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11.
In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, multiple errors, and the number of problems left blank as the reading levels of students increased. Contrary to expectations, higher reading skills did not affect the frequency of reversal errors. 相似文献
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Deaf and hearing college students' mean reaction times (RTs) were compared on a mental calculation task in which they had to verify the accuracy of solutions to addition and multiplication problems. The deaf students were divided into higher and lower readers. Higher deaf readers and hearing students had similar RTs and accuracy on addition problems; their RTs were greater in the voicing interference mode than in the manual tapping interference mode. The lower deaf readers showed no RT differences between the two interference modes and had consistently lower RT performance and score accuracy across the verification tasks. On the verification task for multiplication problems, all participants showed a greater RT effect for manual tapping. The lower deaf readers were significantly less accurate on multiplication problems. 相似文献
14.
Martin A. Swanbrow Becker Stacey F. Nemeth Roberts Sam M. Ritts William Tyler Branagan Alia R. Warner Sheri L. Clark 《Journal of College Student Psychotherapy》2017,31(2):155-176
This study examines the experiences of transgender college students in coping with stress in comparison to their cisgender peers. Undergraduate and graduate students from 73 colleges, totaling 26,292 participants, of which 47 identified as transgender completed an online survey. Transgender students reported greater exposure to trauma and higher rates of suicidal experiences, as well as different precipitants to reported stressful periods and sources of support than their cisgender peers. Implications for individual and group counseling as well as outreach and prevention to better support transgender students are explored. 相似文献
15.
Robyn Pierce Lynda Ball Kaye Stacey 《International Journal of Science and Mathematics Education》2009,7(6):1149-1172
The use of Computer Algebra Systems (CAS) in years 9 and 10 classrooms as a tool to support learning or in preparation for
senior secondary mathematics is controversial. This paper presents an analysis of the positive and negative aspects of using
CAS identified in the literature related to these year levels, along with the perceptions of 12 experienced secondary teachers
who were working with years 9 and 10 students. The literature review shows that CAS is valued for calculation and manipulation
capabilities, the option of alternative representations, the opportunity for systematic exploration and for prompting rich
discussion. However, the technical overhead, initial workload for the teacher and unresolved questions about the perceived
relative contribution of machine and by-hand work to learning currently pose obstacles to teaching with CAS in the middle
secondary years. The teachers who contributed data to this study perceived that using CAS in their teaching is, on balance,
worth the effort. However, they believed that CAS is of most benefit to their high ability students and may present an obstacle
to their low ability students’ learning of mathematics. 相似文献
16.
Understanding that mathematics is founded on reasoning and is not just a collection of rules to apply is an important message
to convey to students. Here we examined the reasoning presented in seven topics in nine Australian eighth-grade textbooks.
Focusing on explanatory text that introduced new mathematical rules or relationships, we classified explanations according
to the mode of reasoning used. Seven modes were identified, making a classification scheme which both refined and extended
previous schemes. Most textbooks provided explanations for most topics rather than presenting “rules without reasons” but
the main purpose appeared to be rule derivation or justification in preparation for practise exercises, rather than using
explanations as thinking tools. Textbooks generally did not distinguish between the legitimacies of deductive and other modes
of reasoning. 相似文献
17.
Andrew M. Watson Carol Coutinho Kristin Haraldsdottir Stacey Brickson Warren Dunn Marlowe Eldridge 《European Journal of Sport Science》2018,18(4):534-540
Purpose: To evaluate the influence of physical maturity on the changes in ventricular morphology and function with sport training in female youth athletes.Methods: Thirty-two female athletes (age 13–18 years) underwent height and weight measurement and 2-D echocardiographic evaluation immediately prior to, and following, a 20-week soccer season. Pre- and post-season left ventricular end-diastolic diameter (LVEDD), end-diastolic volume (LVEDV), ejection fraction (LVEF), stroke volume (LVSV), mass (LVM), and posterior wall thickness (LVPWT), right ventricular end-diastolic diameter (RVEDD), end-diastolic area (RVEDA), and fractional area change (RVFAC), and interventricular septal thickness (IVST) were compared. In-season change in each variable was compared across pre-season hours of vigorous physical activity (0–1, 2–3, >3 hours).Results: Significant increases were identified in LVEDV (51.3?±?10.4?v 56.4?±?9.6?ml/m2, p?=?0.001) and RVEDA (10.5?±?1.9?v 11.3?±?2.5?cm2/m2, p?=?0.040), but not LVEDD, LVM, LVPWT, LVSV, RVEDD, RVEDA, RVFAC, or IVST (p?>?0.05 for all). In-season changes in echocardiographic variables did not differ across hours of pre-season vigorous physical activity (p?>?0.05 for all).Conclusion: Among female adolescent soccer players, in-season training elicits changes in resting ventricular volume, but not wall thickness or systolic function. These adaptations do not appear to be influenced by pre-season physical activity level. 相似文献
18.
Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators 下载免费PDF全文
19.
The concept of blended learning has begun to change the nature of all teaching and learning in higher education. Information
and communication technologies have impacted by providing a means of access to digital resources and interactive communication
for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This
paper discusses the research literature and the writers’ research, defining what they have concluded are teaching practices
that use the concept of blended learning effectively. In investigating how ICT can add variation for student learning, they
analyze this from two dominant modes of pedagogy, learning environment and pedagogy through both on-campus and distance education.
In both modes, students acknowledged the power and effectiveness of blended learning. 相似文献
20.