共查询到18条相似文献,搜索用时 46 毫秒
1.
2.
迫选测验的传统计分方式会产生自模式数据, 不能进行传统的信效度检验、因素分析和方差分析等。近年来研究者提出了一些基于项目反应理论的计分模型, 如瑟斯顿IRT模型和MUPP模型等, 它们可以规避自模式数据的弊端。瑟斯顿IRT模型方便进行参数估计, 模型定义灵活; 而MUPP模型的拓展性较差, 参数估计的方法有待提高。另一方面, 已有研究者基于MUPP模型开发了一些抗作假的迫选测验, 而瑟斯顿IRT模型距离这种应用还比较远。此外, 两个模型的适用性和有效性都有待更多的实证研究来检验。 相似文献
3.
以认知风格为依据,将合作学习小组分为场依存同质组、场独立同质组以及异质组。通过小组对开放问题以及逻辑问题的解决,考察不同认知风格个体、不同类型小组的问题解决过程。同时考察问题解决过程对问题解决水平的影响。结果表明:(1)个体在解决不同类型问题时的过程体验不同。(2)问题解决过程在个体的认知风格和逻辑问题解决水平之间起调节作用。(3)不同类型小组的问题解决过程不同。(4)合作是影响小组合作学习效果的重要因素之一。 相似文献
4.
5.
问题解决能力是指在没有明显解决方法的情况下个体从事认知加工以理解和解决问题情境的能力。对问题解决能力的测量需要借助相对更复杂、更真实、具有可交互性的问题情境来诱导问题解决行为的呈现。使用虚拟测评抓取问题解决的过程数据并分析其中所蕴含的潜在信息是当前心理计量学中测量问题解决能力的新趋势。首先, 回顾问题解决能力测量方式的发展:从纸笔测验到虚拟测评。然后, 总结对比两类过程数据的分析方法:统计建模法和数据挖掘法。最后, 从非认知因素的影响、多模态数据的利用、问题解决能力发展的测量、其他高阶思维能力的测量和问题解决能力概念及结构的界定五个方面展望未来可能的研究方向。 相似文献
6.
以30名小学三年级儿童为被试,以一种特殊的方程问题为材料,采用微观发生法,先后进行了5次测查,收集了解题后的口语报告资料,从策略变化的路线、速率、广度、来源以及变化模式的多样性等方面详细探讨了问题解决策略的变化过程。结果发现,在面临新的问题时,被试缺乏相应知识和专门的解题策略,这时以使用多种常规策略以及错误策略为主;此后,当被试建构起对问题的正确表征时,就以使用正确策略为主,甚至发现了非常有技巧性和领域专门性的快捷策略,这时策略的数量明显减少;在面临难度较大的迁移题目时,快捷策略的使用率又降低,而更多借助于常规策略。可见,策略的获得是一个由错误到正确、由多种尝试到选择其一、由一般到专门的演化过程,这主要是一个学生自主建构的过程,当然也受到正式和非正式教育提供的知识的影响。值得说明的是,快捷策略的获得受到问题呈现模式的影响。总是呈现相同题目的单一模式有助于快捷策略的发现,而在混合训练中,插入不同性质的题目会干扰快捷策略的发现;但是,当面临迁移问题时,单一训练相比于混合训练的优势会消失。此外,正确使用常规策略是发现快捷策略的前提。 相似文献
7.
情境模型与问题模型是数学问题解决研究中的两个重要概念,前者是对问题所述情境的日常化的定性表征,后者是基于图式知识对问题关键变量的数量关系表征。本文介绍了两种模型的发展历史以及目前存在的争议,并提出了未来研究需要解决的问题。 相似文献
8.
本研究旨在将“儿童认知发展水平诊断工具” (Inventory of Piaget’s Developmental Task, IPDT)中的守恒与关系领域分测验改编成动态测验, 并应用于不同程度学业成绩儿童当中以探查其认知发展的潜在水平。在实验研究基础上结合以往动态测验的编制技术, 把动态施测过程分为“前测—干预—迁移—后测”4个阶段, 分别确定各阶段的测题并构建了6等级提示系统。在中等学业成绩儿童(n = 33)和低学业成绩儿童(n = 35)中的应用发现, 动态测验测得的能力获得变量对儿童的学业成绩具有重要的预测作用, 证实了所改编测验的有效性; 动态测验情境下中、低学业成绩儿童的潜在认知水平基本相同, 所改编的动态测验有助于发掘儿童的潜在认知发展水平。 相似文献
9.
问题解决中图式与策略的关系:来自表征复杂性模型的说明 总被引:7,自引:0,他引:7
采用口语报告法收集了26名小学三年级儿童解决两道复杂的算术应用题时的口语报告和作业资料,探讨了问题解决中图式与策略的关系。结果发现,对二者关系的解释要以问题表征复杂性为中介:如果被试的关系图式水平较高,表征复杂性(特别是表征深度)也会较大,相应会选择领域专门性更强的快捷策略;如果缺乏必需的关系图式。表征深度就降低,甚至不能正确表征问题,这时只好使用常规策略甚至错误策略。这个结论适用于有多种表征和解题方式的问题中。 相似文献
10.
由于取样设计的原因,多水平数据结构不仅存在于多水平研究,也广泛存在于单水平研究,需要在单水平分析中控制多水平误差。此时使用多层线性模型发挥不了优势,反而因模型的复杂性带来麻烦。基于设计的方法相对更简单、高效和稳健,更契合含多水平误差的单水平研究情境。在详细介绍基于设计的方法及其优势后,利用数据实例展示基于设计的方法在单水平研究中控制多水平误差的效果,并为应用研究者提供方法选用建议。 相似文献
11.
Joachim Funke 《International Journal of Selection & Assessment》1998,6(2):90-96
The use of PC-based simulations for selection and training for jobs which require complex problem solving skills is ever-increasing. This paper gives a short review of such simulations along with a list of advantages and disadvantages of their use. Possible future developments are sketched. 相似文献
12.
ABSTRACTBecause emotion regulation (ER) processes operate over time, they potentially change the context in which subsequent ER processes occur. To test this proposal, fifty-two healthy participants completed the ER choice task. Thirty standardized low- and high-intensity negative images were used to generate different emotional contexts in which participants selected between distraction or reappraisal strategies to decrease the intensity of their negative emotion. Participants then implemented their selected strategy and rated their negative emotion. Using a dynamic perspective, we examined as predictors of ER strategy choice, in addition to current stimulus intensity, several contextual factors from the immediately preceding trial: preceding stimulus intensity and strategy choice, and the intensity of negative affect following the previous strategy implementation and thus preceding the current trial. Results replicated earlier findings that participants are more likely to choose distraction for high-intensity images. Extending earlier findings, selecting reappraisal in the preceding trial and greater negative affect preceding the current trial were associated with lower odds of choosing distraction. The lack of significant interactions among the current and preceding trial factors suggests that these effects on ER choice were direct and not through moderating the effect of current stimulus intensity. These findings support dynamic theories of ER. 相似文献
13.
元认知训练对提高中学生解答数学应用题能力的实验研究 总被引:9,自引:0,他引:9
采用对比实验的方法,运用自编思维训练教程及元认知监控提问单对初二年级学生进行有关解答数学应用题的思维策略训练及其元认知训练。结果表明:(1)不同层次学生(优、中、差生)的思维策略训练效果显著,中、差生的效果尤为显著。(2)在思维策略训练的基础上再加上元认知训练,能够更有效地提高解答数学应用题思维训练的效果。 相似文献
14.
15.
Manqian Liao Hong Jiao 《The British journal of mathematical and statistical psychology》2023,76(1):20-51
Problem-solving strategies, defined as actions people select intentionally to achieve desired objectives, are distinguished from skills that are implemented unintentionally. In education, strategy-oriented instructions that guide students to form problem-solving strategies are found to be more effective for low-achieving students than the skill-oriented instructions designed for enhancing their skill implementation ability. Although the existing longitudinal cognitive diagnosis models (CDMs) can model the change in students' dynamic skill mastery status over time, they are not designed to model the shift in students' problem-solving strategies. This study proposes a longitudinal CDM that considers both between-person multiple strategies and within-person strategy shift. The model, separating the strategy choice process from the skill implementation process, is intended to provide diagnostic information on strategy choice as well as skill mastery status. A simulation study is conducted to evaluate the parameter recovery of the proposed model and investigate the consequences of ignoring the presence of multiple strategies or strategy shift. Further, an empirical data analysis is conducted to illustrate the use of the proposed model to measure strategy shift, growth in skill implementation ability and skill mastery status. 相似文献
16.
17.
《Occupational Therapy in Mental Health》2013,29(2):35-48
In 1974the Occupational Therapy Section at Dwight Eisenhower Army Medical Center established a Life Skills Development Program for the treatment of the hospitalized acutely ill psychiatric patient. The program used a process which moved the patient through specifically prescribed tasks designed to initiate the development of adaptive behavior. Three basic group areas were formulated. These were values clarification, competency training, and information class. Values clarification was designed as an introductory phase of treatment and was important in building initial rapport and implementing patient involvement. Through carefully selected tasks, the patient was relieved of the burden of initiating the group process and was quickly involved in the discussion of life-related topics leading to the establishment of his own priorities. Competency training included a wide range of material allowing the therapist to teach and the patient to practice skills related to work, socialization, use of free time, and self-maintenace. These groups were experiential in nature, encouraging the patient to practice adaptive behaviors in role play settings in the hospital as well as in the surrounding community. Information class was scheduled whenever facts were needed to increase clarity and to facilitate selection of alternative and adaptive behavior. Guest lecturing, "experts" were invited to speak to the group. Also, information based on authoritative sources was prepared and presented by the therapist. The program concept and specifically prepared life skills development material was shared with Army Occupational Therapists. The Life Skills Development Program was presented as an evolving treatment approach in Army Occupational Therapy at the 1975 AOTA Conference in Milwaukee, WI. This treatment approach has continued in Army Occupational Therapy since its introduction. Until recently no collective information was available about programs. A survey of questionnaire was conducted in June 1981 of all Army Occupational Clinics. The results of this survey indicated that not only was the Life Skills Development Program still in use in Army Hospitals, but its application and target population has expanded to become broader than initially proposed. The intent of this paper is to retrace the thought and steps leading to the introduction of the Life Skills Development Program, to describe the structure and rationale of its organization and to report on its current use in Army Occupational Therapy. 相似文献