The role of working memory in spatial text processing: What benefit of imagery strategy and visuospatial abilities?     

Valérie Gyselinck  Chiara Meneghetti  Rossana De Beni  Francesca Pazzaglia 《Learning and individual differences》2009,19(1):12-20

This study investigated the construction of a spatial model in relation to working memory (WM) and visuospatial abilities. Participants were trained to use either imagery or verbal strategies to process route spatial texts. Results obtained on a free recall task, a verification test and a graphic representation task showed the beneficial effect of using a strategy based on mental images. When imagery strategies were used, a concurrent articulatory task produced interference effects on recall performance, and a spatial tapping task also impaired performance as compared to the control condition. These interference effects suggest that both visuospatial and verbal WM were involved in construction of the spatial model. When repetition strategies were used, however, only the articulatory task produced interference effects, highlighting the role of the verbal WM. To elucidate how the involvement of the visuospatial component may differ in relation to visuospatial abilities, participants with good or poor ability in generation of visual images and spatial manipulation of objects were compared. The benefit of the imagery strategy was found in both groups, but whereas low-visuospatial imagery participants were sensitive to spatial interference, their high ability counterparts were not. These results question the role of imagery processes in the construction of spatial models and their relation to the visuospatial WM.  相似文献   

Cultural artifact and children’s understanding of the shape of the Earth: The case of Moroccan children     

Bertrand Troadec  Benaissa Zarhbouch  Valérie Frède 《European Journal of Psychology of Education - EJPE》2009,24(4):485-498

The non-computational brand of cognitivism is based on the premise that performances, including those of children, are generated by mental models or representations, i.e., “internal” resources. The sociocultural approach, on the other hand, regards context, i.e., an “external” resource, as the chief means of elaborating knowledge. The results of empirical research on how Moroccan children develop their understanding of the shape and properties of the Earth highlight some of the limitations not only of the representationalist paradigm but also of the more “radical” socioculturalist approach. They show that, while the sociocultural context does indeed play a vital role in the development of understanding, the latter in turn helps to increase children’s autonomy of mind.  相似文献   

The prognostic relevance of psychological factors with regard to participation and success in table-tennis     

Guillaume Martinent  Valérian Cece  Marije Titia Elferink-Gemser  Irene Renate Faber  Jean-Claude Decret 《Journal of sports sciences》2018,36(23):2724-2731

ABSTRACT

This study examined the prognostic relevance of self-determined motivation, coping, burnout, perceived stress and recovery experienced by 159 youth table-tennis players involved in intensive training centers with regard to their participation and success six years later. Results of ANCOVAs showed that players who still practiced at time 2 (T2; six years later; n = 130) reported lower time 1 (T1; while they were involved in intensive training centers) amotivation (large effect), disengagement-oriented coping, sport devaluation and reduced accomplishment (moderate effects) than their counterparts who dropped out at T2 (n = 29). Results of ANCOVAs also showed that international (n = 18) and/or national players (n = 86) at T2 reported significantly lower T1 amotivation (large effect), disengagement-oriented coping and sport devaluation (moderate effects) in comparison to regional (n = 26) players at T2. Finally results of correlational analyses showed that T2 performance and/or six-year performance progress were significantly and weakly correlated with introjected and external regulations, perceived stress and perceived recovery, and significantly and moderately correlated with amotivation, disengagement-oriented coping, sport devaluation, and reduced accomplishment. Overall, this study provided insights into the role played by self-determined motivation, coping, burnout, perceived stress and recovery in the table-tennis players’ dropout and performance level six years later.  相似文献   

Social and emotional pedagogies: critiquing the new orthodoxy of emotion in classroom behaviour management   总被引：1，自引：1，他引：0  

Val Gillies 《British Journal of Sociology of Education》2011,32(2):185-202

This paper examines new structured attempts to address and manage emotions in the classroom. Critical analysis focuses on the broad emotional literacy agenda operating within schools, and more specifically the Social and Emotional Aspects of Learning (SEAL) programme. Data are drawn on from an ethnographic study located in Behaviour Support Units in three mainstream, inner‐city comprehensives to highlight the gap between the ‘rational emotionality’ being promoted and the fraught, and often uncontainable, emotions that drive everyday school life. It is also argued that the therapeutic model underpinning SEAL activities in schools risks individualising and thereby misinterpreting socially and culturally embedded difference, pathologising particular pupils in the process.  相似文献   

Varying expectations of online students and the implications for teachers: Findings from a journal study     

Jan Brace‐Govan  Val Clulow 《Distance Education》2000,21(1):118-135

There is a good deal of literature which addresses the issues of teaching online but there is little material which examines the concerns students might have about learning online. This exploratory study asked undergraduate business students to keep a record of their perceptions of the learning experience during a semester‐long marketing subject. Two questions framed the study: how students went about studying and how satisfied they were with the communication they had with other students, teachers and technicians. The findings suggest that students need information about how to interact online before they select a mode of delivery, and an induction exercise prior to the commencement of teaching would be useful. Furthermore, the stage of life cycle and the students” perceived alternative delivery options appear to work together to influence student expectations and preconceptions of online delivery.  相似文献   

Energy System Contributions in Upper and Lower Body Wingate Tests in Highly Trained Athletes     

Ursula F. Julio  Valéria L. G. Panissa  Rubiana L. Cury  Marcus F. Agostinho  João V. D. C. Esteves  Emerson Franchini 《Research quarterly for exercise and sport》2019,90(2):244-250

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Problems of Professional Competence Among Counselor Trainees: Programmatic Issues and Guidelines     

Jonathan P. Rust  Jonathan D. Raskin  Melanie S. Hill 《Counselor Education & Supervision》2013,52(1):30-42

Counselor education programs have a responsibility to ensure that individuals are competently trained, demonstrate understanding of ethical guidelines, and are free of observable psychological issues that may affect their ability to provide adequate counseling services. Counselor trainees who do not reach or maintain these professional standards may exhibit problems of professional competence (PPC). This position paper provides a review of the issues related to PPC among counselor trainees. It offers guidelines to counselor education programs for developing PPC policies and procedures. Future directions for research and training practice are discussed.  相似文献   

Innovations in Early Childhood Teacher Education     

Frances O’Connell Rust 《Journal of Early Childhood Teacher Education》2013,34(4):443-444

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LEARNING LESSONS ABOUT DIVERSITY: FIELD EXPERIENCES IN THE PREPARATION OF TEACHERS     

Frances O'Connell Rust 《Journal of Early Childhood Teacher Education》2013,34(2):175-179

Abstract

This article describes one way in which teacher educators can gain a new perspective on integrating theory and practice. By accompanying teachers and student teachers on field trips, teacher educators have the opportunity to enhance their understanding of the day‐to‐day life of a classroom teacher and become a part of the school community.

Participating in a field trip offers a chance to observe classroom management strategies; engage in informal interactions with children, teachers, and parents; develop trust among classroom practitioners; witness emergent curriculum; and participate in authentic assessment.

The author documents a visit to the zoo with kindergarten students, teachers, student teachers, and parents from an urban school and how the visit impacted on her working relationship with cooperating teachers, student teachers, and kindergartners.  相似文献   

Learned Helplessness and Psychological Adjustment: Effects of age,gender and academic achievement     

Harald Valås 《Scandinavian Journal of Educational Research》2013,57(1):71-90

The present study deals with relations between academic achievement, learned helplessness and psychological adjustment (self-esteem and depression), controlled for gender and age. A preliminary study was conducted to test the direction of the relationship between learned helplessness, assessed by the teacher, and own expectation about academic achievement. The sample consisted of 1580 students with data collected in grades 3 and 4, 6 and 7 and 8 and 9. The relation between these two variables was reciprocal, with the strongest effect between helplessness and expectations. Hypotheses concerning the relations between achievement, helplessness and psychological adjustment were tested by means of a cross-sectional sample consisting of 1575 students in grades 4, 7 and 9. The analyses of structural equation models showed that academic achievement was directly and indirectly related to the pattern of attributions, expectations, helplessness and psychological adjustment. Moreover, helplessness and academic expectations were significantly related to psychological adjustment. The results also clearly found that boys showed more helpless behaviour, as assessed by the teacher, than did girls, while, on the other hand, girls reported more psychological maladjustment. Some practical implications of the findings are reported at the end of the paper.  相似文献