Explicit and implicit confidence judgments and developmental differences in metamemory: an eye-tracking approach     

Thomas Roderer  Claudia M. Roebers 《Metacognition and Learning》2010,5(3):229-250

In the present study, primary school children’s ability to give accurate confidence judgments (CJ) was addressed, with a special focus on uncertainty monitoring. In order to investigate the effects of memory retrieval processes on monitoring judgments, item difficulty in a vocabulary learning task (Japanese symbols) was manipulated. Moreover, as a first exploratory step to uncover fast and retrieval bound (implicit) monitoring processes that take place before explicit CJ are openly reported, fixation time allocation during recognition and monitoring was recorded with an eye-tracking device. Results revealed developmental progression in uncertainty (but not in certainty) monitoring between the age of 7 and 9 years. Differences in CJ across levels of item difficulty point to a substantial impact of retrieval processes on 9-yr-olds’ but not on 7-yr-olds’ monitoring. Eye-tracking data revealed an overall bias towards medium and high CJ, and confirmed evidence on developmental progression in monitoring skills.  相似文献   

Effort on homework in grades 5-9: development, motivational antecedents, and the association with effort on classwork     

Trautwein U  Lüdtke O  Kastens C  Köller O 《Child development》2006,77(4):1094-1111

In 2 studies, an expectancy-value framework was applied to investigate effort expended on mathematics homework. In Study 1 (2,712 students in grades 5, 7, and 9; mean age=13.37 years), lower homework effort was found in higher grades. The effects of intrinsic value on homework effort were higher in the older cohorts, whereas the effects of the expectancy component were lower. In Study 2 (571 students in grades 8 and 9; mean age=14.72), an expanded expectancy-value framework was found to explain both homework and classwork variables. The means for effort and value were lower for homework than for classwork; these differences were partly moderated by students' conscientiousness. The implications of homework behavior and motivation for developmental research are highlighted.  相似文献   

Best channels of academia-industry interaction for long-term benefit     

Claudia De Fuentes  Gabriela Dutrénit 《Research Policy》2012,41(9):1666-1682

Interactions between public research organizations and industry can be conceptualized as having three main stages: drivers of interaction, channels of interaction, and the perceived benefits from collaboration. Both of the agents differ in terms of the incentives they have to collaborate and the behaviors they adopt during the collaboration process. Following a three-stage model based on Crépon et al. (1998), this paper discusses the impact of drivers of collaboration on channels of interaction, and the impact of these channels on the perceived benefits by researchers and firms. The methodology also allows firm-level benefits from interaction to be connected with researchers’ characteristics via the analysis of four common channels of interaction for firms and researchers. The study is based on original data collected through two surveys, carried out in Mexico during 2008, of R&D and product-development managers of firms and of academic researchers. Our results show that all channels of interaction play an important role in determining benefits; however, they differ in terms of their impact on short- or long-term benefits for firms. The channels related to joint and contract R&D, property rights, and human resources are the best, as they have a higher impact on long-term benefits for firms. Policy implications derived from this study focus on specific actions that enhance those researchers’ characteristics related to the best channels for fostering long-term benefits for firms.  相似文献   

Book review     

Claudia v. Aufschnaiter 《International Journal of Science Education》2013,35(12):1547-1550

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Contours of citizenship: women,diversity and practices of citizenship. Gender in a global/local world     

Claudia Gillberg 《Gender and education》2011,23(6):789-790

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Auf geht’s!     

Prof. Dr. Ralf Brand  Prof. Dr. Claudia Voelcker-Rehage 《Sportwissenschaft》2012,42(2):80-82

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Editorial     

Prof. Dr. Ralf Brand  Claudia Voelcker-Rehage 《Sportwissenschaft》2012,42(4):227-227

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Zeitströmungen im Tanz     

Claudia Fleischle-Braun 《Sportwissenschaft》1997,27(1):106-108

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The effects of instructional sequence and cognitive style on the achievement of high school biology students     

Claudia B. Douglass  Jane B. Kahle 《科学教学研究杂志》1978,15(5):407-412

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Teaching Preservice Science Teachers How to Do Science: Responses to the Research Experience   总被引：1，自引：0，他引：1  

Melear  Claudia T.  Goodlaxson  John D.  Warne  Thomas R.  Hickok  Leslie G. 《Journal of Science Teacher Education》2000,11(1):77-90

Journal of Science Teacher Education -  相似文献