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161.
162.
本文首先阐述了对新修订的布卢姆认知教育目标分类学与加涅和安德森的认知学习结果分类进行比较研究的缘由;然后分别概述这三个分类理论;接着就他们分类的异同进行比较,以沟通_三者关系;最后表明,应该将教学目标与学习结果分类理论相沟通才能有效运用目标分类学指导教学目标、策略和评估的设计. 相似文献
163.
Mitchell Rabinowitz 《Journal of experimental child psychology》1984,38(2):338-351
Second and fifth graders memorized each of two lists of words that differed in category representativeness. In addition, they received one of three memory instructions: standard free recall, repetition, or categorial processing. Recall performance was about equal for standard vs repetition, and both were lower than category processing, especially with the highly representative items. Age did not enter this interaction, so it is concluded that at both age levels, the accessibility of categorial information influences children's use of it. This suggests multiple types of possible production deficiencies. 相似文献
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165.
A study was designed to tap children's perceptions of the divorce situation as opposed to adults' perceptions of the child's response to the parental divorce. Subjects were 75 boys and 75 girls from mother- and father-headed families. Using an individual structured interview procedure children were encouraged to reconstruct both positive and negative dimensions of their interactions with the custodial parent. Through factor analyses of the contents of interviews four negative and two positive factors involving 20 specific items were identified in the children's perceptual data. Subsequently, chi-square analyses were done to compare differences in girls' and boys' perceptions between and across father- and mother-headed families. Results are discussed in terms of their relationship with the existing literature and their clinical and educational relevance to children, single parents and professionals. 相似文献
166.
James D Wiggins Doris A Lederer Andrea Salkowe Gail S Rys 《Journal of Vocational Behavior》1983,23(1):112-121
Tested personality-environment congruence and differentiation, singly and in combination, as measured by the Vocational Preference Inventory (J. L. Holland, Palo Alto, California, Consulting Psychologists Press, 1977b), were predictive of reported job satisfaction for teachers employed in five subject matter areas. Time-related variables and sex were not significantly related to the job satisfaction measure used in the study. 相似文献
167.
The psychological meaning and predictive value of a person's vocational aspirations were examined by applying Holland's typology to the vocational aspirations of high school juniors (N = 1005), college juniors (N = 692), employed adults (N = 140), and a second sample of college students studied over a one-year interval (N = 624). The aspirational data were obtained from the Daydreams section of the Self-Directed Search (Holland, 1972). Categorical and correlational analyses show that a person's retrospective vocational aspirations have coherence and yield efficient predictions of subsequently expressed choice. In addition, the degree of coherence or similarity among a person's vocational aspirations provides a potentially useful index of a person's decision-making ability. 相似文献
168.
Developmental changes in the accuracy of predicting one's own recall were studied, using preschool, third grade, and college subjects in Experiment 1 and third grade and college subjects in Experiment 2. Experiment 1 showed that prediction accuracy increased from the preschool to the college years, subjects were not influenced by a potential “expectancy” bias in the procedure, and only third grade subjects were influenced by the presence of norms about peer performance. Experiment 2 showed that third graders and college subjects lower their predictions in the face of “false” norm information, with college subjects being the only group to under predict actual recall in both experiments. Thus, although adults are significantly more accurate than elementary shool children in estimating short-term recall, their susceptibility to norm information suggests that even they have uncertainty about their exact capabilities. 相似文献
169.
The study was conducted to examine observers' attention to adults following warm and neutral interactions with them. Forty-two preschool and 36 third grade girls interacted with a pair of female models in one of three treatment conditions in which models were, respectively, warm and neutral, neutral and neutral, or warm and warm. Subiects then witnessed the models play a picture-preference game and were asked to recall the models' responses. Analyses of the children's overt attention to the models' responses revealed a greater attention to a warm model when in the presence of both a warm and neutral model and less distraction by nonsocial stimuli when at least one warm model was present. A significant positive correlation was obtained between attention to and recall of the models' responses. 相似文献
170.
A group of 15 fourth-graders were given training on the transverse patterning problem, a task consisting of three different geometric forms presented in pairs. Three other groups of 15 fourth-graders each received training on problems containing the same geometric forms, along with either one (color or size) or two (color and size) additional nonspatial dimensions varying among the settings comprising the different cue-cue patterns. Contrary to a prediction derived from Croll's (1967) extension of Spiker's (1963) theory of discrimination learning, none of the Ss solved the basic transverse patterning problem, nor was there any improvement in performance on this problem after 90 trials. Consistent with predictions derived from Spiker's theory, it was found that the addition of one nonspatial dimersion resulted in solution, and that the greater the number of nonspatial dimensions present, the better the learning. 相似文献