排序方式： 共有17条查询结果，搜索用时 31 毫秒
1.
The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading. 相似文献
2.
3.
4.
The self‐weighted mean (WS) – in which each value is weighted by itself – is presented in several contexts and illustrated. It is incorporated in a set of more familiar means. Intuitions concerning WS are explored. 相似文献
5.
Lann Dawes 《Studies in Continuing Education》2013,35(2):197-215
Much of the literature on reflection treats the role of memory as unproblematic, overlooking the potential for forgetting and memory distortion to interfere with learning and personal development. This paper discusses the reliability of human memory under conditions that often apply when people are encouraged to learn by reflecting on experience, then describes a process which uses audiovisual playback and a trained inquirer to help reduce memory distortion. Applications of the process to some often‐cited models of reflection are discussed along with some practical implementation issues. It is argued that the process increases the reliability of memory and allows a fullness of time to explore events and their effects in depth and detail. It appears particularly suited to exploring ambiguous interpersonal interactions and to the development of intrapersonal insight. 相似文献
6.
7.
Few studies have examined the links among hope, material resources, and subjective well-being (SWB) of children from their own perspectives. The article examines lack of material resources as a risk factor, hope as a human strength, and a possible moderator regarding children's SWB. The study employed a nationally representative sample of 2,977 Jewish and Arab Israeli children (ages 8–12). As predicted, there was a significant positive relation between hope and SWB, and a negative relation between lack of material resources and SWB. Hope was found to moderate the relation between lack of material resources and SWB. Furthermore, for 10- and 12-year olds, differences were found regarding the strength of the relations of the variables, suggesting a possible developmental trend. 相似文献
8.
As the number of independent tosses of a fair coin grows, the rates of heads and tails tend to equality. This is misinterpreted by many students as being true also for the absolute numbers of the two outcomes, which, conversely, depart unboundedly from each other in the process. Eradicating that misconception, as by coin‐tossing experiments, should be incorporated early on into learning the law of large numbers. 相似文献
9.
In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students’ self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life—all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation. 相似文献
10.
A coefficient of unfairness in the allocation of goods to people can be extended to measuring consensus among judges. The notion of relative variability underlies the formation of these measures. 相似文献