Restricted processing of simultaneously presented brightness and pattern stimuli in pigeons     

Philipp J. Kraemer  William A. Roberts 《Learning & behavior》1987,15(1):15-24

Performance during simultaneous matching-to-sample was assessed in pigeons presented with element and compound visual samples. In Experiment 1, pigeons were trained with a symbolic matching procedure, in which different pairs of colored comparison cues presented on side keys were mapped onto a bright or dim houselight as one pair of sample stimuli and onto vertical and horizontal lines on the center key as a second pair of sample stimuli. They were then tested with houselight-line compound samples. It was found that matching accuracy for lines was significantly diminished with compound samples relative to element samples. Conversely, house-light intensities were matched as well with compound samples as with element samples. In Experiment 2, a similar effect was found with pigeons that had been trained to match only line samples. In Experiment 3, it was discovered that sample duration had no influence on the matching deficit found with lines following compound samples in birds either trained or not trained to match houselight intensities. These results, taken in combination with recent findings from experiments with auditory-visual compounds, suggest a restricted processing account of pigeon processing of simultaneously presented stimuli from different sources.  相似文献   

Linking mathematics with engineering applications at an early stage – implementation,experimental set-up and evaluation of a pilot project     

Aeneas Rooch  Philipp Junker  Jörg Härterich  Klaus Hackl 《European Journal of Engineering Education》2016,41(2):172-191

Too difficult, too abstract, too theoretical – many first-year engineering students complain about their mathematics courses. The project MathePraxis aims to resolve this disaffection. It links mathematical methods as they are taught in the first semesters with practical problems from engineering applications – and thereby shall give first-year engineering students a vivid and convincing impression of where they will need mathematics in their later working life. But since real applications usually require more than basic mathematics and first-year engineering students typically are not experienced with construction, mensuration and the use of engineering software, such an approach is hard to realise. In this article, we show that it is possible. We report on the implementation of MathePraxis at Ruhr-Universität Bochum. We describe the set-up and the implementation of a course on designing a mass damper which combines basic mathematical techniques with an impressive experiment. In an accompanying evaluation, we have examined the students' motivation relating to mathematics. This opens up new perspectives how to address the need for a more practically oriented mathematical education in engineering sciences.  相似文献   

Verbal and spatial encoding of text     

Lou Ann S. Dickson  Philipp S. Schrankel  Raymond W. Kulhavy 《Instructional Science》1988,17(2):145-157

Two experiments were conducted which examined conjoint retention of spatial and verbal information in memory. The first experiment examined processing of text with simultaneous active dual coding. With spatial and verbal information from experiment one, the second experiment examined the effects of introducing dual coding prior to text processing and keyed recall to what was encoded prior to reading. Recall of both concrete features and events referring to these features was keyed to constructive encoding processes. Even minimal cueing produced better recall than no cues. Spatial primers produced not only better recall of features, but subjects who encoded spatial primers demonstrated increased ability to recall those primers. Results were interpretet in terms of dual coding theory for encoding and retrieval.  相似文献   

Reducing the Bias: How Perspective Taking Affects First- and Third-Person Perceptions of Media Influence     

Philipp Müller  Sebastian Scherr 《Communication Research Reports》2017,34(2):134-142

Third- and first-person perceptions (TPPs/FPPs) are considered to be biased judgments of media influence on self and others. Research suggests that perspective taking, i.e., thinking from another person’s position, decreases perceptual gaps between self and others via assimilation. In a two-factorial experiment (n = 431), we test whether this effect of perspective taking (Factor 1) holds true for the presumed influence of desirable and undesirable messages (Factor 2). Results indicate that perspective taking significantly reduces TPPs in the case of an undesirable message but not FPPs that are provoked by the desirable message. The observable effect traces back to a change in presumed message influence on the self. Presumed influence on others was independent of both factors, desirability of message influence and perspective taking. These findings are discussed in the light of cognitive and motivational explanations for FPPs/TPPs.  相似文献   

Studying productive disposition: the early development of a construct     

Randolph A. Philipp  John M. Siegfried 《Journal of Mathematics Teacher Education》2015,18(5):489-499

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Size matters. The relevance and Hicksian surplus of preferred college class size     

Philipp Mandel 《Economics of Education Review》2011,30(5):1073-1084

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Comparison of Motor Creativity with Figural and Verbal Creativity,and Selected Motor Skills     

Joan A. Philipp 《Research quarterly for exercise and sport》2013,84(1):163-173

Abstract

This study was undertaken to investigate relationships between various forms of creativity, and to determine whether the expression of motor creativity is related to selected motor skills. The tests administered to the 65 fourth grade subjects consisted of creative thinking tests, a motor creativity battery, and motor skill tests. The following conclusions were drawn: (a) the expression of motor creativity through movement is not related to performance on the selected motor skill items; (b) creativity does not appear to be a generalized trait in as much as significant relationships were not found between the various aspects of creativity; (c) a tendency toward generalization of creativity was found for girls but not for boys; (d) a combination of weight, figural fluency and figural originality accounts for a significant amount of the variability in motor creativity for boys, while a combination of figural and verbal creativity factors does the same for girls; (e) boys of this age perform significantly better than girls on skill tests involving strength, while girls excel on balance and agility items.  相似文献   

Studying Journal Coverage in Google Scholar     

Philipp Mayr  Anne-Kathrin Walter 《图书馆管理杂志》2013,53(1-2):81-99

ABSTRACT

The paper discusses and analyzes the coverage of scientific serials in Google Scholar (GS). The focus is on an exploratory study. The study shows deficiencies in the coverage and up-to-dateness of the GS index. Furthermore, the study points up which Web servers are the most important data providers for this search service and which information sources are highly represented. There is a relatively large gap in Google Scholar's coverage of German literature as well as weaknesses in the accessibility of Open Access content.  相似文献   

PISA as an ideational roadmap for policy change: exploring Germany and England in a comparative perspective     

Philipp Knodel  Kerstin Martens  Dennis Niemann 《Globalisation, Societies & Education》2013,11(3):421-441

Education policy has undergone transformation in many countries over the last decade. In this article, we focus on the effects of the most significant international initiative in secondary education, which is the Organisation for Economic Co-operation and Development's (OECD) Programme for International Student Assessment (PISA). We analyse two countries that provide variation regarding the degree of change in their respective education policy-making due to this study; while Germany substantially reformed its education system in reaction to its mediocre PISA results, almost no change has been observed in England. As we show, alterations and shifts in ideas of education policy best account for such a change.  相似文献   

An investigation of the influence of emotional factors on learning in physics instruction     

Matthius Laukenmann  Michael Bleicher  Stefan Fuß  Michaela Gläser-Zikuda  Philipp Mayring  Christoph von Rhöneck 《International Journal of Science Education》2013,35(4):489-507

In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-emotional variables (self-concept, interest), as well as emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and emotional factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and not merely to the nature of the subject matter.  相似文献