THE EFFECTIVENESS AND TRANSFER VALUE OF TWO METHODS OF CONCEPT LEARNING

WERDELIN, I., BONDESSON, E. & LARSSON, G.-B. The effectiveness and transfer value of two methods of concept learning. Scand. J. Psychol. , 1971, 12, 198–204.–Two methods of learning are compared as to their effectiveness and transfer value, the "direction method", where principles are presented and exemplified, and the "discovery method", where the learner discovers the principles from examples. In an experiment with 12a pupils in grade five it was found that the direction method was superior to the discovery method in these learning situations, that the methods are differently effective with different materials, and that experience with one of the methods may transfer to the ability to learn new materials with either method. The connections between concept, method and previous experience are very complex, however.     

The theory of learning styles applied to distance learning

Distance Education (DE) associated with the use of Virtual Learning Environments (VLE) as interaction tools between the student and the educator has become a large research niche spread around the world. Techniques to improve learning effectiveness in VLEs seek to find relation-ships connections between pedagogical advances and educational technological resources available in VLEs. In this context, this work sought to associate the theory of Learning Styles with the behavior of the student of Distance Education, observing their interaction with the Virtual Learning Environment and trying to associate them with their learning style identified by the CHAEA questionnaire. For this purpose, the CHAEA questionnaire was applied to a group of distance learning students and the correlation between their interactions with VLE and their learning styles was verified. The results show that there is no correlation between these elements, which may show, in fact, the lack of coherence between these theories. Seeking a model for data, a linear regression was applied and the results were, then, confirmed.     

Investigating the relationship between variations in students' perceptions of their academic environment and variations in study behaviour in distance education

Background. Recent research on student learning in higher education has identified clear associations between variations in students' perceptions of their academic environment and variations in their study behaviour. Aims. This research investigated a general theoretical model linking students' demographic characteristics, perceptions and study behaviour with measures of outcome and in particular compared four accounts of the casual relationship between perceptions and study behaviour. Samples. Study 1 employed data from 1,123 students taking six courses by distance learning; Study 2 employed data from 2,049 students taking seven courses by distance learning. Methods. Path analysis was used to assess the causal relationships among the students' age, gender and prior qualifications, their scores on the Course Experience Questionnaire, their scores on a short version of the Approaches to Studying Inventory or the Revised Approaches to Studying Inventory, their overall marks and their ratings of general satisfaction. Results. Both studies yielded evidence for the causal efficacy of all the paths identified in the general theoretical model. Conclusions. There exists a bi‐directional causal relationship between variations in students' perceptions of their academic environment and variations in their study behaviour.     

虚拟学习有效性的影响因素研究

本研究以68名参加过国际远程合作课程的MBA学员为研究对象,采用问卷调查的方法对虚拟条件下学习有效性的影响因素进行了研究。结果表明：学员特点、效能感、对虚拟学习的态度、技术可靠性、媒体丰富性、虚拟团队支持和虚拟学习有效性不同程度地存在显著相关;回归分析显示,对虚拟学习的态度是虚拟学习有效性的一个重要影响因素,另外,一般自我效能感会对课程有效性产生影响．而技术效能感对总体有效性有影响;虚拟团队的学习环境支持对虚拟有效性产生影响。     

Eliciting explanations: Constraints on when self-explanation aids learning

Generating explanations for oneself in an attempt to make sense of new information (i.e., self-explanation) is often a powerful learning technique. Despite its general effectiveness, in a growing number of studies, prompting for self-explanation improved some aspects of learning, but reduced learning of other aspects. Drawing on this recent research, as well as on research comparing self-explanation under different conditions, we propose four constraints on the effectiveness of self-explanation. First, self-explanation promotes attention to particular types of information, so it is better suited to promote particular learning outcomes in particular types of domains, such as transfer in domains guided by general principles or heuristics. Second, self-explaining a variety of types of information can improve learning, but explaining one’s own solution methods or choices may reduce learning under certain conditions. Third, explanation prompts focus effort on particular aspects of the to-be-learned material, potentially drawing effort away from other important information. Explanation prompts must be carefully designed to align with target learning outcomes. Fourth, prompted self-explanation often promotes learning better than unguided studying, but alternative instructional techniques may be more effective under some conditions. Attention to these constraints should optimize the effectiveness of self-explanation as an instructional technique in future research and practice.     

小学生学习障碍与学习动机、学习能力的相关研究

本研究采用中小学生团体智力筛选测验和LD行为量表从332名小学三、五年级儿童中筛选出50名小学LD儿童,检出率为15.06%,并对其进行学习动机诊断测验(MAAT)和提高学习能力因素诊断测验(FAT),以探讨小学儿童学习障碍的可能成因。结果表明:(1)60%的小学LD儿童表现为理解能力不足;(2)在MAAT与FAT各因素中,对小学LD儿童基本学习能力影响最重要的因素是在校学习方法、心理健康、身体健康、自己责任性、FAT总分,其次是考试焦虑-回避失败动机、在家学习方法、成功动机及其技能场面。可以认为影响小学LD儿童的主要因素是学习方法、学习动机和身心健康。     

Optimal selection of E‐learning websites using multiattribute decision‐making approaches

A computational quantitative model based on weighted Euclidean distance‐based approximation and complex proportional assessment has been developed for the evaluation, selection, and ranking of various E‐learning websites in ascending or descending order based on their Euclidean distance value from the optimal website. The E‐learning website with rank 1 is considered the optimal selection on the particular dataset under consideration. The problem of the E‐learning website Selection, Evaluation and Ranking is modeled as a multiattribute decision‐making problem in which various interrelated attributes collectively termed as ranking criteria are identified to make the evaluation of available alternatives. In this research, 5 most popular E‐learning websites related to the C programming language for the software development have been considered to show the utility of developed model. Further, the concept of methodology validation strengthens this research by comparing the obtained results with the existing multiattribute decision‐making approach as analytical hierarchy process method.     

样例关键特征变异数量对学习解方程的影响

186名初一年级学生通过对比三种不同变异类型的样例学习解一元一次方程,他们对比方程问题类型和解法这两个关键特征的变异、只对比问题类型的变异、或者只对比解法的变异。结果显示样例关键特征不同变异类型的学习效果受到学生先前知识的影响：对于在前测中没有使用简便方法的学生,变异类型和解法两个关键特征比只变异类型或解法其中一个关键特征更有利于他们学习变通性知识和概念性知识;而对于在前测中有使用简便方法的学生,不同变异类型的效果没有显著差别。多重样例变异性的设计需要提供机会让学生充分对比学习每个关键特征。     

Conceptions of Research Methods Learning Among Psychology Undergraduates: A Q Methodology Study*

Abstract

A range of conceptions held about research methods learning have previously been identified. This study aimed to examine in-depth shared conceptions among undergraduate psychology students. Utilizing Q methodology, which links both quantitative and qualitative methodologies to uncover the subjective viewpoints that a group of individuals hold toward a particular domain, participants ranked statements reflecting different conceptions of research methods learning. Ranks were then factor analyzed and four distinct profiles of student conceptions were identified, labelled, and described in qualitative detail: research methods as integral to psychology, research methods as a digression from psychology, research methods as disconnected from psychology, and research methods as beneficial to psychology. Some of the perspectives displayed a clear understanding about the reasons for undertaking research and learning about research methods in psychology, whereas other standpoints saw research as being something that was difficult to relate to the practice of psychology. Findings are considered in terms of how some conceptions appear to be more beneficial or problematic to hold than others and recommendations are made to educators about how they could support students to change their views.     

Management team learning orientation and business unit performance

Although research has suggested that teams can differ in the extent to which they encourage proactive learning and competence development among their members (a team learning orientation), the performance consequences of these differences are not well understood. Drawing from research on goal orientation and team learning, this article suggests that, although a team learning orientation can encourage adaptive behaviors that lead to improved performance, it is also possible for teams to compromise performance in the near term by overemphasizing learning, particularly when they have been performing well. A test of this proposition in a sample of business unit management teams provides strong support. The results confirm that an appropriate emphasis on learning can have positive consequences for team effectiveness.     

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.     

Teaching Different Tasks Using Different Stimuli in a Heterogeneous Small Group

The effectiveness of a simultaneous prompting procedure was evaluated in a heterogeneous small group using different tasks and different stimuli for each student. Participants included four middle school students whose functioning levels ranged from typically developing to moderate and severe disabilities. A multiple probe design across behaviors and replicated across students was used. Observational learning maintenance, and generalization also were assessed. Results indicate that the procedure was successful in teaching all four students their targeted stimuli as well as some of the non-targeted stimuli (i.e., observational learning). Students maintained and generalized their information with a high degree of accuracy. Limitations of the study and future research implications are discussed.     

自动情绪调节对负性情绪面孔注意偏向的影响

本研究通过成语匹配任务启动情绪调节目标,在情绪flanker任务中考察了自动情绪调节启动对注意偏向的影响。结果表明,中性启动条件下,被试表现出对负性情绪面孔的注意偏向,而情绪调节启动条件下,被试对正性、负性情绪面孔的注意分配不存在显著差异。这一结果说明自动情绪调节可以有效地减弱被试的负性情绪面孔注意偏向。     

Classroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghana

The purpose of this research was to investigate the effectiveness of the use of reflective teaching approach by university lecturers in Ghana to achieve improved student learning outcomes. The research utilised a quantitative survey design involving 180 lecturers who were accidentally or haphazardly selected from four universities in Ghana to complete a reflective teaching survey (RTS) questionnaire. The results showed that participants frequently engaged in varied reflective teaching activities, and were successful in evaluating the effectiveness of their pedagogies. The research concluded that the approach should be an essential component of the teacher performance appraisal system.     

Evoked prior learning experience and approach to learning as predictors of academic achievement

Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self‐efficacy, deeper approaches to learning, higher quality teaching, students’ perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. Aim. To investigate how students’ evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self‐efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Sample. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. Method. A 77‐item questionnaire was used to gather students’ self‐report of their evoked prior experience (self‐efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi‐variable (structural equation modelling) methods. Results. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi‐variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self‐efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement. Conclusions. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching–learning contexts are analysed using multi‐variable methods.     

中国远程学习者学习风格理论模型与验证

为帮助中国远程学习者了解自身的学习风格,选择相应的学习策略,进而提高远程学习质量,根据学习风格的信息加工理论、Kolb的经验学习理论以及荣格的人格特征类型理论,从生理、社会、心理三个维度,构建了我国远程学习者学习风格的理论模型,通过编制量表和实际测量,对该模型进行验证分析和修订完善.结果表明,最初提出的理论模型假设得到验证,修订后的量表具有良好的效度和信度,可以用来测量我国远程学习者的学习风格.     

Stay away,but I may need your help! Mate choice and manipulation of prospective parents‐in‐law

Mate choice involves intense manipulation between the parties involved. This research investigates the manipulation tactics that individuals use in two different scenarios, namely, in order to keep a distance from their mates' parents and in order to secure their help in maintaining an intimate relationship with their children. Study 1 found 29 acts that individuals used to keep the parents of their mates at a distance and 22 acts that individuals used to secure the help of their mates' parents in maintaining a relationship with their children. Study 2 employed a sample of 352 individuals and classified the former in six and the latter in two distinct manipulation tactics. Study 3 employed a sample of 306 parents to assess the effectiveness of the different manipulation tactics.     

教师的存在能否促进视频学习?

随着网络教学和视频学习的普及, 近期大量研究关注视频学习过程中教师角色的作用。真人教师对学习的作用存在不同的理论解释：准社会交往理论、社会存在理论和社会代理理论支持真人教师能够促进学习; 而多媒体学习认知理论、认知负荷理论等则认为教师的存在会阻碍视频学习。汇总以往实证研究发现：第一, 教师对视频学习效果有比较弱的促进效应, 这主要体现在保持测验(d = 0.23)和迁移测验(d = 0.1)中; 第二, 教师对视频学习主观体验的影响主要体现在学习感知(d = 0.49), 学习兴趣(d = 0.5)和学习满意度(d = 2.21)上, 显示中等及大的效应; 第三, 教师的存在会降低学习者对视频学习材料的注视时间(d = -2.02)。未来研究仍需要从真人教师呈现方式、学习者特征、学习材料特征以及测量方式等方面加以探讨。     

The Precalculus Concept Assessment: A Tool for Assessing Students’ Reasoning Abilities and Understandings

This article describes the development of the Precalculus Concept Assessment (PCA) instrument, a 25-item multiple-choice exam. The reasoning abilities and understandings central to precalculus and foundational for beginning calculus were identified and characterized in a series of research studies and are articulated in the PCA Taxonomy. These include a strong understanding of ideas of rate of change and function, a process view of function, and the ability to use covariational reasoning to examine and represent how two covarying quantities change together. This taxonomy guided the PCA development and now provides the theoretical basis for interpreting and reporting PCA results. A critical element of PCA's design was to identify the constructs essential for learning calculus and to employ methods to assure that PCA items are effective in assessing these constructs. We illustrate the role that cognitive research played during both the design and validation phases of the PCA instrument. We also describe our Four-Phase Instrument Development Framework that articulates the methods used to create and validate PCA. This framework should also be useful for others interested in developing similar instruments in other content areas. The uses of PCA are described and include (a) assessing student learning in college algebra and precalculus, (b) comparing the effectiveness of various curricular treatments, and (c) determining student readiness for calculus.     

The future of schooling

Distinction is drawn between research on learning processes among children in schools and the impact of schooling on students' academic and socioemotional development. Schooling and the learning environment are considered within an ecological/transactional framework. The research on school effectiveness and teacher effects is summarized. Interventions directed at the social regularities of the schooling environment are proposed as strategies to improve the learning environment of the school and optimize student outcomes.