Relationship of Connected and Separate Knowing to Parental Style and Birth Order

A total of 249 primarily middle-class, Caucasian college students (141 females, 108 males) completed the Knowing Styles Inventory (KSI) (Knight, Elfenbein, & Messina, 1995) to measure Connected and Separate Knowing and the Parental Authority Questionnaire (PAQ) (Buri, 1991), used to measure different parenting styles (authoritarian, authoritative, and permissive parenting). Authoritative parenting style of the mother was positively associated with Connected Knowing, while authoritative parenting style of the father was negatively related to Separate Knowing for both the female and male participants of the study. For the female participants only, permissive parenting style of the father was positively related to Separate Knowing. It was also found that first-born college students scored significantly higher on Separate Knowing than later-born students. The results suggest that family experiences may be precursors to the epistemologies of college students.     

Relationship of Connected and Separate Knowing to the Learning Styles of Kolb,Formal Reasoning,and Intelligence

The present investigation examined the relationship between the Connected and Separate Knowing dimensions of the Knowing Styles Inventory [K. H. Knight, M. H. Elfenbein, and J. A. Messina (1994) A Scale to Measure Connected and Separate Knowing: The Knowing Styles Inventory, paper presented at the meeting of the New England Educational Research Organization, Rockport, ME; (1995) A Preliminary Scale to Measure Connected and Separate Knowing: The Knowing Styles Inventory, Sex Roles, Vol. 33, pp. 499–513] and the Concrete Experience and Abstract Conceptualization learning modes of D. A. Kolb [(1984) Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ: Prentice-Hall], formal reasoning ability [B. Inhelder and J. Piaget (1958) The Growth of Logical Thinking from Childhood to Adolescence, New York: Basic Books; (1975) The Origin of the Idea of Chance in Children, New York: W. W. Norton; K. G. Tobin and W. Capie (1981) The Development and Validation of a Group Test of Logical Thinking, Educational and Psychological Measurement, Vol. 41, pp. 413–423], and vocabulary and abstract thinking ability [W. C. Shipley, (1940) A Self-Administering Scale for Measuring Intellectural Impairment and Deterioration, Journal of Psychology, Vol. 9, pp. 371–377], Study 1 (126 females, 117 males) found that males who were more connected were more likely to describe their learning style as emphasizing feeling rather than thinking (i.e., scored higher on Concrete Experience). Studies 2 (59 females, 39 males) and 3 (56 females, 58 males) found no relationship between Connected or Separate Knowing and formal reasoning and vocabulary or abstract thinking ability, respectively. Suggestions for future research were presented.     

学习风格与中美大学生课堂学习行为的关系研究

中美学生存在课堂学习行为差异的现象得到了中外众多教育工作者的关注和讨论.本文作者推测,中美学生在学习风格上存在的结构取向和深度取向的差异,是导致他们表现出不同课堂行为反应的一个原因.本研究采用学习风格量表和课堂学习行为量表对281名中国大学生和206名美国大学生施测.数据分析结果表明,中美学生存在学习风格与课堂学习行为的显著差异;学习风格的结构取向与课堂学习行为呈显著负相关,深度取向与课堂学习行为呈显著正相关;结构取向的学习风格在文化组别与课堂学习行为之间存在部分中介作用,表明结构取向至少能部分地解释中美大学生之间的课堂学习行为差异.     

Approaches to Learning and Academic Achievement of Filipino Students

Research has shown that a critical variable in determining academic achievement in different cultures and educational systems is approaches to learning. In this study, the author sought to determine whether this variable influences academic achievement among Filipino college students. The Learning Process Questionnaire (LPQ; J. B. Biggs, 1987) was used to assess approaches to learning. The results indicated that (a) the LPQ was a valid instrument to assess the learning approaches of non-low-achieving Filipino college students; (b) the Deep and Achieving subscale scores of the LPQ were positively related to academic achievement even when the effects of school ability and prior academic achievement were controlled; and (c) with some slight exceptions, the relationship between the LPQ scale scores and academic achievement were génerally similar between male and female Filipino students. Implications for the study of student approaches to learning in different cultures and educational systems are discussed.     

Investigations of Hypesthesia: Using Anesthetics to Explore Relationships between Consciousness, Learning, and Memory

This paper discusses the ways in which anesthetic agents can be used to investigate the role of awareness in learning and memory. It reviews research into learning during light, subclinical anesthesia, termedhypesthesia.This research suggests that the effects of anesthetics on implicit and explicit memory are roughly comparable, although implicit memory for simple stimuli may resist the effects of very low doses of anesthetic. In addition, this paper reports experimental data demonstrating that long-term retention of information is prevented by doses of anesthetic that are low enough to permit awareness and even short-term memory of auditory stimuli. Overall, these findings are consistent with the hypothesis (e.g., Caseley-Rondi, 1996) that frontal lobe function is particularly sensitive to anesthetics. They raise theoretical and practical questions about the necessity of consciousness for learning and about interpretation of the evidence for learning during surgery under general anesthesia.     

中学生学习动机、成就归因、学习效能感与成就状况之间因果关系的研究

该研究采用测验法对中学生学习动机、成就归因、学习效能感与成就状况之间的因果关系进行了探讨,并建立起因果关系模型。研究结果表明：学习动机、成就归因、学习效能感与成就状况之间是相互联系和相互影响的,学习动机、成就归因、学习效能感直接或间接影响个体的成就状况。     

A Comparison of University Students' Approaches to Learning Across Taiwan and Turkey

In this study, university students'approaches to studying were investigated across Turkey and Taiwan. Four hundred sixty-four Turkish university students and 546 Taiwanese university students filled out the Approaches to Studying Inventory (ASI). Approaches to studying was treated as a multidimensional scale with the subdimensions of Meaning Orientation, Reproducing Orientation, and Strategic Orientation. This 3-factor model was fitted across the cultures through the use of linear structural modeling and for each dimension mean differences between Turkish and Taiwanese students were evaluated. The 3-factor model gave sufficient fit regarding goodness-of-fit (GFI) and adjusted goodness-of-fit (AGFI) indexes, and moderate fit regarding the root mean square error of approximation (RMSEA) index within each culture and across the cultures. The means of the Turkish students were found to be significantly greater than the Taiwanese students in all the dimensions.     

Responding to Negative Internal Experience: Relationships Between Acceptance and Change-Based Approaches and Psychological Adjustment

The authors examined the relationships between change-based and acceptance-based strategies for responding to negative internal experience (thoughts and emotions) and levels of psychological symptoms and well-being. A large sample of undergraduate students completed measures of their general frequency of experiencing negative affect and intrusive thoughts, their typical ways of responding when these experiences occur, and their levels of psychological symptoms and well-being. Correlational analyses showed that most of the identified ways of responding to negative internal experiences were significantly related to psychological symptoms and well-being, even after accounting for the general frequency of experiencing unwanted thoughts and emotions. Regression analyses suggested that change-based ways of responding add little or no incremental variance over acceptance-based strategies in accounting for lower symptom levels and greater well-being.     

知晓感和学习判断产生机制的实验研究

以汉语配对词为实验材料,在已有实验研究的基础上,采用干扰模式进一步探讨了关于知晓感(Feeling of knowing)和学习判断(Judgment of learning)产生机制的四种理论假说,即线索熟悉性假说、目标提取假说、可接近性假说和竞争性假说。实验结果表明:在干扰条件下,知晓感和学习判断符合竞争性假说。     

Self-regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison Between Professional Training and English Learning

This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between students’ professional training and English learning. The participants consisted of 344 arts majors. The Academic Self-Regulation Questionnaire and the Revised Learning Process Questionnaire were adopted to examine students’ self-regulatory behaviors and their approaches to learning. The results show that a positive and significant correlation was found in students’ self-regulatory behaviors between professional training and English learning. The results indicated that increases in using self-regulatory behaviors in professional training were associated with increases in applying self-regulatory behaviors in learning English. Seeking assistance, self-evaluation, and planning and organizing were significant predictors for learning English. In addition, arts students used the deep approach more often than the surface approach in both their professional training and English learning. A positive correlation was found in DA, whereas a negative correlation was shown in SA between students’ self-regulatory behaviors and their approaches to learning. Students with high self-regulation adopted a deep approach, and they applied the surface approach less in professional training and English learning. In addition, a SEM model confirmed that DA had a positive influence; however, SA had a negative influence on self-regulatory behaviors.     

文本规范与实践规范的分离——太湖流域工业污染的一个解释框架

水污染问题源于不按规范行事:不该降生的企业"准生"了,本该达标排放的却没有达标;污染发生后,因为取证困难等原因,污染问题难于解决;虽个别情况作出赔偿的,却又难于执行;对污染责任人的处理也相机行事.对此的解释是:人通常在有外在约束下才会守规范,但现行体制缺乏监督;现代社会是一个人工系统,系统的运转要求系统内的成员必须按规范行动,但目前我们仍倾向于依情景而非依规范行动.     

Approaches to Learning of Nigerian Secondary School Children: Emic and Etic Perspectives

Two studies are reported which explore the approach to learning of Nigerian secondary school pupils from both emic and etic perspectives. In the first study, 150 14–16-year-olds were asked to provide open-ended answers to the question “What do you mean by learning?” Content analysis identified learning conceptions similar to those found in Western studies which are thought to underlie deep and surface approaches to learning. The second study investigates the reliability and validity of a Western-developed instrument, the Learning Process Questionnaire, for 265 14–16-year-old Nigerian children. The findings based on internal consistency reliability estimates, scale factor analysis, and hypothesized correlations with other variables were generally encouraging. Tentative comparisons of the approach to learning of these Nigerians with same-aged Australian, Nepalese, Hong Kong, and Filipino children questioned the stereotype of Third-World learners as rote learners.     

Relationships between self-concept and achievement

This study is based on a multifaceted and hierarchical model of self-concept and explores the relationships between the various facets of self-concept and academic achievement. The model of self-concept has general self-concept at the apex, then academic self-concept, presentation of self, and social self-concept. There are 7 third-order factors: achievement, ability, and classroom self-concepts (academic), physical self-concepts (social). Further, there are four specific-subject and peer and family self-concepts (social). Further, there are four specific-subject self-concepts. The argument proposed in this study is that the relations between achievement and the facets of academic self-concept are greater than the relations between achievement and presentation of self and social self-concept. This argument is not rejected. Adolescents consistently evaluate themselves across various academic subjects, but there are no relationships between achievement and other aspects of the self.     

A Computational Theory of Learning Causal Relationships

I present a cognitive model of the human ability to acquire causal relationships. I report on experimental evidence demonstrating that human learners acquire accurate causal relationships more rapidly when training examples are consistent with a general theory of causality. This article describes a learning process that uses a general theory of causality as background knowledge. The learning process, which I call theory-driven learning (TDL), hypothesizes causal relationships consistent both with observed data and the general theory of causality. TDL accounts for data on both the rate at which human learners acquire causal relationships, and the types of causal relationships they acquire. Experiments with TDL demonstrate the advantage of TDL for acquiring causal relationships over similarity-based approaches to learning: Fewer examples are required to learn an accurate relationship.