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951.
Sixty-seven participants (39 men and 28 women), ranging in age from 26 to 79 years, were administered Raven's Advanced Progressive Matrices (APM) on three occasions. Although total APM scores were found to be highly reliable across the three occasions, the reliabilities of most individual items were extremely low. A single-factor model remained a borderline adequate fit (explaining approximately 20% of the variance) for the interitem correlation matrix on all three occasions. Total APM scores increased significantly across the three occasions (approximately two items per occasion). Improvements in total score across the occasions happened within a context of subjects changing both correct and incorrect responses from the previous occasion. The number of items left unanswered was found to be unrelated to both APM score on any given occasion and the amount of gain in score made across occasions. These findings suggest that the improvements in performance were not based on the acquisition of a strategy design to respond to more items or on the retention of item-specific information, but rather, the improvement reflected learning, something common to the types of items found in the APM. 相似文献
952.
Douglas Allchin 《Science & Education》2006,15(1):113-120
Lawson’s (Lawson, A.: 2004, Science & Education, 13, 155–177) analysis of the meteorite hypothesis of dinosaur extinction exhibits flaws similar to his earlier (2002) analysis
of Galileo’s discovery of Jupiter’s moons (Allchin, D.: 2003, Science & Education, 12, 315–329). 相似文献
953.
A conditioned suppression experiment with rats studied the development of two discriminations involving two conditioned stimuli, A and X. In one discrimination (AX+/A?), compound presentations of A and X signaled shock and presentations of A alone signaled no-shock. In the other discrimination (A+/AX?), A alone signaled shock and AX signaled no-shock. AX+/A? discriminations were learned more rapidly than their A+/AX? counterparts. These results, which resemble the feature-positive effect of Jenkins and Sainsbury (1969, 1970), are discussed in terms of Rescorla and Wagner’s (1972) theory of conditioning and also in terms of stimulus intensity mechanisms. 相似文献
954.
Douglas S. Grant 《Learning & behavior》1986,14(3):267-275
Pigeons were trained in an intratrial interference preparation in which a horizontal or vertical line was presented for 1 sec immediately following termination of a sample (red or green). Two samples were presented successively on interference trials. Choice of the comparison corresponding to the second (target) sample was designated correct and was reinforced, and choice of the comparison corresponding to the first (interfering) sample was designated incorrect and was not reinforced. Control trials involved the presentation of a single, target sample. A horizontal line was presented upon termination of an interfering sample, and a vertical line was presented upon termination of a target sample. The results of three experiments led to the conclusion that the horizontal line acquired and capacity to reduce postperceptual processing (rehearsal) of information derived from an immediately preceding sample stimulus. These findings include (1) convergence of accuracy on control and interference trials as training progressed, (2) a reduction in accuracy on control and especially on interference trials when the correlation between sample type (interfering or target) and cue type (horizontal or vertical) was reduced to zero, (3) higher accuracy (i.e., less interference) when the horizontal rather than the vertical line followed the interfering sample, and (4) higher accuracy on single-sample trials when the vertical rather than the horizontal line followed sample presentation. 相似文献
955.
956.
迈向批判性媒介素养:核心理念、争鸣、组织与政策 总被引:1,自引:0,他引:1
美国媒介素养教育并不发达,尤其是批判性媒介素养教育。批判性媒介素养有五个核心概念:非透明性原则、编码与规约、受众解码、内容与讯息、动机。目前,美国已有部分州在其教育标准中列入了媒介素养教育,教师培训却未能跟上,在媒介文化无处不在的情况下,美国需要实现批判性媒介素养的培养,以让学生认识媒介、利用媒介并超越媒介,使个体在社会中更好地发展。 相似文献
957.
958.
Gene H. Brody Zolinda Stoneman Douglas Flor Chris McCrary Lorraine Hastings Olive Conyers 《Child development》1994,65(2):590-605
We proposed a family process model that links family financial resources to academic competence and socioemotional adjustment during early adolescence. The sample included 90 9–12-year-old African-American youths and their married parents who lived in the rural South. The theoretical constructs in the model were measured via a multimethod, multi-informant design. Rural African-American community members participated in the development of the self-report instruments and observational research methods. The results largely supported the hypotheses. Lack of family financial resources led to greater depression and less optimism in mothers and fathers, which in turn were linked with co-care giving support and conflict. The associations among the co-caregiving processes and youth academic and socioemotional competence were mediated by the development of youth self-regulation. Disruptions in parental co-caregiving interfered with the development of self-regulation. This interference negatively influenced youths' academic competence and socioemotional adjustment. 相似文献
959.
The national science standards, along with prominent researchers, call for increased focus on scientific argumentation in the classroom. Over the past decade, researchers have developed sophisticated online science learning environments to support these opportunities for scientific argumentation. Assessing the quality of dialogic argumentation, however, has proven challenging. Existing analytic frameworks assess dialogic argumentation in terms of the nature of students' discourse, formal argumentation structure, interactions, and epistemic forms of reasoning. Few frameworks, however, connect these assessments to conceptual quality. We present an analytic framework for assessing argumentation in online science learning environments that relates levels of opposition with discourse moves, use of grounds, and conceptual quality. We then apply the proposed framework to students' dialogic argumentation within a representative online science learning environment to investigate the framework's potential affordances as well as to assess issues of reliability and appropriateness. The results suggest that the framework offers significant affordances and that it also offers high interrater reliability for trained coders. The applicability of the framework for offline contexts and future extensions of the framework are discussed in light of these results. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 293–321, 2008 相似文献
960.
James Otto Douglas A. Sanford Jr Douglas N. Ross 《Assessment & Evaluation in Higher Education》2008,33(4):355-368
This article explores the usefulness and validity of self‐selected online student ratings of faculty. These ratings appear to be increasing in importance, particularly as students utilize them as guides in their choice of instructors. Validity is investigated by analyzing the pattern of relationships of online ratings for 399 randomly selected faculty. Analysis suggests that online ratings in their current form may be useful, even though possible abuses could limit validity in specific instances. 相似文献