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1.
W. de Vogel M.D. 《Educational Media International》2013,50(2):19-25
The introduction and use of forward thinking in modern planning is nowadays no longer merely a fashion but an absolute necessity, be it only to make sure that the skeleton of each new university building is provided with the right holes and channels through which to run the cables that might be needed at a future date for internal and external communications. 相似文献
2.
Doctoral graduate research performance (DRP) is recognized as one of the most critical indices for evaluation of the success
of doctoral education. Doctoral graduates with high research performance directly reflect a higher ability in academic research
and academic achievement. Consequently, identifying which factors influence DRP is potentially of great value. This topic
is also challenging because of difficulties in identifying the impact factors on research performance and the feasibility
of the relative data collection. This paper first examines the relationships between the indicators and DRP. After a review
of previous literature, the focus is on the doctoral graduates’ individual factors, advisor factors and learning performance.
Data is collected from graduated doctors from the Science Schools of University of Science and Technology of China (USTC).
Contrary to expectations, our findings indicate that, based on the Chinese context, learning performance does not appear to
be strongly associated with research performance. Individual factors (status of academic origin) do have significant effect
on DRP. The advisor factors (including academic status, academic experience and allocation of energy) show a relatively strong
association with DRP, in terms of both the number of publications and the impact factor of Science Citation Index (SCI) cited
journals. 相似文献
3.
The engineering students of today must be educated and trained in the foundations and methods that are necessary for the efficient use of modern technologies and tools, in teamwork and in the procurement and management of information. These goals can only be achieved in a sophisticated course environment that enables the individual work of each student as well as teamwork with data sharing, release procedures, communication, and coordination and which gives access to exercises and exams. All exercises and exams as well as their approval or rejection are done within this environment. The information that is needed for the task is either supplied in the form of lecture material or standards, or it must be found somewhere else on the Web. Within this environment, methods for the application of modern technology and tools are taught and practiced in a “simulated” product development process. This article describes this environment in the mechanical engineering facult y at the Darmstadt University of Technology (http://www.iim.maschinenbau.tu-darmstadt.de). 相似文献
4.
5.
Gender differences in level and pattern of cognitive abilities were examined in 28 LD college-able females (CA 18–25) as compared
to 21 LD college-able males (CA 18–25). Both groups were in the average IQ range as measured by the Wechsler Adult Intelligence
Scale, with LD males significantly higher on the Full Scale IQ and three out of the four subtests, Picture Completion, Block
Design, and Information. The LD females performed significantly better on the Digit Symbol subtest. The hierarchies of subtest
performance and Bannatyne and ACID category scores were compared. LD females have strengths in visual-motor abilities and
verbal conceptualization, while the LD males’ highest abilities were nonverbal visual-spatial confirming earlier studies on
younger LD individuals and non-LD males and females. Performance on the Digit Symbol subtest was the next to the lowest for
the males, the highest for females. However, for both groups, short-term and long-term memory for digits and factual knowledge
and mental arithmetic problem solving were relative weaknesses. Results indicate different patterns of cognitive abilities
in LD females and males which have implications for identification, service, and prognosis for the learning disabled, especially
females. 相似文献
6.
A qualitative analysis of morphological ability in learning disabled and achieving children 总被引：2，自引：0，他引：2
S A Vogel 《Journal of learning disabilities》1983,16(7):416-420
7.
8.
Laura April McEwen dik Harris Richard F. Schmid Jackie Vogel Tamara Western Paul Harrison 《CBE life sciences education》2009,8(1):72-78
This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the course and re-equipped the laboratory, using a more learner-centered, constructivist approach. The focus of the article is on the project-supported evaluation of the redesign rather than the redesign per se. The evaluation involved aspects well beyond standard course assessments, including the gathering of self-reported data from the students concerning both the laboratory component and the technical skills associated with the course. The comparison of pre- and postdata gave valuable information to the teaching team on course design issues and skill acquisition. It is argued that the evaluation process was an effective use of the scarce resources of the teaching improvement project. 相似文献
9.
Abstract The speed-accuracy operating curve was investigated in a movement precuing two- or four-choice reaction time task. Four levels of response preferences were manipulated with subject instructions and postresponse information: (a) accuracy, (b) reaction time latency, (c) accuracy and reaction time latency, and (d) no preference. Eighty subjects completed 480 discrete keypressing responses with the index and middle fingers of both hands. The mixed design mean reaction time analysis indicated faster performances for the reaction time latency and the accuracy and reaction time latency groups than the no preference group. Additionally, the percent correct analysis revealed two significant interactions: (a) Trial Block x Precue x Response Preference, and (b) Delay x Precue x Hand Position. Overall, the present findings provide partial support for the speed-accuracy operating curve predictions. Caution is advised when drawing chronometric inferences based only on reaction time data or when response accuracies are extremely high. 相似文献
10.
In two experiments, we examined two related conditioning problems previously investigated by Red-head and Pearce (1995a) and Pearce, Aydin, and Redhead (1997). Experiment 1 involved an A+, B+, C+, AB+, AC+, BC+, ABC2 discrimination. The Rescorla-Wagner model predicts that response to AB, AC, and BC will be greater than that to A, B, and C at asymptote, whereas the Pearce model makes the opposite prediction. In Experiment 2, we investigated the responding to a novel ABC compound in groups trained with either A+, B+, C+ or AB+, AC+, BC+. The Rescorla-Wagner model predicts greater response to ABC in the group trained with A+, B+, C+ than in the group trained with AB+, AC+, BC+, whereas the Pearce model makes the opposite prediction. In contrast to the findings of Redhead and Pearce (1995a) and Pearce et al. (1997) in pigeon autoshaping, our findings in rabbit eyelid conditioning support the Rescorla-Wagner model. 相似文献