摘要:

AbstractCrossword enthusiasts were first clasified as expert or intermediate on the basis of their performance with a previously unseen set of clues, and then participated in five laboratory experiments designed to capture different aspects of their skilled performance: experiment 1 required the generation of words from a fixed set of letters; experiment 2 monitored the solution of anagrams; experiment 3 required the comipletion of a word of given meaning with only three letters presented; experiment 4 was a lexical decision task with suffixed and pseudosuffixed words and non‐words; and experiment 5 was a synonym judgement task with prefixed and suffixed words Subjects also completed psychometric tests of reasoning and vocabulary. A discriminant function analysis sucessfully predicted the crossword ability of all subjects on the basis of measures of the generation of words from given letters, the number of anagrams solved, sensitivity to a suffix in a non‐word (lexical decision task), sensitivity to a pseudosuffix in a word (synonym judgement task), and vocabulary score. Cryptic crossword puzles are solved by a combination of component subskills, including lexical retrieval, clue recognition, and the manipulation of components of wo

ISSN:0888-4080    

DOI:10.1002/acp.2350080602

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractThe purpose of this study is to investigate two issues related to the teaching of thinking skills: (1) transfer across domains; and (2) comparison between individual learning of a thinking strategy and ‘class‐like’ setting, which consists of a didactic intervention that takes place in small groups. A microgenetic design was used, in which community college students engaged in investigation of problems (each student participated in 20 sessions). It was found that: (1) the control of variables strategy that was taught in the context of a problem in one domain transferred fully to a new problem in the same domain, hut transferred less well to an isomorphous problem in a different domain; (2) the ‘class‐like’ setting contributed to improved performance (as measured by the frequency of valid inferences), with the didactic intervention seeming to contribute to this improvement; and (3) the learning environment described in this study had a larger effect on ‘slower learners’ than on ‘faster learners’. It is proposed to teach for enhanced transfer by focusing explicitly on recognition of underlying logical structures of co

ISSN:0888-4080    

DOI:10.1002/acp.2350080603

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractTwo experiments are reported that test the general hypothesis that learning from a small scale map proceeds in a global to local fashion, structured by the spatial subdivisions present in the map. In Experiment 1, a fairly simple map depicting a single fictitious country containing provinces and cities was used as the to‐be‐learned stimulus. Evidence for a provincial to capital to city learning process was found, with map recall best when subjects used an imagery learning strategy. In Experiment 2, a more complex map containing multiple countries, with provincial and city elements present was used. The global to local learning process was replicated, as well as the beneficial effects of an imagery study strategy. Results are discussed in terms of progressive image differentiation and total information set s

ISSN:0888-4080    

DOI:10.1002/acp.2350080604

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractThe role of children's metacognitive knowledge in their mathematics strategy use was studied by a longitudinal examination of second graders' effort attributions, metacognition for mathematics, and strategy use while solving mathematics problems. Children's correct use of retrieval, internal and external strategies, and the prevalence of strategy use were assessed in September and the following January. Effort attributions for success and failure were also assessed at both points in time. In January, metacognitive knowledge about mathematics strategies was measured. Second graders possess metacognitive knowledge about mathematics strategies, and this knowledge is correlated most strongly with the tendency to use internal strategies in September and correct internal strategy use in September. Effort attributions measured at both timepoints were significantly related to metacognition. Effort attributions in January also correlated with the tendency to use internal strategies in January. In general, the results are consistent with self‐system theories, which posit that metacognition, motivation, and strategy use work together to promote learnin

ISSN:0888-4080    

DOI:10.1002/acp.2350080605

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractTwo experiments investigated the role of phonemic information in adult reading comprehension and replicated the visual tongue‐twister effect in a new paradigm–a modified probe memory task. College students took longer to read sentences that repeated word initial consonants (tongue‐twisters) than matched control sentences. Equally important, subjects also took longer to respond to probe words from tongue‐twisters. Slower response times in both the sentence reading task and the probe memory task indicate that the tongue‐twister effect is indeed phonemic in nature and that phonemic information is used in memory during comp

ISSN:0888-4080    

DOI:10.1002/acp.2350080606

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350080607

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350080608

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350080609

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350080610

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350080611

出版商:John Wiley&Sons, Ltd    

年代:1994

数据来源: WILEY