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1.
Eero Sormunen 《Information Retrieval》2001,4(3-4):257-273
The STAIRS study conducted by Blair and Maron in the mid-80's is a milestone in the history of IR evaluation. Blair and Maron made strong conclusion about the inadequacy of free-text searching large databases, and their study has been widely referred in the literature to justify the problems of effectiveness in IR systems. However, some critics of the study have plausibly pointed out that the ineffectiveness conclusions were not solidly based on empirical data.This paper introduces a new theoretical and empirical approach to study the problems of high recall searching in large databases and reports the results of a case experiment. The findings verify some of the hypothetical conclusions introduced in the STAIRS study, and expands the picture of falling performance. It is shown that low precision in high recall searching is unavoidable in exact-match Boolean searching since even major concepts are often expressed implicitly in relevant documents. The author suggests that the problem could be reduced in facet-based best-match searching. 相似文献
2.
Erno Lehtinen Kaarina Merenluoto Eero Kasanen 《European Journal of Psychology of Education - EJPE》1997,12(2):131-145
From an educational point of view, mathematics is supposed to have a completely hierarchical structure in which all new concepts logically follow from prior ones. In this article we try to show that there are also concepts in mathematics which are difficult to learn because of problematic continuity from prior knowledge to new concepts. We focus on the problems of conceptual change connected with the learning of calculus and the shift from rational to real numbers. We demonstrate the difficulty of this conceptual change with the help of historical and psychological evidence. In the empirical study 65 students of higher secondary school were tested after a 40 hour calculus course. In addition, 11 students participated in individual interview. According to the results the conceptual change from a discrete to a continuous idea of numbers seems to be difficult for students. None of the subjects had developed an adequate understanding of real numbers although they had learned to carry out algorithmic procedures belonging to calculus. We discuss how appropriate recent theoretical ideas on conceptual change are for explaining learning problems in this domain. Also some educational implications are presented. 相似文献
3.
Eero Ropo 《Higher Education》1993,25(2):111-132
The purpose of the study is to examine relations between university students' approaches to studying and their evaluative perceptions of the instructional context. The subjects (n=181) were sampled randomly from engineering and architecture students representing different departments and age groups. The data were collected with a questionnaire. Thirty students out of the total sample were also interviewed. The analysis concentrated on comparing correlations between approaches to studying and perceptions of teaching between different subgroups of the sample. The subgroups were (a) experienced-inexperienced, (b) efficient-inefficient, and (c) full-time-part-time students. The study showed that approaches to studying and perceptions of teaching are related to each other in a complex way when seen through the pairwise group comparisons. It seems obvious that students' experiences of teaching and their perceptions of it are closely related to their approaches to studying and their overall orientation in their studies. Educational implications are discussed. 相似文献
4.
This is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
相似文献5.
Eero A. Haapala Niina Lintu Aino-Maija Eloranta Taisa Venäläinen Anna-Maija Poikkeus Timo Ahonen 《Journal of sports sciences》2018,36(20):2296-2303
We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. Altogether 175 children 6–8 years-of-age participated in the study. We assessed body fat percentage (BF%), waist circumference, insulin, glucose, triglycerides, HDL cholesterol, and systolic and diastolic blood pressure, leptin, alanine aminotransferase, and gamma-glutamyltransferase (GGT). Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests. Speed/agility, balance, and manual dexterity test results were used to calculate motor performance score and physical activity was assessed by combined heart rate and movement sensor and cardiorespiratory fitness by maximal cycle ergometer test. In boys, BF% was inversely associated with reading fluency (β = ?0.262, P = 0.007) and reading comprehension (β = ?0.216, P = 0.025). Motor performance mediated these associations. Leptin was inversely related to reading fluency (β = ?0.272, P = 0.006) and reading comprehension (β = ?0.287, P = 0.003). The inverse association of leptin with reading fluency was mediated by motor performance. In girls, GGT was inversely associated with reading fluency independent of confounders (β = ?0.325, P = 0.007). The inverse association of BF% with academic achievement among boys was largely explained by motor performance. Leptin in boys and GGT in girls were inversely associated with academic achievement independent of confounding factors. 相似文献
6.
Niina Junttila Marija Vauras Eero Laakkonen 《European Journal of Psychology of Education - EJPE》2007,22(1):41-61
A latent variable structural model was constructed to test the relations among mothers’ and fathers’ parenting self-efficacy
(PSE), their loneliness, and their child’s peer-evaluated social competence, self-evaluated loneliness, teacher-evaluated
motivational orientation, and academic skills. In order to do this, first the Self-Efficacy for Parenting Tasks Index (Coleman
& Karraker, 2000) was applied to a sample of mothers (n=876) and fathers (n=696) to test the relevance of these parenting
task categories to Finnish mothers and fathers. The results of the latent variable structural model indicated a strong relationship
between both mothers’ and fathers’ loneliness and their PSE, consisting of Nurturance, Discipline, Recreation, and Participation
factors. Moreover, there was a modest relationship between parents’ PSE and their child’s social competence and consequently
between social competence and child’s loneliness. The relationship between PSE and child’s academic achievement were mediated
via child’s social competence. 相似文献
7.
Marjo Markkula Marius Tico Bemmu Sepponen Katja Nirkkonen Eero Sormunen 《Information Retrieval》2001,4(3-4):275-293
Content-based image retrieval (CBIR) algorithms have been seen as a promising access method for digital photograph collections. Unfortunately, we have very little evidence of the usefulness of these algorithms in real user needs and contexts. In this paper, we introduce a test collection for the evaluation of CBIR algorithms. In the test collection, the performance testing is based on photograph similarity perceived by end-users in the context of realistic illustration tasks and environment. The building process and the characteristics of the resulting test collection are outlined, including a typology of similarity criteria expressed by the subjects judging the similarity of photographs. A small-scale study on the consistency of similarity assessments is presented. A case evaluation of two CBIR algorithms is reported. The results show clear correlation between the subjects' similarity assessments and the functioning of feature parameters of the tested algorithms. 相似文献
8.
Tiina Annevirta Eero Laakkonen Riitta Kinnunen Marja Vauras 《Metacognition and Learning》2007,2(1):21-39
The aim of this study was, firstly, to explore the development of primary school children’s metacognitive knowledge from preschool
to the 2nd grade and the development of their text comprehension skill from the 1st grade to the 3rd grade. Secondly, the
developmental dynamics between metacognitive knowledge (MCK) and text comprehension skill (CS) across the first three school
years were investigated. The longitudinal sample included 181 children who were tested three times from preschool spring to
the spring term of the 3rd grade using an identical set of measurements: the Metacognitive Knowledge Test and Listening and
Reading Comprehension Tests. In studying developmental change using Latent Growth Curve modelling (LGC), no uni-construct effect for the development of MCK or for text CS was found. However, a slight multi-construct cumulative
development between the children’s MCK and reading CS was identified. Thus, it could be cautiously interpreted that the more
the children’s MCK developed from preschool to the end of the 2nd grade, the better reading CS they showed during the first
three school years.
相似文献
| Tiina AnnevirtaEmail: |
9.
Nonmanut Pongsakdi Eero Laakkonen Teija Laine Koen Veermans Minna M. Hannula-Sormunen Erno Lehtinen 《Scandinavian Journal of Educational Research》2019,63(2):179-197
A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixth-grade students from elementary schools participated. Results showed that the effects of WPE are various depending on students’ initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level. 相似文献
10.
Thea Lindquist Michael Dulock Juha Törnroos Eero Hyvönen Eetu Mäkelä 《Cataloging & classification quarterly》2013,51(8):913-928
Using online primary sources is both rewarding and challenging for users. Improving subject access is essential as these sources become increasingly important in educational curricula. A user needs assessment with humanities users showed improving findability and context for historical subjects were major needs. Linked Data can help by linking related concepts in the sources using specialized vocabularies, enriching them with outside resources, and enabling semantic services that empower users. This article discusses a project to enhance subject access in an online World War I collection by deep linking historical data on the civilian experience in occupied Belgium and France. 相似文献