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An experiment with 72 three-year-olds investigated whether encoding events while seeing iconic gestures boosts children's memory representation of these events. The events, shown in videos of actors moving in an unusual manner, were presented with either iconic gestures depicting how the actors performed these actions, interactive gestures, or no gesture. In a recognition memory task, children in the iconic gesture condition remembered actors and actions better than children in the control conditions. Iconic gestures were categorized based on how much of the actors was represented by the hands (feet, legs, or body). Only iconic hand-as-body gestures boosted actor memory. Thus, seeing iconic gestures while encoding events facilitates children's memory of those aspects of events that are schematically highlighted by gesture. 相似文献
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Previous research has shown that children aged 4–5 years, but not 2–3 years, show adult‐like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such “corepresentation (CR)” of a partner (Sebanz, Knoblich, & Prinz, 2003). Here, individual differences data from one hundred and thirteen 4‐ to 5‐year‐olds showed theory of mind (ToM) and inhibitory control (IC) as predictors of ability to avoid CR interference, suggesting that children with better ToM abilities are more likely to succeed in decoupling self and other representations in a joint task, while better IC is likely to help children avoid interference from a partner's response when selecting their own response on the task. 相似文献
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The literature has shown that academics often share intermediate research resources bilaterally and only infrequently deny requests for sharing. This study goes further and investigates how resource sharing is rewarded. We contrast rewarded and non-rewarded sharing, and further differentiate the types of rewards into direct (e.g., coauthorship) and reputational (e.g., acknowledgments). In a survey of 1,204 resource suppliers or recipients in the UK, Germany, and Japan, we find that rewards are commonly used, and that the form of rewarding is associated with the context in which academics work. In particular, we find that suppliers who are commercially active are more likely to agree on direct rewards. Instead, suppliers who make use of open sharing platforms are more likely to agree on reputational rewards and less likely to agree on direct rewards. For both suppliers and recipients we find that those working in larger teams are more likely to agree on direct rewards, and that their interdisciplinarity is positively linked to direct rewards and negatively to reputational rewards. These results suggest that a reward system for intermediate resources is emerging and rewarding practices are evolving with contextual differences. 相似文献
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Sri Rahayu David F. Treagust A.L. Chandrasegaran Masakazu Kita Suhadi Ibnu 《Research in Science & Technological Education》2013,31(2):169-188
This study investigated Indonesian and Japanese senior high-school students’ understanding of electrochemistry concepts. Sample The questionnaire was administered to 244 Indonesian and 189 Japanese public senior high-school students. Design and methods An 18-item multiple-choice questionnaire relating to five conceptual categories (reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, voltaic cell reactions) was administered. Results The findings of this study show that difficulties and alternative conceptions previously reported in the literature are held equally by students from a developing and developed country, Indonesian and Japan respectively. Conclusions Collectively, the findings suggest that students’ understanding of electrochemistry concepts is relatively weak. Students from both samples shared common difficulties and displayed several alternative conceptions dealing with electrolysis, electricity flow, the voltaic cell and the electrode reactions. Not surprisingly, the students displayed limited consistency in understanding of the concepts in the five categories. This study has implications for teaching and learning, particularly in classroom discussions using models and computer animations in order to reinforce understanding at the sub-microscopic level. 相似文献
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Children often find it difficult to map verbs to specific referents within complex scenes, often believing that additional features are part of the referents. This study investigated whether 3‐year‐olds could use iconic gestures to map novel verbs to specific referents. One hundred and twenty children were taught verbs that could be interpreted as change‐of‐state or manner verbs while presented with manner, end‐state, or no iconic gestures. Children were then presented with a choice that forced them to generalize either on the basis of manner or end state. Results showed that children who saw manner gestures showed a stronger manner bias compared to the other groups. Thus, the specific feature of an event encoded in gestures guides children's interpretations of novel words. 相似文献
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Sri Rahayu Masakazu Kita 《International Journal of Science and Mathematics Education》2010,8(4):667-688
This study investigated Indonesian and Japanese students’ understandings of macroscopic and submicroscopic levels of representing
matter and its changes and the difficulties they have with these concepts. A multiple-choice questionnaire was constructed
and delivered to 447 Indonesian and 446 Japanese public senior high school students. The data were analyzed using quantitative
and qualitative methods. The findings of the study show students’ understandings of macro- and submicroscopic levels are stronger
for higher-grade levels, except that the Indonesian students’ pattern is slightly different. The average percentage of students
responding correctly on the macroscopic level ranges between 62% and 69% (Indonesia) and between 58% and 73% (Japanese), whereas
on the submicroscopic level ranges between 56% and 62% (Indonesian) and 44% and 66% (Japanese). Their understandings of the
macroscopic level, however, are higher than for the submicroscopic level. The soundness of students’ understandings of the
concepts increases with grade level, except for Indonesian pattern slightly different. The average percentage of students
responding correctly ranges between 37% and 48% (Indonesian) and between 28% and 52% (Japanese). Furthermore, students’ level
of sound understandings of the concepts is lower than their understandings on either the macroscopic level or the submicroscopic
level. It is found that students have great difficulties with and hold some alternative conceptions of the concepts of homogeneous
mixtures, phase changes from solid to liquid, and phase changes from solid to gas. The study has implications, for example,
the use of several routes to meaningful learning and the careful use of technical words. 相似文献
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Sotaro Shibayama 《Research Policy》2019,48(3):676-692
Academic training, where senior scientists transfer their knowledge and skills to junior scientists through apprenticeship, plays a crucial role in the development of scientists. This study focuses on two aspects of academic training, autonomy and exploration, to investigate how different modes of training are incentivized and how they affect junior scientists’ performance and career prospects. Drawing on a sample of 162 supervising professors and their 791 PhD students in life science labs in Japanese universities, this study suggests two fundamental conflicts in academic training. First, autonomy granted to PhD students under apprenticeship improves their long-term performance but decreases short-term performance. Because the latter effect costs supervisors, while the former does not benefit them in general, this inter-temporal tradeoff creates an incentive conflict between supervisors and students, inducing non-autonomous training. The short-term cost for supervisors can be compensated in the form of labor input or reputation gain from previous students in the long term, but this typically happens when students are trained with limited scope of exploration, which hinders the originality of students’ knowledge production. This reduces the diversity of knowledge production, presenting another incentive conflict between individual scientists and the collective scientific community. 相似文献
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This paper proposes a method to improve retrieval performance of the vector space model (VSM) in part by utilizing user-supplied information of those documents that are relevant to the query in question. In addition to the user's relevance feedback information, information such as original document similarities is incorporated into the retrieval model, which is built by using a sequence of linear transformations. High-dimensional and sparse vectors are then reduced by singular value decomposition (SVD) and transformed into a low-dimensional vector space, namely the space representing the latent semantic meanings of words. The method has been tested with two test collections, the Medline collection and the Cranfield collection. In order to train the model, multiple partitions are created for each collection. Improvement of average precision of the averages over all partitions, compared with the latent semantic indexing (LSI) model, are 20.57% (Medline) and 22.23% (Cranfield) for the two training data sets, and 0.47% (Medline) and 4.78% (Cranfield) for the test data, respectively. The proposed method provides an approach that makes it possible to preserve user-supplied relevance information for the long term in the system in order to use it later. 相似文献
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This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3- to 4-year-olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first-order generalization) than children who saw interactive gestures (Experiment 1, N = 48; Experiment 2, N = 48) and path-tracing gestures (Experiment 3, N = 48). Furthermore, immediately (Experiments 1 and 3) and after 1 week (Experiment 2), the iconic manner gesture group outperformed the control groups in subsequent generalization trials with different novel verbs (second-order generalization), although all groups saw interactive gestures. Thus, seeing iconic gestures that depict verb referents helps children (a) generalize individual verb meanings to novel events and (b) learn more verbs from the same subcategory. 相似文献
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Sri Rahayu A. L. Chandrasegaran David F. Treagust Masakazu Kita Suhadi Ibnu 《International Journal of Science and Mathematics Education》2011,9(6):1439-1458
This study was a mixed quantitative–qualitative research to evaluate the efficacy of a designed student-centred instructional
(DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on
inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade 11 students (experimental
group) from a public senior high school in Indonesia. Another class of 38 students (comparison group) from the same school
was instructed using a traditional teacher-centred approach. Data were obtained using a (1) 12-item achievement test on acids
and bases that was administered to both groups as a pretest and a posttest, (2) self-evaluation 13-item questionnaire on students’
perceptions of their competence and confidence in carrying out the inquiry activities that was administered to the experimental
group and (3) 3-item open-ended questionnaire on students’ perceptions of the instructional process using the DSCI that was
administered to the experimental group. The results of the study showed that the teaching innovation was effective in improving
students’ understanding of acid–base concepts with significant difference between the two groups on the posttest mean scores.
Moreover, the effectiveness of the innovation was supported by an increase in students’ interest in learning science as indicated
by their (1) positive perceptions of their engagement and competence in doing inquiry activities, (2) positive perceptions
of the learning environment and (3) positive outcome expectations. The findings have implications for chemistry teaching in
any institution with similar achieving students as well as for the professional development of teachers. 相似文献
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