摘要:

AbstractThree hundred and twenty two college‐bound high school students described aspects of their college decision‐making processes. Students listed their criteria as well as the alternatives (i. e., schools) under consideration, rated the importance of each criterion, and rated each alternative with respect to each criterion. They also gave their overall impressions of each alternative. Finally, students rated their comfort with the decision‐making process and, at the conclusion of the study, reported on how many schools they had applied to, had or had not been accepted at, were waiting to hear from, or were waitlisted at. Students consider four or five alternatives, and use eight to ten criteria in evaluating them. These figures do not change appreciably over the course of the process, although only about half the criteria or/and slightly more than half of the schools considered at one time are considered again 6 months later, and there are several changes in thekindsof criteria considered at different points in time. There was a marginally significant trend for higher ability and average ability students to consider more criteria, more distinct types of criteria, and more alternatives than do lower ability students. There were no gender differences in this regard. Gender differences and academic ability group differences were apparent, however, in the types of criteria students reported. Participation in multiple sessions in this study had few reliable effects on decision‐making performance. Students were given a list of 34 standard criteria at each session, and incorporated some of these into their own lists of criteria during subsequent sessions. However, there was no indication that repeated participation led students to adopt a more analytical strategy than they would have otherwise. Data were compared with three linear models of information integration. Models using data with multiple criteria better fit the students' data than did a model using only the most important criterion. Higher ability students were particularly better able to integrate information according to linear

ISSN:0888-4080    

DOI:10.1002/acp.2350090602

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractRecent research and theory devoted to developing the socio‐historical context of educational innovation may be enhanced and invigorated by considering some overlooked theoretical precursors in the educational and child development literature. These sources converge on the centrality of communication in clarifying recent advances in both experimental and school‐based research and development. Focusing on student sensitive communication, a basic developmental process called intellectualization is proposed to establish that there are social agent‐intellectual system relations to be investigated just as with the social agent‐personality relations intrinsic in the ubiquitous socialization process. Relevant background literature is identified, and exemplary recent research i

ISSN:0888-4080    

DOI:10.1002/acp.2350090603

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractNaturalistic one‐to‐one tutoring is more effective than traditional classroom teaching methods, but there have been few attempts to examine the features of normal tutoring that might explain its advantage. This project explored dialogue patterns in two samples of naturalistic tutoring with normal unskilled tutors (as opposed to expert tutors): graduate students tutoring undergraduates in research methods and high school students tutoring 7th graders in algebra. We analysed the extent to which those tutoring protocols manifested components that have been emphasized in contemporary pedagogical theories and intelligent tutoring systems: active student learning, sophisticated pedagogical strategies, specific examples and cases, collaborative problem solving and question answering, deep explanatory reasoning, convergance toward shared meanings, feedback, error diagnosis and remediation, and affect. The most prominent components consisted of collaborative problem solving, question answering, and explanation in the context of specific examples. We identify frequent dialogue patterns that characterize these collaborative proces

ISSN:0888-4080    

DOI:10.1002/acp.2350090604

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractWe investigated the relationship between two kinds of problem solving using Kitchener's model of hierarchical cognitive processing. We predicted that performance on well‐defined problems (i. e. those with a single, guaranteed solution) would be independent of ill‐defined problems (i. e. those with multiple, non‐guaranteed solutions). We also predicted that self‐reported epistemic beliefs (i. e. assumptions about the nature and acquisition of knowledge) would be related to ill‐defined, but not well‐defined, solutions. Results confirmed these predictions. We concluded that well‐defined and ill‐defined problems require separate cognitive processes and that epistemic beliefs play an important role in ill‐defined problem solving. These findings supported Kitchener's three‐level model

ISSN:0888-4080    

DOI:10.1002/acp.2350090605

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350090606

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350090607

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350090601

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY