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Christian Marendaz Frédérique Brenet Théophile Ohlmann Christian Raphel 《Attention, perception & psychophysics》1988,44(5):445-450
This research was undertaken to demonstrate, with correlational evidence, that presenting the rod-and-frame test (RIT) with either limited (tachistoscopic) or unlimited (Oltman’s, 1968, portable RFT) exposure time does not significantly affect the ranking of subjects. The underlying hypothesis is that the intersubject variability of performance on the portable RFT is due essentially to differences in sensitivity to the optostatic vection that appears automatically and almost immediately. Results of the tachistoscopic test show that the effect of angular size of the stimulus is similar to that described in the literature for unlimited time situations, and that subjects’ ranking is very similar regardless of the exposure time (W = .80). However, although a difference is observed between the means of low and high achievers in both types of RFT, intraindividual intertask homogeneity (correlation coefficient) is not verified in each of these subgroups. From these results, one can distinguish two processes in the RFT: the first, vections, has to do with the subject’s postural orientation and seems to playa great role in organizing interindividual differences. The second process, a more cognitive one, has a less striking effect and has to do with the selection of reference frames in perceptual organization. 相似文献
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The purpose of the present research was to propose and test a motivational process model of academic achievement. The model
posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived
school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school
motivation which in turn influences academic achievement. Two studies using a prospective design tested the adequacy of the
model. In Study I, participants were 1,623 ninth-grade students. Results from structural equation modeling supported the motivational
model. Participants in Study 2 were 1,098 tenth-grade students. Results from this study corroborated those of Study 1 controlling
for students' prior achievement in the ninth grade. The role of self-determinod school motivation in academic achievement
is discussed and avenues for future research are considered.
This research is part of a larger project that is being funded by grants from the William and Flora Hewlett Foundation; the
San Francisco Foundation; the Robert Wood Johnson Foundation; the Danforth Foundation; the Smart Foundations; the Pew Charitable
Trusts; the John D. and Catherine T. MacArthur Foundation; the Annenberg Foundation; Spunk Fund, Inc.; the DeWitt Wallace-Reader's
Digest Fund, Inc.; Louise and Claude Rosenberg; and the Center for Substance Abuse Prevention, U.S. Department of Health and
Human Services. The views expressed in the paper are those of the authors and not necessarily of the funders. We are grateful
to the many educators, students, and colleagues who cooperated with us on this project and to several anonymous reviewers
who provided helpful suggestions. 相似文献
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