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Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise information in reading representations than in spelling representations. This claim was tested in the current study using adult native speakers of English. People were supplied with minimal visual feedback while they spelled words that they knew and could read, and were then shown their whole spelling and asked whether they could improve upon it. People detected spelling mistakes on fewer than one in six trials after the reading check. They also returned many spellings to the original form, and were unable to improve upon them any more often than to change them to something equally bad or worse. The findings favour the view that normal individuals acquire a single orthographic representation from repeated exposures to a word during both reading and spelling. The representation may be adequate to permit successful reading but be insufficient for reproduction of the word-specific knowledge required for accurate spelling. 相似文献
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Mariko Suzuki 《International Journal of Science Education》2013,35(15):1773-1804
This research focused on the concept of “force” (“CHI‐KA‐RA” in Japanese) in Newtonian mechanics. The primary objective was to develop a tool, based on metaphor, to interpret student thinking in learning scientific topics. The study provides an example of using the tool to trace the process of mutual changes in thinking during a dialog among students who have different perspectives on the same topic. “Social metaphorical mapping” was used to interpret a dialog between two groups of junior high school students with different epistemological paradigms with regard to the concept of force (CHI‐KA‐RA) in the learning environment of a computer simulation. Both source domains were recontextualized through social metaphorical mapping and the process of mutual changes in concepts was traced. Participants noticed that the Buridanian 1 concept of“force” differs from the Newtonian concept of “force,” differentiated between the concepts of “force” that use the same Japanese term “CHI‐KA‐RA,” and noticed that the Buridanian concept of “force” resembles the Newtonian concept of “momentum.” 相似文献
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