Differences in the Processing of Prefixes and Suffixes Revealed by a Letter-Search Task     

Elisabeth Beyersmann  Johannes C. Ziegler  Jonathan Grainger 《Scientific Studies of Reading》2015,19(5):360-373

A letter-search task was used to test the hypothesis that affixes are chunked during morphological processing and that such chunking might operate differently for prefixes and suffixes. Participants had to detect a letter target that was embedded either in a prefix or suffix (e.g., ‘R’ in propoint or filmure) or in a non-prefix beginning or non-suffix ending (e.g., ‘R’ in cropoint or filmire). Prefixed and suffixed letter-strings comprised real stems and affixes but never formed a real word. Effects of letter cluster frequency were also investigated by manipulating the frequency of non-affix beginnings and endings. Letter search took longer in suffixes compared with non-suffix endings but not for prefixes compared with non-prefix beginnings. Moreover, performance was not affected by letter cluster frequency. We interpret our findings in the light of recent accounts of morpho-orthographic segmentation and the different function of prefixes and suffixes.  相似文献   

Using a Regression Discontinuity Design to Estimate the Impact of Placement Decisions in Developmental Math     

Tatiana Melguizo  Johannes M. Bos  Federick Ngo  Nicholas Mills  George Prather 《Research in higher education》2016,57(2):123-151

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Social, ethical and technical issues in informatics—An integrated approach     

Johannes Magenheim  Carsten Schulte 《Education and Information Technologies》2006,11(3-4):319-339

This paper outlines a didactic approach for computer science courses based on the concept of socio-technical Informatics Systems, demonstrating the linkage between computational issues and their manifold social contexts as well as their close relation to social and ethical issues. The analysis of the product–process relationship of software development as a major element of the construction of Informatics Systems leads to the identification of important criteria for designing computer science courses. The selection of application areas as context types, of educational lenses, of methods and of media enables an integrated teaching approach. This kind of integrated approach offers an holistic approach to technical and societal aspects of an Informatics System in computer science education.  相似文献   

Developing the High School's Guidance Network to Cater for Students with Special Needs     

Johannes F. Everts 《International Journal of Disability, Development & Education》1987,34(2):107-115

A sample of guidance coordinators in New Zealand secondary schools were surveyed to ascertain the operation of guidance networks in catering for students with special needs. Information was obtained on the composition and role function of the network, changes over time, satisfactions and dissatisfactions. Findings indicate that the current emphasis on mainstreaming is aided by the presence of a strong guidance network which collaborates closely in decision‐making and program oversight. The guidance counsellor's role is one of crucial facilitator of management processes, as well as counselling specialist. Effectiveness of functioning is further enhanced by flexibility in role function, close integration with school staff, and clarity of professional goal. Data from this survey need to be corroborated by independent comments from service consumers.  相似文献   

Der Pragmatismus als Philosophie von PISA?     

Johannes Bellmann 《Zeitschrift für Erziehungswissenschaft》2007,10(3):421-438

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高等教育全球化的挑战——学术研究者视野中的德国博洛尼亚进程   总被引：2，自引：0，他引：2  

Johannes Wildt 《高等教育研究》2007,(12)

"博洛尼亚进程"是29个欧洲国家的教育部长于1999年在意大利博洛尼亚提出的欧洲高等教育改革计划,旨在保证欧洲高等教育的质量,建立统一的欧洲高等教育体系。为了应对高等教育全球化的挑战以及适应工业社会向知识社会转变的形势,德国大学围绕提高高等教育的质量推行了一系列改革措施,建立了新的质量保证和质量管理体系,调整了新的公共管理策略;重组了整个课程体系,革新教学观念和教学方式,实现了从以教师为中心到以学生为中心的教学方式和学习方式的转变;开展大学教师教学发展项目,提升大学教师的教学能力。  相似文献   

Children's written accounts of televised and printed stories   总被引：1，自引：0，他引：1  

Johannes W. J. Beentjes  Tom H. A. van der Voort 《Educational technology research and development : ETR & D》1991,39(3):15-26

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The experience of introducing secure e-assessment in a South African university first-year foundational ICT networking course     

A. Kayode Adesemowo  Hermien Johannes  Simon Goldstone  Koshala Terblanche 《Africa Education Review》2016,13(1):67-86

This article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a ‘large’ group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for ‘extending’ the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment.  相似文献   

GER VI LÄRARKANDIDATERNA EN ÄNDAMALSENLIG UTBILDNING     

Av Johannes Alikoski 《Scandinavian Journal of Educational Research》2013,57(1):223-227

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Attentional Mechanisms in Sports Via Brain-Electrical Event-Related Potentials     

Johannes Hack  Andre Rupp  Daniel Memmert 《Research quarterly for exercise and sport》2013,84(4):727-738

In this study, we examined attention processes in complex, sport-specific decision-making tasks without interdependencies from anticipation. Psychophysiological and performance data recorded from advanced and intermediate level basketball referees were compared. Event-related potentials obtained while judging game situations in foul recognition and a control task provided insight into focus of attention, selective attention, and processing strategy (top-down vs. bottom-up). Results showed task-specific effects for advanced referees in components influenced by attentional focus and selective attention. Experts also seemed to profit from superior top-down strategy and were able to evaluate the stimuli more rapidly. These findings are discussed in connection with current models in neurosciences and theories of referee research.  相似文献