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111.
Andrea Paula Goldin María Soledad Segretin María Julia Hermida Luciano Paz Sebastián Javier Lipina Mariano Sigman 《Mind, Brain, and Education》2013,7(2):136-146
Working memory and planning are fundamental cognitive skills supporting fluid reasoning. We show that 2 games that train working memory and planning skills in school‐aged children promote transfer to 2 different tasks: an attentional test and a fluid reasoning test. We also show long‐term improvement of planning and memory capacities in 8‐year‐old children after playing adaptive computer games specifically tailored to entrain these cognitive functions. Working memory capacity expanded from 5 to 7 items by using our games. Furthermore, steady progression in the task indicates that this capacity can be trained rapidly. Planning abilities persisted in a nonmarkovian form of play, where a move is highly influenced by previous moves, avoiding back‐ups. Here, we introduce a public and growing platform ( http://www.matemarote.com.ar/ ) developed for this research which has the potential for wide use in educational research. 相似文献
112.
Amy Jo Coffey 《媒体管理杂志》2013,15(2):81-90
Abstract In what has become an increasingly multilingual United States, growing numbers of television advertisers have begun targeting foreign language speakers. Because of the increased cost and effort in crafting unique ad campaigns, however, the factors behind this investment decision are explored. Using an online survey, advertisers (N?=?1,150) were asked how they valued various demographic audience traits as they considered potential target markets. T tests revealed significant differences between foreign language and non-foreign language advertisers' audience preferences. Logistic regression showed that, contrary to previous audience valuation findings, household income was not a primary factor in foreign language audience investment decisions. Rather, advertisers who valued household income more were less likely to invest in foreign language audiences in the United States, with language dependency and cultural traits predicting a greater likelihood of investment. The Audience Investment by Isolation Model is offered, which can help explain the investment decision-making process by advertisers as they weigh demographic audience traits, audience isolation strategies, and costs. 相似文献
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This article summarizes published documents on metadata provided by Google for books scanned as part of the Google Book Search (GBS) project and provides suggestions for improvement. The faulty, misleading, and confusing metadata in current Google records can pose potentially serious problems for users of GBS. Google admits that it took data, which proved to be inaccurate, from many sources and is attempting to correct errors. Some argue that metadata is not needed with keyword searching; but optical character recognition (OCR) errors, synonym control, and materials in foreign languages make reliable metadata a requirement for academic researchers. The authors recommend that users should be able to submit error reports to Google to correct faulty metadata. 相似文献
116.
This is a multiple methods study that highlights the tension between awareness- and behavioral-based campaign successes, particularly when communicating using social media and pop-culture-referencing humor. To illustrate, it examines the Centers for Disease Control and Prevention's (CDC) “zombie apocalypse” all-disaster-preparedness campaign. An interview with a CDC campaign manager, campaign document analysis, and a 2 (information form: social vs. traditional media) × 2 (message strategy: humorous vs. non-humorous) experiment uncovers benefits and pitfalls of using social media and humorous messaging for risk communication. Findings show social media can quickly spread information to new publics for minimal costs; however, experiment participants who received the humorous (i.e., zombie) risk message reported significantly weaker intentions to take protective actions in comparison to those who received the traditional, non-humorous risk message. 相似文献
117.
Karen Peterman Jenny L. Daugherty Rodney L. Custer Julia M. Ross 《International Journal of Science Education》2013,35(14):1913-1931
ABSTRACTScience teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular. 相似文献
118.
Patricia Heitmann Martin Hecht Julia Schwanewedel Stefan Schipolowski 《International Journal of Science Education》2013,35(18):3148-3170
The ability to build arguments is a crucial skill and a central educational goal in all school subjects including science as it enables students to formulate reasoned opinions and thus to cope with the increasing complexity of knowledge. In the present cross-sectional study, we examined the domain-specificity of argumentative writing in science by comparing it with a rather general type of argumentation as promoted in first-language education and with formal reasoning to gain insight into different forms of argumentation on theoretical and empirical levels. Using a paper-and-pencil test, we analyzed written argumentations and the reasoning abilities of 3,274 Grade-10 students in German secondary schools. Correlation and multiple regression analyses as well as a qualitative analysis of students' answers to a subset of tasks in the domains of science and first-language education were conducted. Results showed moderate relations between argumentation in science, argumentation in first-language education, and reasoning. Half of the variance in argumentation in science was explained by individual differences in argumentation in first-language education and reasoning. Furthermore, the examination of written arguments revealed differences, for example, in students' weighing of pros and cons. We assume that the familiarity of the underlying scientific information may play an essential role in the argumentation process and posit that it needs to be investigated in more detail. Overall, the study indicates that investigating the argumentational abilities of learners in first-language education and reasoning abilities can help to shed light on the domain-specificity of argumentation in science. 相似文献
119.
Julia D. Plummer Christopher Palma Alice Flarend KeriAnn Rubin Yann Shiou Ong Brandon Botzer 《International Journal of Science Education》2013,35(9):1381-1401
This study describes the process of defining a hypothetical learning progression (LP) for astronomy around the big idea of Solar System formation. At the most sophisticated level, students can explain how the formation process led to the current Solar System by considering how the planets formed from the collapse of a rotating cloud of gas and dust. Development of this LP was conducted in 2 phases. First, we interviewed middle school, high school, and college students (N?=?44), asking them to describe properties of the current Solar System and to explain how the Solar System was formed. Second, we interviewed 6th-grade students (N?=?24) before and after a 15-week astronomy curriculum designed around the big idea. Our analysis provides evidence for potential levels of sophistication within the hypothetical LP, while also revealing common alternative conceptions or areas of limited understanding that could form barriers to progress if not addressed by instruction. For example, many students' understanding of Solar System phenomena was limited by either alternative ideas about gravity or limited application of momentum in their explanations. Few students approached a scientific-level explanation, but their responses revealed possible stepping stones that could be built upon with appropriate instruction. 相似文献
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