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51.
Walter C. Parker 《Educational theory》2011,61(4):413-432
In this article, Walter Parker brings structure and agency to the foreground of the current tumult of public schooling in the United States. He focuses on three structures that are serving as rules and resources for creative agency. These are a discourse of derision about failing schools, a broad mobilization of multiculturalism, and an enduring nationalism. Drawing on Anthony Giddens's structuration theory, Parker examines how these discourses figure in redefining school reform, redefining school curricula, and requiring schools once again to serve nationalistic purposes. 相似文献
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The Monty Hall dilemma is a probability puzzle in which a player tries to guess which of three doors conceals a desirable prize. After an initial selection, one of the nonchosen doors is opened, revealing that it is not a winner, and the player is given the choice of staying with the initial selection or switching to the other remaining door. Pigeons and humans were tested on two variants of the Monty Hall dilemma, in which one of the three doors had either a higher or a lower chance of containing the prize than did the other two options. The optimal strategy in both cases was to initially choose the lowest-probability door available and then switch away from it. Whereas pigeons learned to approximate the optimal strategy, humans failed to do so on both accounts: They did not show a preference for low-probability options, and they did not consistently switch. An analysis of performance over the course of training indicated that pigeons learned to perform a sequence of responses on each trial, and that sequence was one that yielded the highest possible rate of reinforcement. Humans, in contrast, continued to vary their responses throughout the experiment, possibly in search of a more complex strategy that would exceed the maximum possible win rate. 相似文献
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Claire E. Weinstein Walter E. Cubberly Frank C. Richardson 《Contemporary educational psychology》1982,7(2):107-112
The effect of test anxiety on learning superficial and deep level tasks was examined. Ninety college students classified as either high or low test-anxious learned a paired-associate word list using either a superficial level or a deep level processing strategy. The results indicated that on the superficial level processing task, the performance of the low test-anxious students was not significantly different from that of the high test-anxious students, while on the deep level processing task the performance of the low test-anxious students was significantly better than the performance of the high test-anxious students. The results are discussed in the context of a cognitive-attentional theory of test anxiety and the mechanisms by which test anxiety may disrupt performance. 相似文献