The effects of summary production and encoding condition on children��s metacognitive monitoring     

Nicole von der Linden  Wolfgang Schneider  Claudia M. Roebers 《Metacognition and Learning》2011,6(1):3-23

Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be able to recall specific details correctly. In the second phase of the experiments, participants took part in a memory interview about the memory event and gave confidence judgments (CJs), that is, rated their certainty that the provided answers to the memory questions were correct. Study 1 specifically investigated the potential positive influence of giving a verbal summary before the JOL-interview on metacognitive monitoring, whereas Study 2 had a closer look on the effect of intentional versus non-intentional encoding on JOL and CJ accuracy. Results revealed no significant influence of giving a summary and hardly any effect of encoding condition on metamemory monitoring although children from age 6 on showed adequate monitoring performance. JOL accuracy appears to be a complex process, which is even more difficult to influence in children than in adults.  相似文献   

Measuring learning in serious games: a case study with structural assessment     

Pieter Wouters  Erik D. van der Spek  Herre van Oostendorp 《Educational technology research and development : ETR & D》2011,59(6):741-763

The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural assessment (defined as measuring the learners’ knowledge organization and compare this with a referent structure) which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest that structural assessment measures an individual’s understanding of a domain at least differently from verbal assessment. While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information about the quality of the knowledge structures.  相似文献   

论学习的研究范式与视界     

杰罗姆J.G.范梅恩伯尔  安妮奎B.H.de布莱恩  盛群力  柴巧君 《远程教育杂志》2012,30(4):100-106

影响人的学习的最重要因素是什么?不同的教学理论对此给出了大相径庭的答案,这是因为它们各自对学习本身持有不同的视界,有的看重预期的学习结果,有的聚焦影响学习过程的各种方法,还有一些则抓住了学习发生的条件.有八种对教育传播与技术领域的理论发展一直产生影响,并且仍在产生强烈影响的最流行研究范式,它们分别是完形心理学、行为主义和新行为主义、发展心理学、文化—历史学派、信息加工理论、认知符号理论、认知资源理论和社会建构主义.一般来说,研究总是在某个特定的范式框架内进行的,但是研究者应该认识到,范式本身会对研究方法和结果产生很深的影响.更重要的是,研究者应该对各种不同的理论与范式持开放的心态,因为新的发现总是出现在不同范式之间的交叠磨合处.  相似文献   

Students’ Attitudes towards Peers with Disabilities: A review of the literature     

Anke de Boer  Sip Jan Pijl  Alexander Minnaert 《International Journal of Disability, Development & Education》2012,59(4):379-392

The trend towards inclusive education has led to an increase of studies focusing on peer attitudes. This review study presents an overview of studies describing attitudes of students, variables relating to students’ attitudes, and the relationship between students’ attitudes and the social participation of peers with disabilities. Based on a literature search we selected 20 studies that were conducted in seven different countries. Outcomes were described in terms of negative, neutral or positive according to three attitude components (cognitive, affective and behavioural). The results show that students generally hold neutral attitudes towards peers with disabilities. Several variables were found relating to their attitudes (i.e., gender, age, experience with and knowledge about disabilities, parental influence). Moreover, the results indicate that attitudes of peers relate to the social participation of students with disabilities. Implications of the findings are discussed in terms of promoting positive attitudes of peers.  相似文献   

Optimizing educational video through comparative trials in clinical environments     

ID Aronson  JL Plass  TC Bania 《Educational technology research and development : ETR & D》2012,60(3):469-482

Although video is increasingly used in public health education, studies generally do not implement randomized trials of multiple video segments in clinical environments. Therefore, the specific configurations of educational videos that will have the greatest impact on outcome measures ranging from increased knowledge of important public health issues, to acceptance of a voluntary HIV test, remain largely unknown. Interventions can be developed to run on affordable handheld computers, including inexpensive tablets or netbooks that each patient can use individually, and to integrate video delivery with automated data collection. These video interventions can then be used not only to educate patients who otherwise might not be reached, but to examine how content can be optimized for greater effectiveness as measured by cognitive and behavioral outcomes. This approach may prove especially valuable in high volume urban facilities, such as hospital emergency departments, that provide points of contact for lower income, lower literacy, and high-risk populations who may not otherwise interact with healthcare providers or researchers. This article describes the development and evaluation of an intervention that educates emergency department patients about HIV prevention and testing while comparatively examining a set of videos, each based upon competing educational theories. The computer-based video intervention and methodology are both highly replicable and can be applied to subject areas and settings far beyond HIV or the emergency department.  相似文献   

The retention and success of under-represented groups in a Bachelor of Education program in New Zealand     

Pamela Millward  Rolf Turner  Deirdre van der Linden 《Asia-Pacific Journal of Teacher Education》2012,40(2):171-183

For several decades researchers have raised questions regarding factors that enable undergraduate students, particularly those from ethnic minority groups living in low socio-economic areas, to persist with their studies to degree completion. Seeking answers to these questions becomes more urgent as universities around the world enrol increasingly diverse cohorts of students. This article reviews the patterns of participation and success for students enrolled in a Bachelor of Education program at one university, distributed across three different locations and attracting different cohorts of students. This provided the university with a unique opportunity to learn about the retention and success of diverse cohorts, particularly those traditionally under-represented at undergraduate-level study. At least 75% of students in the under-represented groups passed their courses. Surprisingly the pass rates of students at the three campuses were similar, despite dissimilarities in ethnicity, socio-economic status and previous academic success.  相似文献   

Narrowing down the conditions for extinction of Pavlovian feature-positive discriminations in humans     

Priya R. van Vooren  Mathijs Franssen  Tom Beckers  Dirk Hermans  Frank Baeyens 《Learning & behavior》2012,40(4):393-404

The aim of this study was to delineate the minimal conditions for extinction of Pavlovian modulation in humans. Previous experiments at our lab showed that, after X ? A+/A?C acquisition training, X?C trials did not extinguish differential X ? A+/A?C responding, while X ? A?C trials did. Additionally, X ? A?C extinction training seemed only to extinguish differential X ? A+/A?C responding, while leaving differential responding on a concurrently trained Y ? B+/B?C discrimination intact. It thus seemed that the X ? A+/A?C discrimination can only be extinguished by X ? A?C extinction trials. (Rescorla, Journal of Experimental Psychology: Animal Behavior Processes 12, 16?C24, 1986), on the other hand, found that the minimal conditions for extinction were broader in pigeons: Namely, he found that an acquired X ? A+/A?C discrimination could be extinguished by presenting the original feature X in combination with a different target (B) that was minimally trained as an exciter. We thus wanted to examine whether this was also the case in humans. We found that nonreinforced X ? B?C presentations did not abolish discriminative X ? A/A responding when target B was a nonreinforced stimulus. Nonreinforced X ? B?C trials did extinguish the X ? A+/A?C discrimination when target B had previously been trained as a target for modulation (X ? B+/B?C or Y ? B+/B?C training) or as a reinforced exciter (B+). Our results thusf parallel and extend those in nonhuman animals (Rescorla, Journal of Experimental Psychology: Animal Behavior Processes 12, 16?C24, 1986).  相似文献   

网络虚拟社会视野下大学生群体性事件治理     

徐建  曾理 《四川职业技术学院学报》2012,22(4):87-89

随着我国社会的快速进步,网络舆论的重要作用日益凸显,由于网络,大学生群体性事件也呈现出新特点,为高校管理工作带来新挑战,而注重协调的治理理论则为网络虚拟社会视野下大学生群体性事件的解决提供了新路径。  相似文献   

Measuring the quality of governmental websites in a controlled versus an online setting with the ‘Website Evaluation Questionnaire’     

Sanne Elling  Leo Lentz  Menno de Jong  Huub van den Bergh 《Government Information Quarterly》2012

The quality of governmental websites is often measured with questionnaires that ask users for their opinions on various aspects of the website. This article presents the Website Evaluation Questionnaire (WEQ), which was specifically designed for the evaluation of governmental websites. The multidimensional structure of the WEQ was tested in a controlled laboratory setting and in an online real-life setting. In two studies we analyzed the underlying factor structure, the stability and reliability of this structure, and the sensitivity of the WEQ to quality differences between websites. The WEQ proved to be a valid and reliable instrument with seven clearly distinct dimensions. In the online setting higher correlations were found between the seven dimensions than in the laboratory setting, and the WEQ was less sensitive to differences between websites. Two possible explanations for this result are the divergent activities of online users on the website and the less attentive way in which these users filled out the questionnaire. We advise to relate online survey evaluations more strongly to the actual behavior of website users, for example, by including server log data in the analysis.  相似文献   

Loosely‐guided,self‐directed learning versus strictly‐guided,station‐based learning in gross anatomy laboratory sessions     

Jan G.M. Kooloos  Maarten C. de Waal Malefijt  Dirk J. Ruiter  Marc A.T.M. Vorstenbosch 《Anatomical sciences education》2012,5(6):340-346

Anatomy students studying dissected anatomical specimens were subjected to either a loosely‐guided, self‐directed learning environment or a strictly‐guided, preformatted gross anatomy laboratory session. The current study's guiding questions were: (1) do strictly‐guided gross anatomy laboratory sessions lead to higher learning gains than loosely‐guided experiences? and (2) are there differences in the recall of anatomical knowledge between students who undergo the two types of laboratory sessions after weeks and months? The design was a randomized controlled trial. The participants were 360 second‐year medical students attending a gross anatomy laboratory course on the anatomy of the hand. Half of the students, the experimental group, were subjected without prior warning to station‐based laboratory sessions; the other half, the control group, to loosely‐guided laboratory sessions, which was the course's prevailing educational method at the time. The recall of anatomical knowledge was measured by written reproduction of 12 anatomical names at four points in time: immediately after the laboratory experience, then one week, five weeks, and eight months later. The strictly‐guided group scored higher than the loosely‐guided group at all time‐points. Repeated ANOVA showed no interaction between the results of the two types of laboratory sessions (P = 0.121) and a significant between‐subject effect (P ≤ 0.001). Therefore, levels of anatomical knowledge retrieved were significantly higher for the strictly‐guided group than for the loosely‐guided group at all times. It was concluded that gross anatomy laboratory sessions with strict instructions resulted in the recall of a larger amount of anatomical knowledge, even after eight months. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献