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Several German states recently introduced tuition fees for university education. We investigate whether these tuition fees influence the mobility of university applicants. Based on administrative data of applicants for medical schools in Germany, we estimate the effect of tuition fees on the probability of applying for a university in the home state. We find a small but significant reaction: The probability of applying for a university in the home state falls by 2 percentage points (baseline: 69%) for high-school graduates who come from a state with tuition fees. Moreover, we find that students with better high-school grades react more strongly to tuition fees. This might have important effects on the composition of students across states. 相似文献
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This study attempted to further the preliminary research in the area of sports and communication. Specifically, communication constructs including verbal aggression and context appropriateness were applied to the sports setting. Participants (n ‐ 407) completed questionnaires based on a team sporting event that they had recently watched. It was found that fans who were high in trait verbal aggression were (a) more likely to see verbal communication directed at the players and coaches during sporting events as appropriate, and (b) less likely to see fan display of support for their teams as an appropriate form of communication at sporting events. Participants who were high in fan identification were more likely to see displaying the team's insignia and verbal communication toward players and coaches as appropriate. Limitations and future directions for the area of sports communication are discussed. 相似文献
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Angelica Ronald Francesca Happé Katharina Dworzynski Patrick Bolton Robert Plomin 《Child development》2010,81(1):166-182
Prenatal and neonatal events were reported by parents of 13,690 eighteen-month-old twins enrolled in the Twins Early Development Study, a representative community sample born in England and Wales. At ages 7–8, parents and teachers completed questionnaires on social and nonsocial autistic-like features and parents completed the Childhood Asperger Syndrome Test. Correlations between prenatal and neonatal events and autistic-like features were weak, both in the whole sample ( r = .00–.07) and at the 5% quantitative extreme (phenotypic group correlations = .01–.11), after controlling for socioeconomic status and cognitive ability. Neonatal problems showed modest heritability (13%–14%) and significant shared and nonshared environmental influences (55%–59% and 28%–31%, respectively). Differences in identical twins' neonatal problems correlated weakly with their difference scores on autistic-like features ( r = .01–.06). 相似文献
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Animations have become a ubiquitous component of computer-based instruction. Despite their widespread use, however, the evidence
concerning their effects on learning is rather ambiguous, suggesting that one needs to have a closer look at the conditions
under which animations will aid learning. Accordingly, three sets of moderating variables were identified: (1) the degree
of processing support that is used to enhance learning with animation, (2) the context in which the animation is being used
(e.g., laboratory setting versus classroom), and (3) the domain that is illustrated by the animation. On the one hand, the
studies reported in the current special issue investigate manipulations of these variables. On the other hand, the studies
vary among each other with respect to these factors, thereby reflecting the enlarged range of current animation research. 相似文献
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In this paper the augmentation of worked examples with animations for teaching problem-solving skills in mathematics is advocated
as an effective instructional method. First, in a cognitive task analysis different knowledge prerequisites are identified
for solving mathematical word problems. Second, it is argued that so called hybrid animations would be most effective for
acquiring these prerequisites, because they show the continuous transition from a concrete, but superficial problem representation
to a more abstract, mathematical problem model that forms a basis for solving a problem. An experiment was conducted, where
N = 32 pupils from a German high school studied either only text-based worked examples explaining different problem categories
from the domain of algebra or worked examples augmented with hybrid animations. Learners with hybrid animations showed superior
problem-solving performance for problems of different transfer distance relative to those in the text-only condition. 相似文献
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The managerial turn in academia is currently broadly discussed. Based on empirical data gathered from a sample that includes all German universities, we can give a broad and fine-grained account of this turn. What we can clearly see is that whole new categories of administrative management positions have been created over the last years. Furthermore, within the non-academic staff we can see a profound restructuration. Lower-level positions like those for clerical work decreased, while higher-level positions in the administration increased. However, and in contrast to studies of countries, we do not observe a general shift from academic to non-academic positions. In addition to the statistical analysis of survey data and personnel data, we conducted seventy in-depth interviews with heads of administrative management units, in particular those being created over the last two decades, for example, on quality control, technology transfer, and career service. Although we clearly see important changes indicating a managerial turn in higher education, core characteristics of a professional organization whose basic processes are ultimately controlled by academics and not by administrators or managers have been retained. These findings call for further cross-national research. 相似文献
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Katharina Petri Marvin Lichtenstein Nicole Bandow Sebastian Campe Marcus Wechselberger Dominik Sprenger 《Journal of sports sciences》2017,35(2):130-135
Anticipation is an important performance factor in karate kumite. A new approach analysing anticipation in realistic combat situations by motion capturing with a high temporal resolution is presented. The advantage of this approach is that both karate athletes interacting sports specific can be recorded synchronously; thus, the presented method has the potential to analyse visual information pickup due to coordination pattern of interaction between real athletes. The aim is to demonstrate the usability of the current method for anticipation research and to investigate if the distance between two athletes and their attacking technique play a role in the reaction of the defending athlete. Furthermore, relevant cues lying within each attacking technique and little individual differences are shown. Four male karate athletes took part in this study. Logistic regression indicated that both factors (distance × attacking technique) play a significant role in reaction. However, a correlation between these factors shows that only the attacking technique is a good predictor for reaction. Results show that the attacking technique jabbing punch (jap. Kizami-Zuki) was easier to anticipate than the attacking techniques reverse punch (jap. Gyaku-Zuki) and the round kick (jap. Mawashi-Geri). 相似文献
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Katharina Scheiter Peter Gerjets Thomas Huk Birgit Imhof Yvonne Kammerer 《Learning and Instruction》2009,19(6):481-494
Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis). In Experiment 1, 37 university students watched either realistic or schematic visualizations. Students' subjective task demands ratings as well as their performance in a multiple-choice test and a pictorial test clearly demonstrated the superiority of the schematic dynamic visualization. In Experiment 2, 83 students were given the two visualizations in four different orders of presentation. Students showed the same performance irrespective of whether they watched the schematic visualization twice, first saw the schematic and then the realistic visualization or vice versa. Only students, who watched the realistic visualization twice, had far lower learning outcomes. Contrary to our expectations, for both experiments, students' prior knowledge did not moderate the results. 相似文献