排序方式： 共有3条查询结果，搜索用时 0 毫秒
1
1.
Analysing the various misconceptions held by students with regard to the mathematical set concept, the authors hypothesized
that these misunderstandings may be explained by the initial ‘collection’ model. Even after learning the formal properties
of a set in the mathematical sense, the students are still influenced in their reactions by the collection representation,
which acts ‘from behind the scenes’ as a tacit model. If the mathematical concept is not continually reinforced through systematic
use, it is the initial figural interpretation which will replace, as an effect of time, the formal one. The findings confirmed
this hypothesis.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
2.
These experiments investigated habituation of two responses in the lizardAnolis carolinensis. In Experiment 1, intertrial intervals (ITI) of 5, 30, and 120 sec had various effects on habituation of dewlap distension and optokinetic response (OKR). Although there were no size differences noted for the OKR, smaller anoles (50–58 mm snout-vent length, SVL) failed to habituate under the 30- and 120-sec ITI of the dewlap response, while larger anoles (? 59-mm SVL) habituated under each ITI tested, with no response level differences between ITIs. Rates of habituation were similar within and across responses. In a second experiment, larger anoles were employed to study recovery and retention of dewlap distension and OKR habituation after 15-min and 24-h intervals. Complete recovery of both responses occurred in 24 h, with substantial recovery of both responses after 15 min. Retention was present for both responses after 15 min but not after 24 h. A multiple response-system approach is offered as a promising method for research and theories in habituation. Rather than concentrating upon a single response in one or more species, a multiple response-system approach examines similarities and differences in the habituation of various responses within a single species. 相似文献
3.
Assuming that, given the processes of technology diffusion, adolescent behavior forecasts future consumption of digital information, it would seem pertinent to study the characteristics of teenager technology use. This research asks: What are the key patterns regarding the use of technology platforms by teenagers? Is technology usage among teenagers shaped by schools' disparate teaching philosophies and cultures? How is technology usage impacting the consumption of traditional print media? A survey designed to determine how high school students use technology was administered at a private boarding school in New Hampshire and a public school in New York. The research concluded that individuals' residing environment and context shape ICT adoption. School culture and geographic context drive behavioral technology usage patterns. Furthermore, consumption of information appears to be guided by a principle of complementarity. However, technology substitution should not be discarded. Finally, school culture incorporating and promoting technology use may contribute positively to knowledge acquisition, although technology adoption without controls could negatively impact the teaching experience. While directionally valid, the study results need to be validated by statistical research and case studies. 相似文献
1