摘要:

Past research on learning single words in the presence of pictures has suggested that the pictures can function as a blocking element which inhibits the development of an association between the written word and its spoken response. The purpose of this study was to investigate whether the extra stimulus pictorial prompts can be arranged in a different manner which does not inhibit the learning of the words. Three presentation techniques were investigated using samples (N=12) of kindergarten children: matching, matching with the fading of the pictorial stimulus prompts, and feedback cueing. The results showed that, in general, the best learning occurred in the absence of the pictorial prompts, that is, when the words were presented alone. In the case of the feedback cueing condition, however, this technique neutralised the blocking effect of the pictures and the performance was as good as the word‐alone conditio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01047.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

A sample of 45 undergraduate volunteers produced think aloud data while learning one of three versions of a reference map. Following map learning, the students read a text in which the events were related to the map features. Recall of text events was associated with accurate encoding of map structure. Results were interpreted within a dual coding framework, which emphasises cross‐code retrieval and a computational advantage for images of spatial display

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01048.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Three different two‐day thesis writing courses were designed and evaluated. Forty‐one graduate research students completed a product‐centred course which taught grammatical and stylistic rules for good research writing. Thirty students completed a cognitive strategies course which introduced heuristics for generating and organising thesis content. Thirty‐three students completed a generative writing and shared revision course which entailed the production of an unplanned draft followed by extensive revision on the basis of reviewing by peers. All three courses were well received by the students, but those who attended the product‐centred and generative writing courses showed significantly greater improvements in productivity than did the students who attended the cognitive strategies course. These findings suggest that short writing courses can be of benefit in teaching research writing to graduate students but that such courses should focus directly on the production of text rather than on strategies for generating and organising information and ideas prior to

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01049.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Book reviewed in this article:Reading Problems: Consultation and Remediation.ByP. G. Aaron&J. R. Malatesha.Policy and Practice in Primary Education.ByRobin Alexander.Metalinguistic Development.ByJean Emile Gombert (trans. T. Pownall).Learning About Writing.ByPam Czerniewska.Teaching Thinking: An Agenda for the 21st Century.Edited byCathy Collins&John N. Mangieri.Learning to Think: Thinking to Learn.Edited byStuart Maclure&Peter Davies.Apprenticeship in Thinking: Cognitive Development in Social Context.ByBarbara RogoffEnhancing Thinking Skills in the Sciences and Mathematics.Edited byDiane F. HalpernChildren, Play and Development.ByFergus P. Hughes.Situated Learning: Legitmate Peripheral Participation.ByJean Lave&Etienne Wenger.Talent, Teaching and Achievement.Edited byJ. Radford.The Secret Life of Vulnerable Children.Edited byVed P. Varma.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01050.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01051.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY