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Philip M. Turner 《Contemporary educational psychology》1985,10(3):292-301
This study was conducted to investigate whether increasing search time in a visual location task would result in significantly different relationships between worry/emotionality test anxiety component scores and performance. Fifty graduate students were given 3.5 or 8 s to locate seven embedded geometrical figures projected on a screen. Correlation coefficients (anxiety component scores X performance scores) for the two treatment groups were significantly different for the emotionality component, r = ? .73 (3.5 s), r = ? .06 (8 s), z(r) = 2.8, p < .01; but not for the worry component, r = ? .61 (3.5 s), r = ? .26 (8 s). Recommendations include further study utilizing actual classroom situations and commercial instructional materials. Tentative recommendations for the production and utilization of instructional materials are provided. 相似文献
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Test items used to survey the attainment of science process skills in a representative sample of 11 year olds in Britain were analyzed to determine the level of demand, in Piagetian terms, made by each item. It was found that: the level of cognitive demand was a reliable predictor of the limiting difficulty of an item; that the difference between potential difficulty as measured by supposed demand level and the actual difficulty encountered by subjects was revealing of areas in the curriculum where further effort in teacher education and curriculum development would be profitable; and that there was some evidence for an inherent hierarchy of process skills. 相似文献
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Philip Hider 《Cataloging & classification quarterly》2017,55(2):55-74
The four FRBR user tasks have become widely accepted as functions of the library catalog, but there have been only sporadic discussions concerning their validity and sufficiency, despite their modification in the models subsequently presented in the FRAD, FRSAD, and draft FRBR-LRM reports. This article presents a critique of the four variant sets of user tasks, and proposes an extended set of six generic end-user tasks, applicable to both bibliographic and authority data: locate, collocate, connect, identify, select, and obtain. The article also outlines their interrelationships and suggests those tasks that may be particularly well supported by professional cataloging. 相似文献