Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?     

《Learning and Instruction》2017

Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction.  相似文献   

Effects of performance feedback valence on perceptions of invested mental effort     

《Learning and Instruction》2017

We investigated whether the valence of performance feedback provided after a task, would affect participants’ perceptions of how much mental effort they invested in that same task. In three experiments, we presented participants with problem-solving tasks and manipulated the presence and valence of feedback between conditions (no, positive, or negative feedback valence), prior to asking them to rate how much mental effort they invested in solving that problem. Across the three experiments–with different problem-solving tasks and participant populations–we found that subjective ratings of effort investment were significantly higher after negative than after positive feedback; ratings given without feedback fell in between. These findings show that feedback valence alters perceived effort investment (possibly via task perceptions or affect), which can be problematic when effort is measured as an indicator of cognitive load. Therefore, it seems advisable to measure mental effort directly after each task, before giving feedback on performance.  相似文献   

标记性研究的系统功能语言学视角   总被引：3，自引：3，他引：0  

巩湘红  常晨光 《湖南师范大学社会科学学报》2011,40(5):123-127

自布拉格学派提出音系学中有标记和无标记的对立以来,标记性的概念已被延伸应用于语言学研究的其他方面。系统功能语言学对标记性问题有其独特的研究视角。文章总结韩礼德功能语法中对小句主位结构以及信息结构的标记性现象的探讨,并进一步分析系统功能语言学标记性研究的盖然率视角在解释语言系统的性质、研究语言使用的特征和探讨儿童的语言发展等方面的指导意义。  相似文献   

On the effects of motivation on reading performance growth in secondary school   总被引：1，自引：0，他引：1  

Jan Retelsdorf  Olaf KöllerJens Möller 《Learning and Instruction》2011,21(4):550-559

This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N = 1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading motivation (competition), and reading self-concept were measured by self-report questionnaires. Cognitive skills (reasoning, decoding speed) and reading performance were assessed using standardized tests and background variables were collected using student and parent questionnaires. Applying latent growth curve modeling, positive unique effects of reading enjoyment and reading self-concept and a negative unique effect of competition on the initial level of reading performance were recorded. Moreover, a positive unique effect of reading for interest on reading performance growth was recorded. One may conclude that enhancing students’ interest might be fruitful in terms of nurturing reading performance.  相似文献   

Embedding Cognitive Behavioural Therapy training in practice: facilitators and barriers for trainee educational psychologists (TEPs)     

Garry Squires  Sandra Dunsmuir 《Educational Psychology in Practice》2011,27(2):117-132

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隐喻的认知机制和隐喻相似性     

陈玉秀 《贵阳师范高等专科学校学报》2011,(2):99-101

隐喻是一种重要的认知模式,是从一个范畴域向另一个范畴域的结构映射。相似性是隐喻的基础,也是隐喻区别于其他相关语言用法的重要条件。隐喻相似性依赖于客观世界和主观认知之间的互相作用,是可以创造的。相似性实际上仅表现于两个事物之间某一个方面或某一个点,是潜在的,是人类在这两个具有差异性的事物中突显其相似面或相似点的结果。  相似文献   

对一篇英语新闻的批评性分析     

张德敬 《临沧师范高等专科学校学报》2011,(3)

批评语言学认为,任何新闻报道都具有一定的倾向性。词汇,时态,语态等的选择在一定程度上反映了作者的意识形态,立场和观点。文章运用批评语言学的工具对一篇新闻进行了分析,力图体现出语篇中反映出的作者的意识形态。  相似文献   

模糊聚类在规则空间中的应用     

胡小松  罗芬 《科技广场》2011,(1):9-11

规则空间是一种用来识别被试认知错误类型的数学模型,但其分类标准(参照点)一直依赖专家根据经验在测试前手工确定,使用难度太高,无法大规模普及使用。本文使用模糊聚类方法在测试后辅助确定规则空间中的参考点,使得普通教育工作者也能借助计算机使用规则空间模型。  相似文献   

体认语言学视角下中国英语词汇的形成机制研究     

于源 《科教文汇》2021,(13):187-188

该文通过体认语言学理论,从认知层面对中国英语词汇的形成机制进行研究,旨在突破学界之前对中国英语这一英语变体浅层次的描述,更深一步地探索中国英语词汇的形成机制,更好地传播中国特色文化。  相似文献   

从语用角度看语言的模因现象     

时秋勇 《湖北广播电视大学学报》2014,(9):95-96

语言本身就是一种模因,模因寓于语言之中,依靠语言来复制、传播,何自然称之为"语言模因"。本文针对语用学方面进行了深入研究,探讨从语用角度看语言的模因现象,激发英语语用学习的动机,并全方位、多角度提出了学习语用语言模因现象的方法和具体化策略。  相似文献