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311.
The authors examined how varying the content of verbal-motor instructions and requesting an internal versus external focus influenced the kinematics and outcome of a golf putting task. On Day 1, 30 novices performed 120 trials with the instruction to focus attention either on performing a pendulum-like movement (internal) or on the desired ball path (external). After 20 retention trials on Day 2, they performed 20 transfer trials with the opposite instruction. Group differences for retention and a group by block interaction showed that external instruction enhanced movement outcome. Kinematic data indicated that specific instruction content influenced outcomes by eliciting changes in movement execution. Switching from the external to the internal focus instruction resulted in a more pendulum-like movement. 相似文献
312.
Thomas G. Plante 《Ethics & behavior》2013,23(2):131-136
The release of the Vatican instruction on homosexuality in the priesthood and Catholic seminaries poses several challenging ethical issues for the psychologists who conduct psychological screening evaluations for those men interested in religious life as Catholic priests. This brief article reviews some of the key ethical issues associated with these evaluations in light of the new Vatican instruction on homosexuality. The RRICC model based on the American Psychological Association's Code of Ethics (i.e., responsibility, respect, integrity, competence, and concern) is used to highlight some of the ethical challenges for psychologist evaluators. 相似文献
313.
In two experiments participants received various training methods designed to relax constraints present in the Four-Tree problem (deBono, 1967), a difficult insight problem. Geometry misconceptions were corrected via direct instruction. Participants’ difficulty with developing three-dimensional representations was addressed via spontaneous analogical transfer (Experiment 1) or via cued analogical transfer (Experiment 2). We found that, while both training methods were effective, alleviating multiple constraints was more effective than the alleviation of single constraints via training programmes (c.f. Kershaw & Ohlsson, 2004). Providing single difficulty hints was ineffective in promoting solution. Implications for multiple paths to transfer (Nokes, 2009; Nokes & Ohlsson, 2005) and multiple constraints are discussed. 相似文献
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本文梳理了作者及其团队近30年来在情感教学心理学领域的开拓和发展中的一些思考和探索概况,主要涉及四方面的内容:一是结合研究者自己的教学经历和教学领域中对情感的忽视以及心理领域中对情感研究的薄弱之现状,谈对情感教学心理学研究的起因;二是探索情感的分类、功能和发生机制,为情感教学心理研究打下必要的基础;三是从基础性和应用性两个方面,推进情感教学心理的一系列研究;四是从社会-心理的宏观层面和生理-心理的微观层面,拓展情感教学心理研究。 相似文献
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本研究采用自然实验法对吉林省松原市逸夫实验小学160名四、五年级的学生进行了对比实验研究,探讨图式教学对阅读理解能力、推理能力和自我效能感的影响。结果表明:(1)四、五年级实验班学生的阅读理解能力普遍提高,五年级明显。(2)仅五年级实验班学生的推理能力有了显著提高,相对而言,图式教学对五年级学生推理能力的影响要优于四年级。(3)四、五年级实验班学生的自我效能感均明显增强。这说明图式教学比常规教学更能有效地提高学生的阅读理解能力和自我效能感。 相似文献
319.
Misconceptions and realities about teaching online 总被引:1,自引:0,他引:1
Sieber JE 《Science and engineering ethics》2005,11(3):329-340
This article is intended to guide online course developers and teachers. A brief review of the literature on the misconceptions
of beginning online teachers reveals that most accept the notion that putting one’s lecture notes online produces effective
learning, or that technology will make education more convenient and cost-effective for all concerned. Effective online learning
requires a high level of responsibility for learning on the part of students and a reduction of the teacher-student power
differential. This, in turn, has major implications for faculty and course development, student selection criteria, the cost
of instruction, and the outcomes of education. Effective online teaching focuses on processes of learning rather than outcomes,
and is consistent with modern principles of learning that emphasize focusing on issues of high interest to learners, teaching
students to use skills of active and effective learning, providing prompt feedback, and enabling students to establish learning
goals and employ alternative paths to achieving those goals. Multiple ways of operationalizing these goals online are presented.
Tips are offered concerning selection of students who are capable of benefiting from the online experience, developing curriculum
that is user-friendly, using resources that stimulate good writing and critical thinking, and limiting class size to a manageable
number. 相似文献
320.
In a sample of N = 105 fifth graders from Vietnam and Germany, cognitive abilities (CogAT-Nonverbal, i.e. fluid figural, CogAT-Quantitative, i.e. crystallized mathematics), family attributes, parenting styles, leisure time activities, and attributes of school and instruction were compared. In spite of large cultural and economic differences, the general cognitive ability levels were similar (MVnm = 99.43 vs. MDeu = 99.13 IQ points in current UK norms). This result is in contradiction to usual outcomes in developing countries. However, regarding family, parenting, school and instruction, differences were observed: German families had more books. German parents were less frequently married and German families less frequently consisted of both mother and father. Vietnamese parents had more children. Vietnamese parents showed higher levels of authoritarian and neglecting parenting. German children read more books. The Vietnamese did not attend kindergarten, had larger classes, more homework, and more private tuition. In a path analysis, parental educational level, number of books, burgher family, low birth order rank, amount of teaching, parental income, Confucian educational orientation and Vietnamese background all revealed a positive impact on children's intelligence. 相似文献