The impact of reading material’s lexical accessibility on text fading effects in children’s reading performance     

Telse Nagler  Jan Lonnemann  Janosch Linkersdörfer  Marcus Hasselhorn  Sven Lindberg 《Reading and writing》2014,27(5):841-853

The acceleration phenomenon (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce comparable reading enhancements. As reading performance can be strongly influenced by the reading material, this study aimed at investigating to which extent reading enhancements induced by text fading depend on the reading material’s characteristics. We confronted 39 German third graders with a previously utilized text fading procedure, which was slower than their self-paced reading rate. Included text varied regarding to the lexical accessibility (LA), representing how well information can be accessed from the mental lexicon. Children’s reading rates increased statistically significant due to text fading for all LA levels. However, reading comprehension was sensitive to the text material’s characteristics: Reading comprehension enhancements were observable for easily accessible reading material, but not for material with intermediate or difficult levels of LA. Material that was difficult to retrieve from the mental lexicon even resulted in reduced reading comprehension in the fading condition. Possible influences on immediate lexical access, the impact of working memory capacity and implications for future AP research are discussed.  相似文献   

Computer vision supported by 3D geometric modelling     

Sven Fjeldaas 《上海大学学报(英文版)》2014,(1):22-31

This paper suggests four data structures, one based on the other, for a geometric modeller suitable for computer vision. The structures are the key to advance from two-dimensional to three-dimensional automatic picture processing. Three application areas are indicated： one in semisynthetic design of materials, another in measurements of large three-dimensional industrial constructions, and the third one in robotics. There are comments on the software development needed.  相似文献   

Notes on the Future of Educational Research     

Sven Erik Nordenbo 《Scandinavian Journal of Educational Research》2013,57(3-4):203-207

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Gender differences in both tails of the distribution of numerical competencies in preschool children     

Jan Lonnemann  Janosch Linkersdörfer  Marcus Hasselhorn  Sven Lindberg 《Educational Studies in Mathematics》2013,84(2):201-208

Gender differences in mathematical achievement have been examined in a wide range of age groups but only a few studies addressed this issue in preschool children. We compared preschool girls (n?=?570) and boys (n?=?524) from Germany with regard to numerical competencies. Differences in overall group means and the frequency of representation at low, middle, or high levels of performance were explored for girls and boys. Analysis of overall group means revealed that boys showed a better performance than girls (d?=?.32). The analysis of frequencies showed differences in both tails but not in the middle of the distribution of numerical competencies. While boys were more often found at higher levels of performance, girls were found to be overrepresented in the low-ability end of the distribution. These findings demonstrate that gender differences in mathematical achievement can emerge before school entry and stress the importance of further research looking for gender divides in mathematical achievement in preschool children from different countries as well as possible underlying factors.  相似文献   

The Model-Size Effect on Traditional and Modified Tests of Covariance Structures     

Walter Herzog  Anne Boomsma  Sven Reinecke 《Structural equation modeling》2013,20(3):361-390

The integration of modern methods for causal inference with latent class analysis (LCA) allows social, behavioral, and health researchers to address important questions about the determinants of latent class membership. In this article, 2 propensity score techniques, matching and inverse propensity weighting, are demonstrated for conducting causal inference in LCA. The different causal questions that can be addressed with these techniques are carefully delineated. An empirical analysis based on data from the National Longitudinal Survey of Youth 1979 is presented, where college enrollment is examined as the exposure (i.e., treatment) variable and its causal effect on adult substance use latent class membership is estimated. A step-by-step procedure for conducting causal inference in LCA, including multiple imputation of missing data on the confounders, exposure variable, and multivariate outcome, is included. Sample syntax for carrying out the analysis using SAS and R is given in an appendix.  相似文献   

How to approximate users’ values while preserving privacy: experiences with using attitudes towards work tasks as proxies for personal value elicitation     

Sven H. Koch  Rumyana Proynova  Barbara Paech  Thomas Wetter 《Ethics and Information Technology》2013,15(1):45-61

Software users have different sets of personal values, such as benevolence, self-direction, and tradition. Among other factors, these personal values influence users’ emotions, preferences, motivations, and ways of performing tasks—and hence, information needs. Studies of user acceptance indicate that personal traits like values and related soft issues are important for the user’s approval of software. If a user’s dominant personal value were known, software could automatically show an interface variant which offers information and functionality that best matches his or her dominant value. A user’s dominant personal value is the one that most strongly influences his or her attitudes and behaviors. However, existing methods for measuring a user’s values are work intensive and/or interfere with the user’s privacy needs. If interface tailoring for very large groups of users is planned, value approximation has to be achieved on a large scale to assign individualized software to all users of the software. Our work focuses on approximating the dominant values of a user with less effort and less impact on privacy. Instead of probing for a user’s values directly, we explore the potential of approximating these values based on the user’s preferences for key tasks. Producing tailored versions of software is a separate topic not in the focus here. In this paper we rather describe a method to identify user values from task preferences and an empirical study of applying parts of this method. We are proposing the method in this paper for the first time except for a preliminary version orally presented at a workshop. The method consists of a research process and an application process. In the research process a researcher has to identify key tasks occurring in a context under investigation which have a relationship to personal values. These key tasks can be used in the application process to approximate the dominant values of new users in a similar context. In this empirical study we show that the research process of our method allows us to determine key tasks which approximate values in the shared context of nursing. The majority of the nurses were found to have one of the three following dominant values: benevolence, self-direction, or hedonism. Data confirmed common expectations: that nurses with the value of benevolence, when compared to all other nurses, had a higher preference for tasks which helped people immediately or improved their circumstances of the treatment. In relation to all other nurses, participants with self-direction disliked tasks which affected their personal freedom, and users with hedonism had a lower preference for tasks which involved physical work and preferred tasks which promised gratification. Our findings advance measurement of personal values in large user groups by asking questions with less privacy concern. However, the method requires substantial efforts during the initial research process to prepare such measurements. Future work includes replicating our method in other contexts and identifying value-dependent tasks for users with other values than the three values our empirical study mainly focused on.  相似文献   

Attitudes towards school self-evaluation     

Jan Vanhoof  Peter Van Petegem  Sven De Maeyer 《Studies in Educational Evaluation》2009,35(1):21-28

Research reveals that a positive attitude towards self-evaluation is a pre-condition which favours successful school self-evaluation. This article describes how self-evaluation is regarded in schools and investigates whether school characteristics can explain differences in the attitude of individuals. We report on a survey study conducted among 2716 school principals and teachers in 96 schools. Our research shows that respondents expressed themselves more positively with regard to the possible results of self-evaluation than with regard to the self-evaluation process itself. We also found that school principals exhibit a more positive attitude than teachers. Multi-level analyses demonstrate that the attitude towards self-evaluation is related to the characteristics of the broader functioning of the school where the respondent works (such as school culture and whether or not the school concerned meets the criteria of a professional learning community).  相似文献   

Grenzen bürgerlicher Sportpädagogik     

Sven Güldenpfennig  D. Kurz 《Sportwissenschaft》1974,4(2):210-212

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Know-who? Linking faculty’s networks to stages of instructional development     

Sara Van Waes  Piet Van den Bossche  Nienke M. Moolenaar  Sven De Maeyer  Peter Van Petegem 《Higher Education》2015,70(5):807-826

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Newly qualified teachers' learning related to their use of information and communication technology: a Swedish perspective   总被引：2，自引：0，他引：2  

Sven B. Andersson 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):665-682

This qualitative study focuses on newly qualified teachers’ use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers’ utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary‐crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils’ learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT.  相似文献