Are implicit learning abilities sensitive to the type of material to be processed? Study on typical readers and children with dyslexia     

Aurélie Simoës Perlant  Pierre Largy 《Journal of Research in Reading》2011,34(3):298-314

This study aims to examine the impact of the linguistic nature of the material to be tracked in a serial reaction time task on the performance of typical readers and children with dyslexia. In doing so, we wished to detect eventual differences in the mobilisation of implicit learning skills between typical readers according to their experience with the written word (8‐ vs 10‐year‐olds) on the one hand, and between typical readers and children with dyslexia, on the other hand. Experiment 1 confirms the efficiency of implicit sequence learning in typical readers regardless of the nature of the item being tracked. Experiment 2 indicates that the sequence learning of children with dyslexia is sensitive to the nature of the target. Children with dyslexia show differences in the evolution of response times according to the nature of the item to be tracked.  相似文献   

The development of systems of conventional time: A study of the appropriation of temporal locations by four-to-ten-year old children     

Valérie Tartas 《European Journal of Psychology of Education - EJPE》2001,16(2):197-208

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Context impact of clinical scenario on knowledge transfer and reasoning capacity in a medical problem-based learning curriculum     

A. Collard  S. Brédart  J.-P. Bourguignon 《高等教育研究与发展》2016,35(2):242-253

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Opening dimensions of variation: An empirical study of learning in a Web-based discussion     

Booth  Shirley  Hultén  Magnus 《Instructional Science》2003,31(1-2):65-86

The discussions held in specifying an automaticvehicle as a project in a distance work-relatedcourse are in focus for an analysis of learningin networked discussions. Learning ischaracterised as coming to experience things indistinctly new ways, in keeping with theunderlying phenomenographic research approachfor the study. Group discussions are seen asone feature in the experience of, and theformation of, the context for learning, in anexperiential interpretation of activitysystems. The analysis has led to theidentification of pivotal contributions todiscussions that can be said to afford learningwithin the group, in the sense of openingdimensions of variation around criticalfeatures of the task. This is developed toproduce a taxonomy of contributions, withparticipatory, factual, reflective and learningcontributions, suggested to be necessary,though not sufficient, conditions for learning.The taxonomy is illustrated and discussed, asare its implications for tutoring in networkedcourses of this type.  相似文献   

The implementation of industrial training in tertiary education in Malaysia: Objectives,realisations and outputs in the case of foreign language students     

Régis Machart 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(1):103-122

The large range of jobs that Malaysian undergraduates of foreign languages are often employed in after completion of their studies (education, tourism, banking, business, management, etc.) is not necessarily related to their major field of study. This situation often makes it difficult for lecturers to develop a comprehensive professional training for their benefit. In the early 2010s, unemployment rates of Malaysian undergraduates were increasing, although the job market was quite flexible. In order to improve students’ employability, Malaysian universities decided to restructure their curricula. Industrial training, or Latihan Industri (LI), became a new mandatory requirement for all future undergraduates of the new programmes from 2011. LI aims to match students’ academic training with the needs of the private sector. However, most companies were not prepared to accept the first influx of trainees from all types of programmes (sciences, social sciences or the humanities) in 2014. Consequently, many students could not find an appropriate LI position in the field they were studying, and were placed in positions for which they were poorly prepared. At the end of their LI, students had to submit a logbook of their activities as well as provide a final report in which they were asked to evaluate their experiences. A content analysis of these reports from four foreign language students who did their LI in different sectors (finance, education, industry and retail) provides interesting insights into the different skills required by Malaysian employers, irrespective of their sector of activity. The analysis of the reports raises the question of the adequacy of the academic training of foreign language students for the Malaysian job market, and the transferability of their acquired language skills to their new work environment.  相似文献   

Competencies in Geriatric Nursing: Empirical Evidence from a Computer-Based Large-Scale Assessment Calibration Study     

Roman Kaspar  Ottmar Döring  Eveline Wittmann  Johannes Hartig  Ulrike Weyland  Annette Nauerth  Michaela Möllers  Simone Rechenbach  Julia Simon  Iberé Worofka 《Vocations and Learning》2016,9(2):185-206

Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program.  相似文献   

Looking back, looking forward: Re-searching the conditions for curriculum integration in the middle years of schooling     

John Wallace  Rachel Sheffield  Leonie Rénnie  Grady Venville 《The Australian Educational Researcher》2007,34(2):29-49

In Australia, and internationally, integration is a widely promoted middle school curriculum reform strategy. Integration is claimed to engage students by providing opportunities to work on a few cross-disciplinary objectives, to apply knowledge across the subject boundaries and to work on tasks with meaning and relevance. While these curriculum goals enjoy a certain popularity among middle school reformers and curriculum integration adherents, in practice, the prevalence of integration is patchy and provisional. In this article, we (re) examine two of our studies of middle school integration over the past decade to explore the reasons for this apparent disparity between the rhetoric and the reality. In our re-search for integration, we look back at our data to identify enabling and inhibiting conditions for curriculum reform and develop a list of key program characteristics. Finally, we look forward, drawing on the notion of institutional resilience to speculate on the reasons why some middle school programs seem to flourish while others wither.  相似文献   

The Swedish School Reform—exemplary both ways     

Torsten Husén 《比较教育学》1989,25(3):345-355

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Anagram solving and reading abilities in children     

Gérard Deloche  Michela Ott  Mauro Tavella 《Reading and writing》1995,7(4):395-406

The relationship between anagram solving and reading aloud proficiency was studied in Italian and French 6th grade children. Whereas a statistically significant relation was found in Italian, the link was not so direct in French. French children's ability in solving anagram problems seemed to benefit from their capacity in recognising written word-forms (lexical decision) and using the direct lexical reading route. Statistical properties concerning lexical entries appeared to be in an intermediate stage of computation. It is thus concluded that anagram solving may highlight some developmental stages and processing strategies in the acquisition and elaboration of written language.  相似文献   

Perceived Administrative Needs of School Executives in Togo     

Akrima Kogoé 《比较教育学》1986,22(2):149-158

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