A neurological model of sensory-motor problem solving with possible implications for higher-order cognition and instruction     

Anton E. Lawson 《科学教学研究杂志》1986,23(6):503-522

Grossberg's neural modeling principles of learning, perception, cognition, and motor control are presented as the basis for construction of a neurological model of sensory-motor problem solving. The pattern of problem solving is assumed to be universal, thus is sought in the higher-order shift from the child's use of an additive strategy to the adolescent's use of a proportions strategy to solve the Pouring Water Task (Suarez and Rhonheimer, 1974). Possible neurological principles involved in this shift and in the process of psychological equilibration are discussed as are possible educational implications.  相似文献   

Long‐term effects of a psycholinguistic treatment for dyslexia     

Jurgen Tijms  Jan J. W. M. Hoeks  Marja C. Paulussen‐Hoogeboom  Anton J. Smolenaars 《Journal of Research in Reading》2003,26(2):121-140

Short and long‐term effects of a treatment for dyslexia are evaluated. The treatment is based on psycholinguistic theory and assumes that dyslexia is due to poor lexico‐phonological processing of words. The treatment is computer‐based and focuses on learning to recognise and to make use of the phonological and morphological structure of Dutch words. The results of the treatment were clear improvements in reading words, reading text and spelling. Effect sizes of standardised treatment gains were large (Cohen's d>0.80 for all variables). Following the treatment, participants attained an average level of text‐reading and spelling. The attained level of reading words and reading text was found to be stable over a four‐year follow‐up period. Spelling showed a slight decline one year after the treatment, but remained stable thereafter. ¹ 1. A preliminary report of the data was presented at the World congress on dyslexia, September 1997, Thessaloniki, Greece.  相似文献   

Reliability of information on the Internet: Some distinctions     

Anton Vedder  Robert Wachbroit 《Ethics and Information Technology》2003,5(4):211-215

In this contribution, we identify and clarifysome distinctions we believe are useful inestablishing the reliability of information onthe Internet. We begin by examining some of thesalient features of information that go intothe determination of reliability. In so doing,we argue that we need to distinguish contentand pedigree criteria of reliability and thatwe need to separate issues of reliability ofinformation from the issues of theaccessibility and the usability of information.We then turn to an analysis of some commonfailures to recognize reliability orunreliability.  相似文献   

Managing and leveraging knowledge for organisational advantage     

Elayne Coakes  Anton Bradburn  Gill Sugden 《知识管理研究与实践》2004,2(2):118-128

This paper focuses on two elements of process knowledge that we call sticky and fluid knowledge. Process knowledge, we argue, differs from the more commonly described tacit or explicit knowledge due to its domain specificity. Process knowledge is a potential source of competitive advantage for an organisation and is key to the development of intellectual capital for an organisation. Knowledge management is the operational means of delivering this intellectual capital value. From empirical research conducted, two cases are presented that illustrate process knowledge and its value and exploitation for the development of intellectual capital. The findings emphasise the necessity for a multiplicity of means for process knowledge transfer in order to ensure the widest possible distribution. In particular, in order to ensure that sticky process knowledge is transformed into fluid process knowledge, it is recommended that, communities and face2face discussions supplement knowledge exchanges via electronic networks.  相似文献   

Constructionist co-design: A dual approach to curriculum and professional development     

Jacob Kelter  Amanda Peel  Connor Bain  Gabriella Anton  Sugat Dabholkar  Michael S. Horn  Uri Wilensky 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1043-1059

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Conditional logic abilities on the four-card problem: Assessment of behavioral and reasoning performances     

Helen Adi  Robert Karplus  Anton E. Lawson 《Educational Studies in Mathematics》1980,11(4):479-496

The present study assessed the behavioral and the reasoning performances of 507 school and university students on the four logical principles of logical detachment, particular conversion, particular inversion, and particular contraposition. An adapted version of Wason's four-card problem was administered to all students in paper-and-pencil format and in group settings. Students were asked to respond to the logical questions and to justify their answers. Nine logical reasoning categories were identified. The results of behavioral and reasoning performances were compared across grade levels. Results indicated that many students who responded behaviorally correctly to the logical questions, provided incorrect reasoning justifications. The percentages of students who considered a conditional statement as hypothetical increased with age. No sex differences on the behavioral and the reasoning performances were reported.  相似文献   

Predicting science achievement: The role of developmental level,disembedding ability,mental capacity,prior knowledge,and beliefs     

Anton E. Lawson 《科学教学研究杂志》1983,20(2):117-129

Controversy in the literature exists concerning the relative importance of cognitive characteristics such as general developmental level and specific prior knowledge for science achievement. Thus the relative ability of developmental level and prior knowledge to predict achievement of concepts of evolution and natural selection was assessed by means by three commonly used types of examination items: multiple choice items, a computational item, and an essay item. The effects of students' disembedding ability, mental capacity, and belief in evolution were also assessed. Disembedding ability, prior knowledge, and belief in evolution were found to be significantly related to overall achievement, while developmental level and mental capacity were not. However, developmental level was found to be the best predictor of performance on the computational item while belief in evolution and prior knowledge were found to be the best predictors of performance on the multiple-choice items. Mental capacity was found to be a predictor of performance on the essay item. It is argued that the cognitive variables influence different aspects of science achievement. Implications are discussed.  相似文献   

A Reply to Allchin's “Pseudohistory and Pseudoscience”     

Lawson  Anton E. 《Science & Education》2004,13(6):599-605

Science &; Education -  相似文献   

An analysis of premature closure in science and developmental stages     

Warren Wollman  Bat-Sheva Eylon  Anton E. Lawson 《科学教学研究杂志》1980,17(2):105-114

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Improving The Quality of Education Through School-Based Management: Learning From International Experiences     

Anton?De?GrauweEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(4):269-287

School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries, concerns remain about the possible detrimental impact of school-based management on school quality; equity among different schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as administrative transparency. The present study defines school-based management and, in view of its implementation in different world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element in the management work of the school principal.  相似文献