排序方式： 共有122条查询结果，搜索用时 281 毫秒
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Bridget A. Franks David J. Therriault Miriam I. Buhr Evelyn S. Chiang Claire M. Gonzalez Heekyung K. Kwon Jenni L. Schelble Xuesong Wang 《Metacognition and Learning》2013,8(2):145-171
This study explored the abilities of 5th, 8th, and 10th graders, and College students to reason logically about what they read. Both students’ metacognitive behavior (looking back at previously read text) and their performance on logical deduction questions were recorded and analyzed in a reading task. Conditional logic premises and deductive questions were embedded in three narratives containing premise information that was factual (True Story), contrary to fact (False Story), or unverifiable via common world knowledge (Neutral Story). The texts and questions were presented one sentence at a time on a computer screen; participants controlled the presentation of sentences. For answering the questions, three response tasks were devised. One task (labeled Generate) required readers to generate their own logical conclusions in response to deduction questions. Two tasks (labeled Valid and Invalid) required readers to evaluate logically valid or logically invalid conclusions drawn by story characters in the texts. Students in early and late adolescence looked back more when asked to evaluate logical conclusions than when asked to generate conclusions on their own; College students’ lookback frequencies were not significantly affected by response task, but were greater overall than those of younger students. With conditional forms requiring an uncertainty response (Affirmed Consequent and Denied Antecedent), readers looked back more when evaluating logically invalid conclusions than when evaluating logically valid ones. Readers of all ages were more likely to agree with story characters’ (valid) uncertain conclusions with the AC and DA forms than they were to disagree with story characters’ (invalid) certain conclusions to these forms. Both lookback frequency and performance on logic questions were lowest when readers were required to reason from contrary to fact premises. 相似文献
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R. Sakthivel R. Sakthivel V. Nithya P. Selvaraj O.M. Kwon 《Journal of The Franklin Institute》2018,355(14):6353-6370
This paper studies the robust stochastic stabilization problem for a class of fuzzy Markovian jump systems with time-varying delay and external disturbances via sliding mode control scheme. Based on the equivalent-input-disturbance (EID) approach, an online disturbance estimator is implemented to reject the unknown disturbance effect on the considered system. Specifically, to obtain exact EID estimation Luenberger fuzzy state observer and a low-pass filter incorporated to the closed-loop system. Moreover, novel fuzzy EID-based sliding mode control law is constructed to ensure the stability of the closed-loop system with satisfactory disturbance rejection performance. By employing Lyapunov stability theory and some integral inequalities, a new set of delay-dependent robust stability conditions is derived in terms of linear matrix inequalities (LMIs). The resulting LMI is used to find the gains of the state-feedback controller and the state observer a for the resulting closed-loop system. At last, numerical simulations based on the single-link arm robot model are provided to illustrate the proposed design technique. 相似文献
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As a part of the National Digital Information Infrastructure and Preservation Program (NDIIPP), the Library of Congress (LC), partnering with the Center for Technology in Government (CTG), launched an effort in 2005 to integrate state governmental entities into the national network to preserve born-digital information that is both significant and at risk of loss. The main theme that emerged from the efforts of LC, CTG, and the state and federal digital preservation community was the importance of partnership efforts and collaborative strategies for the preservation of state government digital information. Based on the findings of the initiative, this paper discusses challenges and opportunities regarding interorganizational collaboration and community building for digital preservation of state government information. Following the community of practice framework, it is recommended that a “state government digital information preservation community” be developed to facilitate collaboration across agencies and knowledge professionals in state governments. 相似文献
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This study identifies characteristics of Americans who chose the library as their primary cancer information source over the Internet by examining demographic characteristics, online use experience, concerns of information quality, and perceptions of cancer information seeking. A secondary data analysis is conducted using the Health Information National Trends Survey (HINTS) of the National Cancer Institute (NCI). Findings reveal that people who are more likely to choose the library are, compared to their Internet counterparts, people who lack online experience, are distrustful of online cancer information, and are more aware of cancer sources. However, they are not necessarily more adept cancer information seekers and do not have a greater expectation of getting quality information from the library. These findings suggest how the library plays its role as an information source for cancer information consumers in the e-health environment. Implications of the findings are discussed in a way that libraries could invest their efforts to reduce the digital health divide and to advance consumer health information literacy. 相似文献
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The purpose of this study is to explore USA educators＇ resistance toward cultural awareness for Korean students and families in the New York metropolitan area. The authors aim to challenge teachers＇ color-blindness that is widely spread among USA educators. Guided by critical race theory, the authors show that the perceived fairness of color-blindness could cause struggles for Korean parents and students in American schools. The authors posit USA teachers need to thoroughly understand that if a teacher does not see color, then s/he does not really see children. This study, hopefully, will help educators recognize the necessity of understanding diverse ethnic parents＇ perspectives and needs. Also, this study will provide an opportunity for educators to rethink assumptions that are embedded in color-blindness, and advance muiticultural education that is more culturally relevant and responsive for different ethnic/racial groups＇ needs. 相似文献
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The present study tested the hypothesis that maturing prefrontal lobes play a role in the development of proportional reasoning skill because the prefrontal lobes are involved in the inhibition of task‐irrelevant information and the representation of task‐relevant information. The hypothesis that reasoning development is in part dependent upon physical experience was also tested. Students (all males) who failed to solve a diagnostic proportions task were administered several tests of prefrontal lobe functions. The students were then randomly assigned to manipulative or verbal tutoring groups. Both groups received a series of individual testing, tutoring and testing sessions on proportional reasoning. As predicted, performance on the prefrontal lobe tasks (measures of inhibiting ability, planning ability, dissembedding ability, and working memory capacity) significantly predicted performance on proportional reasoning tasks following tutoring. Students' computational skills were not a significant predictor. Also, the manipulative group's proportional reasoning performance was significantly higher than that of the verbal tutoring group. Therefore, the present results provide support for the hypothesis that maturing prefrontal lobes and physical experience play roles in the development of proportional reasoning skill. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1171–1182, 2000 相似文献
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Anton E. Lawson Brian Clark Erin Cramer‐Meldrum Kathleen A. Falconer Jeffrey M. Sequist Yong‐Ju Kwon 《科学教学研究杂志》2000,37(1):81-101
The primary purpose of the present study was to test the hypothesis that two general developmentally based levels of hypothesis‐testing skills exist. The first hypothesized level presumably involves skills associated with testing hypotheses about observable causal agents; the second presumably involves skills associated with testing hypotheses involving unobservable entities. To test this hypothesis, a hypothesis‐testing skills test was developed and administered to a large sample of college students both at the start and at the end of a biology course in which several hypotheses at each level were generated and tested. The predicted positive relationship between level of hypothesis‐testing skill and performance on a transfer problem involving the test of a hypothesis involving unobservable entities was found. The predicted positive relationship between level of hypothesis‐testing skill and course performance was also found. Both theoretical and practical implications of the findings are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 81–101, 2000 相似文献
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