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151.
Abbey Loehr Bethany Rittle-Johnson Kelley Durkin Jon R. Star 《Applied cognitive psychology》2020,34(4):825-836
Mathematics textbooks sometimes present worked examples as being generated by particular fictitious students (i.e., person-presentation). However, there are indicators that person-presentation of worked examples may harm generalization of the presented strategies to new problems. In the context of comparing and discussing worked examples during extended classroom instruction, the current study compared the impact of person-presentation to strategy labels on students' posttest accuracy and ratings of strategy generalizability. Five algebra teachers and their 168 students used worked examples either presented using fictitious students or with a strategy label during a multiweek unit on equation solving, with teachers randomly assigned to condition. All students compared and discussed the worked examples. In this context, we found no effect of condition on student accuracy at posttest, nor on their ratings of the generalizability of the presented strategies. We discuss why previously found negative effects of person-presentation may not have extended to this context. 相似文献
152.
Stephanie Al Otaiba Carol Connor Holly Lane Marcia L. Kosanovich Chris Schatschneider Allison K. Dyrlund Melissa S. Miller Tyran L. Wright 《Journal of School Psychology》2008,46(3):281-314
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming–decoding fluency. Children's phonological awareness and letter naming–decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth. 相似文献
153.
To make accurate assessments about their environment, animals must integrate a variety of sensory cues into a single unified percept. The effects of redundant multimodal signaling may be equivalent to the responses elicited by each individual cue, or enhanced when cues are combined. Binding of two seemingly coupled cues can persist despite small spatial and temporal discrepancies in signal presentation, a phenomenon termed the ventriloquist effect. Our study had two aims: first, to test the cognitive ability of a territorial, forest-dwelling bird to bind two spatially disparate cues; and second, to define the processing of the acoustic and visual cues as having either equivalent or enhanced effects when presented together. We broadcasted pied currawong (Strepera graculina) vocalizations alone or in the presence of a model currawong situated either adjacent to, or far away from a speaker, to free-living currawongs. The number of locomotive events and the average standard deviation in the distance from the speaker maintained by the focal currawong were greater in response to "far" than "close" treatments. Additionally, the average standard deviation of the distance to speaker for the uni-modal, speaker only treatment was similar to "far" responses. These findings support our hypothesis that currawongs cognitively bind two stimuli in close spatial proximity. In nature, this would result in an enhanced level of response toward territorial intruders. Our study was novel in its attempt to assess cognitive processes involved in the integration of spatially disparate bimodal signaling events in free-living birds. 相似文献
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156.
Tim Riesen John McDonnell Jesse W. Johnson Shamby Polychronis Matt Jameson 《Journal of Behavioral Education》2003,12(4):241-259
An adapted alternating treatment design was used to measure the effectiveness of constant time delay and simultaneous prompting procedures within an embedded instruction format on the acquisition of academic skills. Four middle school students with moderate to severe disabilities and the paraprofessionals who supported these students in their general education classes participated in the study. The results of the study indicated that both procedures were effective in promoting the acquisition of the target skills. However, the constant time delay procedure was more effective for two of the students and the simultaneous prompting procedure was more effective for the remaining students. Results are discussed in terms of future research and implications for supporting the inclusion of students with moderate and severe disabilities in general education classes. 相似文献
157.
Beverley McGuire 《Teaching Theology & Religion》2017,20(1):28-45
Asynchronous online instruction has become increasingly popular in the field of religious studies. However, despite voluminous research on online learning in general and numerous articles on online theological instruction, there has been little discussion of how to effectively design and deliver online undergraduate courses in religious studies. Drawing on recent research, experiences teaching and learning online, and interviews with colleagues, this paper discusses key principles of effective online instruction. It recommends instructors focus on humanizing their course website, “chunking” their course content, making their approach to the study of religion clear, structuring and monitoring online discussions, prioritizing prompt and constructive feedback, and making course material relevant to learners. 相似文献
158.
HIDETSUGU TAJIKA EWALD NEUMANN HIDEKI HAMAJIMA AKIHIKO IWAHARA 《The Japanese psychological research》2005,47(1):31-39
Abstract: In a false memory experiment, lists of semantic associates (e.g., newspaper, letter, book, etc.) were presented to three groups of participants to induce false memories for critical nonpresented (CN) words (e.g., read) in an incidental learning task. The control group simply estimated the frequency rate in everyday Japanese discourse of each word on a list. The imagery instruction group received an additional instruction to imagine a thematically related converging word from the target words on a list. Participants in the imagery plus writing group received the same instructions as those in the imagery instruction group, but were also required to write down the word they imagined for each list. The results from the implicit and explicit memory tests given after the incidental learning episode showed that the level of priming for CN words was equivalent to that for actually presented target words for all three groups on the implicit test, whereas explicit memory results showed that participants explicitly recognized more target words than CN words. The implications for implicit associative response and fuzzy‐trace theories of false memory, as well as implicit priming, are discussed. 相似文献
159.
情境学习理论研究综述 总被引:40,自引:0,他引:40
本论文从三方面展开分析,首先阐述了情境学习理论的基本观点。再从教学设计与教学实践两方面分析了情境学习理论在教学中的应用,最后讨论了情境学习理论面临的一些问题。 相似文献
160.
Michael S. Gordon Johanna Ancheta 《Quarterly journal of experimental psychology (2006)》2017,70(1):163-178
There was an advantage found for recognizing happily expressed audio and audio-visual speech-in-noise relative to speech spoken with neutral or sad expressions. The advantage of happily expressed speech was explored in a set of visual and acoustic manipulations designed to isolate the potential contributions from each signal. For this research, a replication of previous research with the happily expressed speech advantage was completed with a novel inclusion of a learning paradigm. Additional experiments directly investigated the role of the fundamental frequency of the voice for affect, and the affective facial components with the eyes and mouth. We found that the happily expressed speech advantage persisted despite constraints to the amount of frequency modulation and with distortions to the talker's face. These findings seem largely attributable to the influences of affect on low-level acoustical and articulatory information, with only a very subtle role of approach/withdrawal motivation. 相似文献