Inference to the Best Explanation (IBE) Versus Explaining for the Best Inference (EBI)     

Daniel A. Wilkenfeld  Tania Lombrozo 《Science & Education》2015,24(9-10):1059-1077

  相似文献   

Are you ready to teach young children in the 21st century?   总被引：1，自引：0，他引：1  

Daniel D. Shade 《Early Childhood Education Journal》1996,24(1):43-44

  相似文献   

Postural Sway of Human Infants while Standing in Light and Dark   总被引：3，自引：0，他引：3  

Daniel H. Ashmead  Michael E. McCarty 《Child development》1991,62(6):1276-1287

Postural sway was measured in 12-14-month-old human infants and in adults while they were standing in the light and dark. Spectral density analyses conducted on all frequencies, at specific frequencies, and for individual subjects showed that infants generally did not sway significantly more in the dark than in the light, whereas adults did. For example, infants' dark/light sway proportions were 1.12 and 1.21 for the anterior-posterior and lateral dimensions, respectively, compared to adult values of 2.23 and 3.43 for one-footed stance, and 1.43 and 2.13 for two-footed stance. A statistical power analysis indicated that if the dark/light proportions for infants had been comparable to those for adults, significant differences could have been detected. These findings indicate that the early regulation of standing posture does not depend on the continuous availability of visual information.  相似文献   

Training the Counselor as a Behavioral Consultant: A Workshop Model     

Daniel Lee Randolph 《Counselor Education & Supervision》1974,14(2):147-150

  相似文献   

Marxism and Schooling: A Failed or Limited Tradition? A Response to Henry Giroux     

Daniel P. Listen 《Educational theory》1985,35(3):307-312

  相似文献   

The Place of Time in Cognition   总被引：1，自引：0，他引：1  

Weiskopf  Daniel A. 《The British journal for the philosophy of science》2004,55(1):87-105

  相似文献   

Evolution of methods to measure student information use     

Daniel Callison 《Library & information science research》1997,19(4):347-357

Over the past decade, there has been an increase in the application of the case study method to investigate the process used by students in secondary school and undergraduate academic settings to locate and use information through the library. The case study method has, in most recent years compared to investigations of 20 to 30 years ago, become established as the primary research technique used to document student thought processes in topic focus and in source selection. Direct observation and interviewing successful library users, two tools common to the case study method, may also lead to examination of student selection and critical use of evidence for research projects as students move beyond the traditional library collection. These tools have also proven to be useful as researchers in recent studies are more interested in an analysis of student use of information as evidence rather than conducting studies which only document student location and citation of resources. Selected studies which illustrate this evolution are drawn from the dissertations and field studies related to secondary school and undergraduate bibliographic instruction.  相似文献   

Editorial     

J. C. Daniel 《Literacy》1967,1(1):2-4

  相似文献   

Response to a multi-media system     

M. Daniel Smith 《科学教学研究杂志》1969,6(4):322-332

Several physics classes followed an integrated multi-media, multi-modal teaching-learning system or schedule, and completed a number of evaluation instruments designed to collect data on both affective and cognitive variables, as well as on the resulting behaviors of teachers and students. The data lead to some tentative conclusions about reactions of students to different media in such a system, effects of media on learning, and the impact of the system on teacher self-concept. Conclusions relate to the future of such integrated systems and their effects on motivation and learning.  相似文献   

Individual differences in cognitive synthesis: An M-capacity analysis     

Terece Stovall Bell  Daniel W. Kee 《Contemporary educational psychology》1984,9(4):323-332

Individual differences in children's propensity to demonstrate cognitive synthesis were evaluated using an artificial reading task. Six-year-olds were asked to demonstrate the meaning of various sentences constructed of logographs, or whole-word symbols, which were arranged in either a meaningful (i.e., grammatical) or scrambled (i.e., ungrammatical) order. Some children demonstrated the sentences in a synthesized mode (expressing a single idea unit), while others used a nonsynthesized mode (expressing the meanings of individual logographs). Overall, synthesizers had a larger attentional reserve, or M-capacity, than nonsynthesizers. The two groups did not differ significantly in age, intellectual level, or reading achievement. As predicted by their larger M-capacity, synthesizers demonstrated from memory significantly more items from meaningful sentences than nonsynthesizers. However, when synthesizers attempted to integrate the scrambled sentences, the excessive operative schemes needed to reorganize the items reduced their recall performance to the level of nonsynthesizers.  相似文献