摘要:

AbstractThe performance of seven expert, seven intermediate, and 15 novice snooker players was compared on a range of general visual tests and sport‐specific perceptual and cognitive tests in an attempt to determine the locus of the expert advantage. No significant expert‐novice differences were apparent on standard optometric tests of acuity, ocular muscle balance, colour vision, and depth perception, nor on the relative frequency of unilateral and cros‐lateral eye‐hand dominances. Experts, however, were found to be superior in their ability to both recall and recognize rapidly‐presented slides depicting normal game situations, but were no better than novices in recalling information from slides in which the balls were arranged randomly on the table. The expert group's superiority on the perceptual recall and recognition tasks was consistent with a deeper level of encoding for structured (meaningful) material. Experts were also shown, through the use of thinking‐aloud and evaluation paradigms, to use a greater depth of forward planning in choosing appropriate shot options and to evaluate existing situations with greater accuracy, discriminability, and prospective planing than did novices. The cognitive advantage is shown to be a potential contributor but not a total explanation of the superior performance of the experts on the perceptual tasks. The findings of this study are consistent with existing works on expertise in board games and ‘open’ skill sports in indicating that the expert's advantage is not a general but a specific one, arising not from physical capacities but from acquired proces

ISSN:0888-4080    

DOI:10.1002/acp.2350080302

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractThis study examined relations among spelling performance and students' beliefs about spelling, including self‐efficacy for spelling ability, outcome expectancy for spelling, and attributions for good spelling across grades 4, 7, and 10. Spelling self‐efficacy remained relatively constant across grades. Spelling outcome expectancies for adult life and school declined across grades, as did effort and ability attributions for spelling success, with a disproportional decrease in ability attributions between grades 4 and 7. Self‐efficacy was the strongest predictor of spelling performance at all grade levels; attribution for ability entered into the regression for grade 4 students, while outcome expectancies for school and writing were more important in grades 7 and 10. Cluster analyses on the grade 10 sample showed that students with high efficacy as spellers and high outcome expectancy of spelling for writing were the best spellers, with the highest performance reserved for those who attributed good spelling more to effort than ability. The impact of spelling instruction on developing beliefs is disc

ISSN:0888-4080    

DOI:10.1002/acp.2350080303

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractTwo experiments were performed to ascertain the effect of the extra‐legal factor of defendants' status on subjects' judgements in a simulated jury task. In support of the ‘deep‐pocket’ hypothesis, high‐status defendants were perceived as less sympathetic and were more likely to lose their case, even though the factual evidence was identical, than low‐status defendants. There was a spillover effect, such that plaintiffs (Davids) suing high‐status defendants (Goliaths) were themselves viewed as more sympathetic. The effect of defendants' status was mediated by the sentiments that it aroused toward both litigants; it was negligible with sympathy partialled out. Contrary to the deep‐pocket hypothesis, high‐status defendants did not have to pay more for the same injury; subjects are able to ignore status in awarding compensation when compensatory and punitive damages are clearly separated. In treating defendants differently depending on their status, subjects relied on relevant prior beliefs about the relationship of defendants' status to wealth, propensity to cause harm, and standards of accountability. The results are discussed in terms of the sometimes conflicting norms between an optimal decision‐making model like Bayes' Theorem and legal guidelines for judgements of liabili

ISSN:0888-4080    

DOI:10.1002/acp.2350080304

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractThe teaching of cognitive strategies is a potentially effective intervention technique for some students with acquired neurological injuries; however, educators have only infrequently reported on the systematic application of cognitive strategies to the academic challenges of this population. This study represents such an attempt by investigating the effects of a self‐instruction strategy on the academic performance of a student with acquired neurological damage. The intervention programme pertained to performing 2‐digit by 1‐digit multiplication problems and consisted of: (1) a six‐step multiplication procedure; (2) self‐instruction cues; and (3) procedural prompts. The intervention package resulted in improved performance on the multiplication task with levels being maintained despite fading of procedural prompts and self‐instruction cues. Results are discussed in terms of implications for training and futu

ISSN:0888-4080    

DOI:10.1002/acp.2350080305

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350080306

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350080307

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350080301

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY