisition and use this knowledge to constrain online comprehension. 相似文献
20.
Claire E. Weinstein 《Contemporary educational psychology》1982,7(4):301-311
The feasibility of creating a training program to facilitate the development of a generalized ability to use elaboration as an individual learning strategy was investigated. Seventy-five ninth graders were randomly assigned to a training/ experimental, control, or posttest-only group. Data analyses for the immediate posttest revealed significant mean differences favoring the experimental group on the free recall and Trial 2 of the paired-associate learning tasks. On the delayed posttest, significant differences favoring the experimental group were obtained for the reading comprehension task and Trial 1 of the serial learning task. These results provide evidence that students can be trained to use elaboration to enhance learning. 相似文献