Emrah Cinkara 《Reflective Practice》2016,17(6):694-707

Reflective practices have been shown to improve the effectiveness of learning and teaching processes. In this study, video-stimulated recall technique was employed as a method of motivating language learners to reflect on their oral production tasks. In this experimental study, the Foreign Language Classroom Anxiety Scale (FLCAS) was administered to control and treatment groups before and after an eight-week module during which video-stimulated recall interviews were conducted with students in the treatment group. Statistical analyses revealed that pre- and post-test FLCAS scores differed within the treatment group but not within the control group. The results also suggested that stimulated recall is an effective reflective tool which assists students in noticing and reflecting upon the symptoms and causes of anxiety in the classroom.  相似文献   

    

Nina Howe  Emmanuelle Adrien  Sandra Della Porta  Stephanie Peccia  Holly Recchia  Helena P. Osana  Hildy Ross 《Infant and child development》2016,25(2):137-157

Sibling‐directed teaching of mathematical topics during naturalistic home interactions was investigated in 39 middle‐class sibling dyads at two time points. At time 1 (T1), siblings were 2 and 4 years of age, and at time 2 (T2), siblings were 4 and 6 years of age. Intentional sequences of sibling‐directed mathematical teaching were coded for (i) topics (e.g., number), (ii) contexts (e.g., play with materials/toys), and (iii) type of knowledge (conceptual and procedural). Siblings engaged in teaching number, geometry, and measurement at T1 and demonstrated preliminary evidence of teaching of grouping, relations, and operations at T2. Regarding context, at T1, mathematical teaching occurred most frequently during play with materials/toys, while at T2, games with rules were prominent. Teaching of conceptual or procedural knowledge varied over time and by topic and context. Findings are discussed in light of recent work on understanding children's mathematical knowledge as it develops in the informal family context. Copyright © 2015 John Wiley & Sons, Ltd.  相似文献   

    

Francis J. Ciccone  Richard B. Graff  William H. Ahearn 《Journal of applied behavior analysis》2015,48(1):221-226

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Jaime Ann DeQuinzio  Bridget A. Taylor 《Journal of applied behavior analysis》2015,48(1):38-51

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Andy Lamey 《Metaphilosophy》2015,46(4-5):691-702

Marginal comments on student essays are a near‐universal method of providing feedback in philosophy. Widespread as the practice is, however, it has well‐known drawbacks. Commenting on students' work in the form of a video has the potential to improve the feedback experience for both instructors and students. The advantages of video feedback can be seen by examining it from both the professor's and the student's perspective. In discussing the professor's perspective, this article shares observations based on the author's experience delivering feedback through video. Turning to the student's view, it discusses qualitative feedback solicited from students that indicates a clear preference for video feedback over written marginalia. In particular, students describe video feedback as more informative, more personal, better at suggesting improvements on future assignments, enhancing the professor's ability to communicate through tone of voice and gesture, and easier to understand compared to written feedback.  相似文献   

    

John Vorhaus 《Metaphilosophy》2015,46(3):462-478

Martha Nussbaum has sought to establish the significance of disability for liberal theories of justice. She proposes that human dignity can serve as the basis of an entitlement to a set of capabilities that all human beings either possess or have the potential to develop. This article considers whether the concept of human dignity will serve as the justification for basic human capabilities in accounting for the demands of justice for people with profound learning difficulties and disabilities. It examines the relationship between dignity and capabilities, suggesting that Nussbaum fails to distinguish between several conceptions of human dignity, whilst also identifying one of these conceptions as coming close to meeting several of her demands. It is difficult enough, however, to show how dignity is related to just one of our basic entitlements, and even that requires more than the resources available in Nussbaum's approach.  相似文献   

    

Veit Kubik  Lars‐Göran Nilsson  Jonas K. Olofsson  Fredrik U. Jönsson 《Scandinavian journal of psychology》2015,56(5):475-481

Testing one's memory of previously studied information reduces the rate of forgetting, compared to restudy. However, little is known about how this direct testing effect applies to action phrases (e.g., “wash the car”) – a learning material relevant to everyday memory. As action phrases consist of two different components, a verb (e.g., “wash”) and a noun (e.g., “car”), testing can either be implemented as noun‐cued recall of verbs or verb‐cued recall of nouns, which may differently affect later memory performance. In the present study, we investigated the effect of testing for these two recall types, using verbally encoded action phrases as learning materials. Results showed that repeated study–test practice, compared to repeated study–restudy practice, decreased the forgetting rate across 1 week to a similar degree for both noun‐cued and verb‐cued recall types. However, noun‐cued recall of verbs initiated more new subsequent learning during the first restudy, compared to verb‐cued recall of nouns. The study provides evidence that testing has benefits on both subsequent restudy and long‐term retention of action‐relevant materials, but that these benefits are differently expressed with testing via noun‐cued versus verb‐cued recall.  相似文献   

    

Hilly Webb‐Peploe  Glenda Fredman 《Journal of Family Therapy》2015,37(2):228-245

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《Human movement science》2015

The present study investigated the effect of handwriting sonification on graphomotor learning. Thirty-two adults, distributed in two groups, learned four new characters with their non-dominant hand. The experimental design included a pre-test, a training session, and two post-tests, one just after the training sessions and another 24 h later. Two characters were learned with and two without real-time auditory feedback (FB). The first group first learned the two non-sonified characters and then the two sonified characters whereas the reverse order was adopted for the second group. Results revealed that auditory FB improved the speed and fluency of handwriting movements but reduced, in the short-term only, the spatial accuracy of the trace. Transforming kinematic variables into sounds allows the writer to perceive his/her movement in addition to the written trace and this might facilitate handwriting learning. However, there were no differential effects of auditory FB, neither long-term nor short-term for the subjects who first learned the characters with auditory FB. We hypothesize that the positive effect on the handwriting kinematics was transferred to characters learned without FB. This transfer effect of the auditory FB is discussed in light of the Theory of Event Coding.  相似文献   

    

《Human movement science》2015

The aim of the present study was to analyze handwriting difficulties in children with developmental coordination disorder (DCD) and investigate the hypothesis that a deficit in procedural learning could help to explain them. The experimental set-up was designed to compare the performances of children with DCD with those of a non-DCD group on tasks that rely on motor learning in different ways, namely handwriting and learning a new letter. Ten children with DCD and 10 non-DCD children, aged 8–10 years, were asked to perform handwriting tasks (letter/word/sentence; normal/fast), and a learning task (new letter) on a graphic tablet. The BHK concise assessment scale for children’s handwriting was used to evaluate their handwriting quality. Results showed that both the handwriting and learning tasks differentiated between the groups. Furthermore, when speed or length constraints were added, handwriting was more impaired in children with DCD than in non-DCD children. Greater intra-individual variability was observed in the group of children with DCD, arguing in favor of a deficit in motor pattern stabilization. The results of this study could support both the hypothesis of a deficit in procedural learning and the hypothesis of neuromotor noise in DCD.  相似文献