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621.
622.
本研究以18299名六年级学生为研究对象,通过潜在剖面分析和方差分析,探讨了六年级学生阅读多策略使用类型的潜在异质性及其对阅读成绩的影响,结果显示:(1)六年级学生的阅读多策略使用存在3个类别:熟练使用型(占36.35%),基本掌握型(占49.29%),有待提升型(占14.36%);(2)3类学生在2类文本(文学类和信息类)和4种阅读能力(分析与整合、获取与解释、连接与推论、感悟与评价)上的阅读成绩均为:属于熟练使用型的六年级学生最好,属于基本掌握型的六年级学生次之,属于有待提升型的六年级学生最差。研究结果表明对学生开展阅读多策略使用的指导非常重要。 相似文献
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624.
越来越多的学者认为,学业求助是一种重要的自我调控学习策略,对学生的学习具有重要的意义。本文总结了与学业求助有关的影响因素,包括成就目标、自我效能、班级环境和任务难度,并在此基础上探讨了激发学生有效求助的学习策略。 相似文献
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William C. Moncrief 《Journal of Personal Selling & Sales Management》2017,37(4):271-279
The world of sales research continues to transform as we move more into the world of social media. This article briefly examines a historical examination of sales research by decade and then presents a model of sales research needs going forward based on how social media is being implemented by selling and buying organizations. The model assumes that the selling process is incorporated within a social media world and elements within the model include the salesperson and sales center, the buyer and buying center, the use of artificial intelligence, the teleselling unit, the interaction between marketing and sales departments, and the methods of selling. Discussion follows the model, focusing on how social media is being used among and between units in the selling process. The discussion unfolds on three key parts of the sales equation: (1) the sales organization, (2) the buying organization, and (3) the interaction between marketing and selling departments. Research questions follow each of the three discussion sections. 相似文献
627.
The present study investigated whether people can combine two memory strategies to encode pairs of words more efficiently than with a single strategy, and age-related differences in such strategy combination. Young and older adults were asked to encode pairs of words (e.g., satellite-tunnel). For each item, participants were told to use either the interactive-imagery strategy (e.g., mentally visualising the two words and making them interact), the sentence-generation strategy (i.e., generate a sentence linking the two words), or with strategy combination (i.e., generating a sentence while mentally visualising it). Participants obtained better recall performance on items encoded with strategy combination than on items encoded with interactive-imagery or sentence-generation strategies. Moreover, we found age-related decline in such strategy combination. These findings have important implications to further our understanding of execution of memory strategies, and suggest that strategy combination occurs in a variety of cognitive domains. 相似文献
628.
Nikita L. Frankenmolen Mareike Altgassen Renée Kessels Marleen M. de Waal Julie-Anne Hindriksen Barbara Verhoeven 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2017,24(1):45-61
Whether older adults can compensate for their associative memory deficit by using memory strategies efficiently might depend on their general cognitive abilities. This study examined the moderating role of an IQ estimate on the beneficial effects of strategy instructions. A total of 142 participants (aged 18–85 years) received either intentional learning or strategy (“sentence generation”) instructions during encoding of word pairs. Whereas young adults with a lower IQ benefited from strategy instructions, those with a higher IQ did not, presumably because they already use strategies spontaneously. Older adults showed the opposite effect: following strategy instructions, older adults with a higher IQ showed a strong increase in memory performance (approximately achieving the level of younger adults), whereas older adults with a lower IQ did not, suggesting that they have difficulties implementing the provided strategies. These results highlight the importance of the role of IQ in compensating for the aging-related memory decline. 相似文献
629.
Korol DL 《Neurobiology of learning and memory》2004,82(3):309-323
In addition to modulating memory per se, estrogen alters the learning strategy used to solve a task, thereby regulating the quality of information processed by the brain. This review discusses estrogen's actions on cognition within a memory systems framework, highlighting our work with a variety of paradigms showing that learning strategy is sensitive to estrogen even when learning rate is not. Specifically, high levels of gonadal steroids, in particular, elevations in estrogen, bias female rats toward using hippocampal-sensitive approaches while low levels of gonadal steroids promote the use of non-hippocampal sensitive strategies. In light of findings from a variety of approaches involving the hippocampus in allocentric and the striatum in egocentric response patterns, it is likely that estrogen alters the relative participation of these, and most undoubtedly other, neural systems during cognition. Changes in neuromodulators such as acetylcholine that regulate other processes such as inhibitory tone and excitability reflect one mechanism by which estrogen may orchestrate learning and memory. 相似文献
630.
Eisele P 《Scandinavian journal of psychology》2003,44(5):467-477
In two experiments, one conducted at an individual level and one at a group level, it was investigated how decision strategies and the reception of decision-threatening information affect the degree of post-decision consolidation for both individual and group decision-makers. In Experiment 1, roughly half the 55 participants made decisions in three-person groups and the other half individually. The type of decision strategies subjects employed (compensatory, non-compensatory, other) was assessed by questionnaire. In two post-decision sessions, consolidation was assessed using a memory task, either decision-supporting or decision-threatening information being provided at the start of the last post-decision session. In Experiment 2, the same design and procedure were used at a group level. In both experiments, the groups (and the single group members) were analyzed with the SYMLOG instrument. The results indicated that individual decision-makers consolidated their own decisions more than members of decision-making groups. There was also greater post-decision consolidation with the use of non-compensatory decision strategies as well as with reception of decision-threatening information, this latter result being seen as providing an explanation for the greater consolidation that individual decision-makers showed. Furthermore, single task-oriented group members and groups with a task-oriented leader consolidated the decision made by their group. 相似文献