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31.
Hitendra Pillay Wageeh W. Boles Andrea R. McCrindle 《European Journal of Psychology of Education - EJPE》2001,16(4):491-508
Given the complexity of most cognitive processes and that of the associated knowledge base, which facilitates effective and efficient use of electronic diagnostic equipment, this paper addresses the important area of understanding how human operators interact with and construct meaningful understanding from the data displayed by such devices. Some work has been done in areas related to graphical and diagrammatical information processing. However, none of these studies considered the interaction of domain and task experts’ performance on similar graphical tasks. The exploratory study presented in this paper intends to identify patterns in cognitive processes used by ultrasound operators, and to provide an explanation for the reason for such patterns in light of the structure and deployment of domain and task-knowledge. The findings illustrate the complex interrelatedness of theoretical and practical knowledge, which constitutes professional knowledge. Professional knowledge becomes more complex when individuals depend on sophisticated tools to assist in their thinking. The study suggests a possibility to think about professional knowledge as a distributed knowledge across task and domain knowledge and knowledge inherent in the tools. Such distributed knowledge in professional practice needs further exploration. 相似文献
32.
Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship 总被引：1，自引：0，他引：1
This paper examines the role of Working Memory (WM) in developmental reading problems, considering: 1) The operationalization
of WM; 2) The unique contribution of WM to reading; 3) Domain-general or -specific explanations of decoding and reading comprehension
deficits; and 4) The capacity of WM constructs to distinguish between reading disabilities and attention-deficit/hyperactivity
disorder (ADHD). It is concluded that: 1) Significant problems operationalizing working memory measures remain; 2) No clear
unique role for WM is evident in longitudinal studies of reading acquisition; 3) Existing evidence concerning the domain-specificity
or generality of WM problems is hard to interpret given problems in identification and sampling of poor readers and operationalization
of WM constructs; 4) Further work is required to specify the nature of WM problems in samples of poor readers, as distinct
from other co-occurring problems such as ADHD. Additional research is suggested to address these issues more fully. 相似文献
33.
Increasing numbers of educational institutions are adopting an online approach to teaching and learning; however, little regard has been given to the prerequisite personal and technical qualities required for academic achievement and satisfaction within this environment. In recognition of this, researchers have been exploring the design, development and testing of diagnostic tools to assess student readiness for online learning. This study builds on previous work by the authors to further validate their diagnostic tool for assessing Tertiary students’ readiness for online learning (TSROL) which has four subscales: ‘Technical skills’, ‘Computer self‐efficacy’, ‘Learner preferences’ and ‘Attitudes towards computers’. Factor and reliability analyses revealed that Technical skills and Computer self‐efficacy possessed good reliability and validity, and ‘Attitudes towards computers’ fair reliability and validity. However, ‘Learner preferences’ required revision as it possessed poor reliability and validity. Analysing the demographic data revealed that older students had lower Technical Skills and computer self‐efficacy than younger students. The TSROL can be improved by adopting a more multidimensional interpretation of the Learning preferences and Attitudes towards computers subscales. 相似文献
34.
Available statistics and literature indicate that Somali-Canadian youth face unique challenges in their everyday lives. Somali students have a 36.7 % dropout rate (Jibril, 2011). Somali-Canadian community members in Edmonton contend that Somali-Canadian students are labelled with behavioural or cognitive disorders, diagnoses that do not take into consideration students’ academic, social, or cultural backgrounds (Ahmed, 2007). They are situated in a complex web of family, religion, culture, and education (Forman, 2001) where they have to negotiate their sense of self and develop their identity. This research will attempt to understand the experiences of Somali-Canadian youth regarding their identity as learners, community members, and as Canadians. In this study, we utilize a social justice framework to help uncover the complex intersections of racism, cultural identities, and liberal education systems. This qualitative study is focused on understanding the lived experiences and actual social contexts of Somali-Canadian youth in Alberta. 相似文献