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961.
Successive relearning improves performance on a high-stakes exam in a difficult biopsychology course
Jessica L. Janes John Dunlosky Katherine A. Rawson Aaron Jasnow 《Applied cognitive psychology》2020,34(5):1118-1132
Successive relearning combines two effective learning techniques (retrieval practice and spaced practice) and involves practicing retrieval until some level of mastery has been reached (i.e., at least one correct retrieval attempt) in each of multiple sessions. Several laboratory studies have demonstrated the promise of successive relearning for enhancing student learning, but attempts to evaluate its effectiveness in authentic educational contexts are limited. In the current research, we implemented successive relearning in a difficult biopsychology course to examine its effectiveness at enhancing student learning on a high-stakes exam. Students successively relearned some course content via a virtual flashcard program, whereas other course content was learned with business-as-usual activities. In two experiments, successive relearning boosted students' learning of course content by at least 10% (with ds ranging from 0.54 to 1.10). These findings suggest that implementing successive relearning in courses can be an effective method of promoting student achievement. 相似文献
962.
How can children's natural perceptuo-motor skills be harnessed for teaching and learning mathematical structure? We address this question in the case of the integers. Existing research suggests that adult mental representations of integers recruit perceptuo-motor functionalities involving symmetry. Building on these findings, we designed a hands-on curriculum that emphasizes symmetry to teach integer concepts to fourth graders. Compared to two control conditions, children who went through the experimental curriculum showed evidence of incorporating symmetry into their mental representations of integers and performed higher on problems beyond the scope of instruction, including negative fractions and algebra-readiness problems. Gains did not come at the expense of basic integer computation skill. This study has direct practical implications, as current integers curricula generally omit symmetry. The research demonstrates an approach to designing instruction that involves identifying perceptuo-motor functionalities underlying numerical cognition and creating learning activities to recruit them. 相似文献
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964.
Jessica A. Headley Melanie Kautzman-East Cassandra G. Pusateri Victoria E. Kress 《Journal of Creativity in Mental Health》2015,10(1):89-99
In this article, a creative termination activity grounded in relational-cultural theory is presented. In addition to providing a means for summarizing the counseling experience, this activity promotes relational development in the midst of client termination. Following implementation of the activity, the client and counselor are provided tangible, co-constructed gifts that are symbolic of the therapeutic relationship and relational growth. The authors provide a rationale for how this intervention promotes self-awareness, outline directions for implementation, and provide a case illustration to demonstrate how counselors can help promote relational closure and solidify clients’ therapeutic gains. 相似文献
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966.
Covered in stigma? The impact of differing levels of Islamic head‐covering on explicit and implicit biases toward Muslim women 下载免费PDF全文
Jim A.C. Everett Fabian M.H. Schellhaas Brian D. Earp Victoria Ando Jessica Memarzia Cesare V. Parise Benjamin Fell Miles Hewstone 《Journal of applied social psychology》2015,45(2):90-104
Given the prominence of Muslim veils—in particular the hijab and full‐face veil—in public discourse concerning the place of Muslims in Western society, we examined their impact on non‐Muslims’ responses at both explicit and implicit levels. Results revealed that responses were more negative toward any veil compared with no veil, and more negative toward the full‐face veil relative to the hijab: for emotions felt toward veiled women (Study 1), for non‐affective attitudinal responses (Study 2), and for implicit negative attitudes revealed through response latency measures (Studies 3a and 3b). Finally, we manipulated the perceived reasons for wearing a veil, finding that exposure to positive reasons for wearing a veil led to better predicted and imagined contact (Study 4). Practical and theoretical implications are discussed. 相似文献
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968.
Robin Marie Kowalski Chad Alan Morgan Elizabeth Whittaker Brittany Zaremba Laura Frazee Jessica Dean 《The Journal of social psychology》2015,155(1):86-90
This study investigated predictors of within-gender secret telling. Eighty-eight participants were exposed to either a “positive” or a “negative” secret about another individual. Just under 20% of participants told the secret. Conscientiousness, secret condition, empathy, and the conscientiousness by secret condition interaction had effects on the rate of secret telling, χ2 (5,82) = 17.78, p = .003, AIC = 80.60. Conscientiousness had a negative effect on secret telling among participants that told the “negative” secret. 相似文献
969.
There are many reasons to include texts written by women in early modern philosophy courses. The most obvious one is accuracy: women helped to shape the philosophical landscape of the time. Thus, to craft a syllabus that wholly excludes women is to give students an inaccurate picture of the early modern period. Since it seems safe to assume that we all aim for accuracy, this should be reason enough to include women writers in our courses. This article nonetheless offers an additional reason: when students are exposed to philosophical texts written by women, they learn that women have been, are, and can be philosophers. Given how underrepresented women are in philosophy, this finding is significant. If we aim to change the face of philosophy—so that it includes more women—we must include texts written by women in our syllabi. The article considers various obstacles faced by those who work to respond to this call to action. 相似文献