Using Knowledge Decrement to Compare Medical Students’ Long-term Retention of Self-study Reading and Lecture Materials     

Ann Harrison 《Assessment & Evaluation in Higher Education》1995,20(2):149-159

The purpose of the current study was to contrast the long-term retention of material acquired primarily through lectures and assigned self-study readings. Sixteen third-year female medical students took part in the study, and the material tested was from a six week Behavioural Sciences Module which incorporated social science, medical science and clinical information. A specially constructed examination paper was used to measure retention one year later. Knowledge decrement (the percentage of material lost) was one of the measures employed. The two study methods did not differ consistently in terms of knowledge decrement or class performance. The top students (in terms of module performance) remembered more than the weakest students, but not because they were less prone to knowledge decrement. Individuals differed substantially in terms of the relative percentages of lecture and reading material forgotten. Using knowledge decrement to identify which study approaches best suit an individual student is discussed.  相似文献   

Do the Lengths of Pebbles on Hastings Beach Follow a Normal Distribution?     

Ann Brooks 《Teaching Statistics》2000,22(3):73-76

This article describes a practical activity involving seven 16‐ to 17‐year‐old students, a trainee teacher and the author.  相似文献   

Recipes for fun     

Ann Cole  Caroly Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1974,1(5):45-50

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The acquisition and growth of the concept of conservation of liquid     

Ann C. How 《科学教学研究杂志》1974,11(2):105-112

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Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1974,1(4):40-43

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Software notes     

W. Mike Martin  Ann Heylighen  Humberto Cavallin 《Archives and Museum Informatics》1995,9(2):245-250

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Helping children like themselves     

Ruth Ann Johnson 《Early Childhood Education Journal》1980,7(4):14-16

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Encyclopedia of Gender and Information Technology,edited by Eileen M. Trauth. 2 vols. Hershey,PA: The Idea Group, 2006. 1451 pp. $525.00 cloth. ISBN: 1-59140-815-6     

Rhoda Reddock  Deborah McFee  Cathy Ann Radix 《The Information Society》2013,29(2):128-131

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Early Childhood Predictors of Post-Kindergarten Executive Function: Behavior, Parent-Report, and Psychophysiology     

Cuevas K  Hubble M  Bell MA 《Early education and development》2012,23(1):59-73

RESEARCH FINDINGS: This study examined whether children's executive functions before kindergarten would predict variance in executive functions after kindergarten. We obtained behavioral (working memory task performance), parental-reported (temperament-based inhibitory control), and psychophysiological (working memory-related changes in heart rate and brain electrical activity) measures of executive functions from a group of preschool-aged children. After children finished kindergarten, approximately 2 years later, parents were asked to complete an assessment of children's executive function skills. A regression analysis revealed that pre-kindergarten behavioral, parental-reported, and psychophysiological measures accounted for variance in post-kindergarten executive functions. Specifically, working memory task performance, temperament-based inhibitory control, and working memory-related changes in brain electrical activity accounted for unique variance in post-kindergarten executive functions. These data provide a unique contribution to the executive function literature: No other study has examined whether behavioral, psychophysiological, and parental-reported executive function measures can account for unique variance in future executive function. PRACTICE OR POLICY: These findings are discussed in relation to children's transition to school and executive function training programs.  相似文献   

Parents’ Expectations About Participating in Antenatal Parenthood Education Classes     

Ingegerd Ahldén  Siw Ahlehagen  Lars Owe Dahlgren  Ann Josefsson 《The Journal of perinatal education》2012,21(1):11-17

Our objective was to assess parents’ expectations about participating in antenatal parenthood education classes and to determine whether their expectations might be related to gender, age, and educational level. Data from 1,117 women and 1,019 partners residing in three cities in Sweden were collected with a questionnaire in a cross-sectional study. Participants believed that antenatal education classes would help them to feel more secure as parents and to be better oriented toward childbirth. Men had more positive expectations about the childbirth than the women. The participants mostly wanted help in preparing for parenthood and in learning infant care skills, followed by help in preparing for childbirth. The participants’ expectations were affected by gender, age, and educational level. The expectant parents appeared to want more focus on preparation for parenthood than on childbirth.  相似文献