发布求助
文献互助 智能选刊 最新文献

Journal of Experimental Education最新文献

筛选
英文 中文
Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability 数学问题解决启发式自我监控练习对冲动型和反思型大学生启发式知识和问题解决能力的影响
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809598343
W. Lan, Judith L. Repman, S. Chyung
{"title":"Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability","authors":"W. Lan, Judith L. Repman, S. Chyung","doi":"10.1080/00220979809598343","DOIUrl":"https://doi.org/10.1080/00220979809598343","url":null,"abstract":"Abstract The authors designed a step-by-step self-monitoring method to help impulsive students overcome their unwillingness to self-monitor. They predicted (a) that self-monitoring in general would help student learning of the heuristics of solving mathematical problems, (b) that self-monitoring would be more helpful for the impulsive students than for the reflective students, and (c) that step-by-step self-monitoring would be more helpful for the impulsive students than an external reminder that provided cues for general self-monitoring. The first 2 predictions were supported by the results of the study. As for the 3rd prediction, general self-monitoring was found to be more beneficial than step-by-step self-monitoring for the impulsive students. The findings are discussed in terms of competition for cognitive resources between learning and self-monitoring.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"32-52"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
The Effect of Knowledge Maps That Incorporate Gestalt Principles on Learning 整合格式塔原则的知识地图对学习的影响
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809598341
D. Wallace, S. West, Anne M. Ware, D. Dansereau
{"title":"The Effect of Knowledge Maps That Incorporate Gestalt Principles on Learning","authors":"D. Wallace, S. West, Anne M. Ware, D. Dansereau","doi":"10.1080/00220979809598341","DOIUrl":"https://doi.org/10.1080/00220979809598341","url":null,"abstract":"Abstract Knowledge maps have been found to be an effective communication tool for organizing information so that it can be recalled later. It was predicted that adding gestalt principles of similarity (using colors and shapes) and proximity (using groupings) would complement the information-organization feature of knowledge maps and thereby enhance recall. The students were randomly assigned to 1 of 3 study formats (text, unenhanced maps, and enhanced maps) and were asked to study the information in them. Following a distraction task, the students completed a free-recall task. Returning 2 weeks later, the students again engaged in free recall. The students remembered more during immediate than during delayed recall, and the students who had studied enhanced maps recalled more information than the students who had studied unenhanced maps or text. The results suggest that the use of color, shape, and proximity facilitated learning by improving the organization of information.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"5-16"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 55
Invalidation of Parametric and Nonparametric Statistical Tests by Concurrent Violation of Two Assumptions 同时违反两个假设的参数和非参数统计检验无效
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809598344
D. W. Zimmerman
{"title":"Invalidation of Parametric and Nonparametric Statistical Tests by Concurrent Violation of Two Assumptions","authors":"D. W. Zimmerman","doi":"10.1080/00220979809598344","DOIUrl":"https://doi.org/10.1080/00220979809598344","url":null,"abstract":"Abstract To provide counterexamples to some commonly held generalizations about the benefits of nonparametric tests, the author concurrently violated in a simulation study 2 assumptions of parametric statistical significance tests—normality and homogeneity of variance. For various combinations of nonnormal distribution shapes and degrees of variance heterogeneity, the Type I error probability of a non-parametric rank test, the Wilcoxon-Mann-Whitney test, was found to be biased to a far greater extent than that of its parametric counterpart, the Student t test. The Welch-Satterthwaite separate-variances version of the t test, together with a preliminary outlier detection and downweighting procedure, protected the statistical significance level more consistently than the nonparametric test did. Those findings reveal that nonparametric methods are not always acceptable substitutes for parametric methods such as the t test and the F test in research studies when parametric assumptions are not satisfied. They ...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"55-68"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 175
Preservice Teachers' Value for Learning-Strategy Instruction 职前教师对学习策略指导的价值
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809604405
D. Hamman
{"title":"Preservice Teachers' Value for Learning-Strategy Instruction","authors":"D. Hamman","doi":"10.1080/00220979809604405","DOIUrl":"https://doi.org/10.1080/00220979809604405","url":null,"abstract":"Classroom teachers rarely instruct students on how to approach learn ing tasks in a strategic manner. Teachers' neglect of strategy training may be linked to several factors, including perceived lack of value for providing strategy instruc tion. In 2 studies, 2 factors that may contribute to preservice teachers' perceived value for learning-strategy training were investigated with self-report question naires: (a) the extent to which preservice teachers use strategies during their own learning and (b) the influence of undergraduate education courses. The results indi cated that value for strategy instruction was (a) related significantly to the use of some learning (r = .41) and self-regulation strategies (r = .53) and (b) enhanced by course content in an educational psychology course. The results are discussed in terms of recommendations for college-level teacher-training programs.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"209-221"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
Interactive Effects of Graphic Organizers and Delayed Review on Concept Application 图形组织者的互动效应与概念应用的延迟回顾
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809598342
D. Robinson, Andrew D. Katayama, Nelson F. Dubois, T. DeVaney
{"title":"Interactive Effects of Graphic Organizers and Delayed Review on Concept Application","authors":"D. Robinson, Andrew D. Katayama, Nelson F. Dubois, T. DeVaney","doi":"10.1080/00220979809598342","DOIUrl":"https://doi.org/10.1080/00220979809598342","url":null,"abstract":"In 2 experiments, the effects of review occasion (immediate vs. delayed) and study materials (text alone vs. text plus outlines vs. text plus graphic organizers) on students' application of concepts were investigated. Undergraduates studied 1 of the 3 sets of study materials, reviewed them immediately or 2 days later, and then were tested. In both experiments, delayed review facilitated application performance for the students who viewed text plus graphic organizers but not for those who viewed only text or text plus outlines. The students who delayed their review of graphic organizers were more likely to report using nonmemorization study strategies than those who reviewed immediately.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"17-31"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 72
The Role of Children's Theory of Mind in Science Experimentation 儿童心理理论在科学实验中的作用
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809601398
Perry D. Klein
{"title":"The Role of Children's Theory of Mind in Science Experimentation","authors":"Perry D. Klein","doi":"10.1080/00220979809601398","DOIUrl":"https://doi.org/10.1080/00220979809601398","url":null,"abstract":"The theory that children's development of strategies of science experimentation is a consequence of developments in their theory of mind was examined. Seventy-two children in Grades 1, 3, and 5 participated in 5 theory-of-mind tasks and 2 multivariate physics experiments. The students' ability to predict, explain, and affect the reasoning of an alter (i.e., a doll or cartoon character) was found to predict their performance in planning controlled experiments and in justifying their causal and noncausal inferences. Implications for developmental theory and science education are discussed.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"8 1","pages":"101-124"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Testing for Dichotomous Moderators in Meta-Analysis. 元分析中二元调节因子的检验。
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809598345
Fulgencio Marín-Martínez, J. Sánchez-Meca
{"title":"Testing for Dichotomous Moderators in Meta-Analysis.","authors":"Fulgencio Marín-Martínez, J. Sánchez-Meca","doi":"10.1080/00220979809598345","DOIUrl":"https://doi.org/10.1080/00220979809598345","url":null,"abstract":"Abstract The authors conducted Monte Carlo simulations that compared Type I error rates and the statistical power of 3 tests in detecting the effects of a dichotomous moderator variable in meta-analysis: (a) the Q B test proposed by L. V. Hedges and I. Olkin (1985), (b) the z RR test proposed by R. Rosenthal and D. B. Rubin (1982), and (c) the z HS test proposed by J. E. Hunter and F. L. Schmidt (1990). Those procedures differ in selected effect size index and in the weighting scheme for each effect size. Number of primary studies, average sample size, and distribution of the parametric effect sizes were the manipulated conditions. The z HS test showed the highest statistical power, although at the cost of an inadequate inflated Type I error rate in meta-analyses with a low number of studies. The Q B and z RR tests adequately adjusted the Type I error rates, and their statistical power was similar. Criteria for selecting among the tests are discussed.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"69-81"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598345","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 23
Identifying Latent Variables Measured by the Learning and Study Strategies Inventory (LASSI) in Norwegian College Students 挪威大学生学习与学习策略量表(LASSI)的潜在变量识别
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809598346
B. S. Olaussen, Ivar Bråten
{"title":"Identifying Latent Variables Measured by the Learning and Study Strategies Inventory (LASSI) in Norwegian College Students","authors":"B. S. Olaussen, Ivar Bråten","doi":"10.1080/00220979809598346","DOIUrl":"https://doi.org/10.1080/00220979809598346","url":null,"abstract":"Abstract The latent structure of the Learning and Study Strategies Inventory (LASSI) was examined in 2 independent samples of Norwegian college students. Exploratory factor analyses using the LASSI subscales showed the same 3-factor structure for the 2 samples. That factor structure was the same as the structure reported for American college and high school students. The authors performed confirmatory factor analyses to examine how well measurement models suggested by American research on the inventory fit the Norwegian data. On the basis of those analyses, a modified model was generated that was tested on data from both Norwegian and American students. The 3 latent constructs in this modified model were labeled effort-related activities, goal orientation, and cognitive activities. The cross-cultural generalizability of the latent structure of the LASSI was demonstrated, and some new information that aided in the authors' interpretation of the constructs assessed by the inventory was provided.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"82-96"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 70
The Generation and Recall of Personally Relevant Information 个人相关信息的产生与回忆
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809601403
M. Czuchry, D. Dansereau
{"title":"The Generation and Recall of Personally Relevant Information","authors":"M. Czuchry, D. Dansereau","doi":"10.1080/00220979809601403","DOIUrl":"https://doi.org/10.1080/00220979809601403","url":null,"abstract":"An important problem common to the processes of generating and recalling ideas is restricted access to information. Node-link mapping is a visual representation technique that may facilitate access through spatial and verbal cuing. In the present study, students' generation and recall of personally relevant information with techniques that varied in the use of spatial and verbal aspects of node-link maps were examined. The participants generated ideas for 2 self-selected topics and then were tested for recall of their generated ideas 48 hr later. It appears, at least in the present experimental context, that link types initially interfere with cognitive processes that may otherwise operate smoothly. The students who used node-link maps appeared to become more proficient over time than the students who used listing.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"293-315"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 22
Can a Teacher Intervention Improve Classroom Practices and Student Motivation in Mathematics 教师干预能改善课堂实践和学生的数学学习动机吗
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 1998-01-01 DOI: 10.1080/00220979809601404
D. Stipek, Karen B. Givvin, Julie M. Salmon, Valanne MacGyvers
{"title":"Can a Teacher Intervention Improve Classroom Practices and Student Motivation in Mathematics","authors":"D. Stipek, Karen B. Givvin, Julie M. Salmon, Valanne MacGyvers","doi":"10.1080/00220979809601404","DOIUrl":"https://doi.org/10.1080/00220979809601404","url":null,"abstract":"Abstract Classroom practices believed to affect student motivation were assessed for 24 upper elementary school teachers during a unit on fractions. Two groups of mathematics “reform-minded” teachers participated in professional development programs—in either an intensive intervention or an intervention involving primarily teacher support. A 3rd group of teachers implemented traditional, textbased instruction and was not involved in any intervention. For most practices assessed, the 2 reform-minded groups of teachers did not differ significantly from each other, but both differed from the traditional teachers. The reform-minded teachers emphasized effort, mastery, and understanding more; encouraged student autonomy more; and created a psychologically safer environment than the traditional teachers did. The teachers in the intensive intervention, which included training in motivation, made more accurate judgments of students' motivation than the other reform-minded teachers did. There was modest evidence t...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"319-337"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 74
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信