摘要:

Summary.Effective learning under institutional conditions requires, first, that students are aware of task demands and of their intentions of how, or even whether, to meet those demands, and, second, that they assess realistically, and exert control over, their own cognitive resources. The fulfilment of such conditions involves a sophisticated kind of metacognition, here calledmetalearning.The present paper describes a series of studies that collectively explicate the development and role of metalearning in the learning and study processes of secondary and tertiary students. Ability patterns, locus of control, variety and quality of certain non‐school experiences, and extent and kind of motivation all seem to be involved in the development of metalearning capability. A model of student learning is then described, in which personal and situational factors are linked to performance by three main approaches to learning: deep, achieving, and surface. These approaches involve varying degrees of metalearning and lead to qualitatively different learning outcomes. An intervention study on improving student learning is described that tests important aspects of the model, and further implications for teaching and research are suggeste

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02625.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.Practice on simulations of diagnostic problem solving can provide the knowledge base required for generating hypotheses for new problems. However, this kind of learning may be inhibited if the simulation requires the learner to practise the convergent type of hypothesis testing typical of most diagnostic situations. This prediction was tested in an experiment in which 40 adults practised on a simulation of a diagnostic task, and were then tested on their ability to generate hypotheses for a new problem. The degree of convergence/divergence of the hypothesis testing in the practice task was varied experimentally. It was found that subjects who practised the more convergent form of hypothesis testing acquired less hypothesis generating ability (P<0.05) than those who practised the more divergent form of hypothesis testing. These findings imply that, in certain circumstances, transfer performance may be improved by lowering fidelity of simulation in the practice task. This contradicts the widespread acceptance in theories of transfer that maximum similarity of the practice and criterion situations always produces maximum transfer.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02626.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.It is proposed that an understanding of sex differences in educational and occupational aspirations of adolescents would benefit from a perspective which stresses gender identification. The social identification approach (Turner, 1982) hypothesises that these differences are a function of thedegreeof gender identification, which in turn is a function of the salience of sex. According to McGuire and McGuire's (1981) distinctiveness postulate, gender becomes more salient as the number of opposite sex siblings increases. In order to explore these gender salience effects 81 male and female sixth form pupils completed a questionnaire concerning their self‐perceptions, examination performance, occupational choice, and comparisons with members of each sex. Large sex differences were obtained, showing that educational and occupational ambitions were inhibited among females. Correlational analyses revealed that number of opposite sex siblings was more closely related to responses than were number of same sex, or total number of, siblings. In particular, females' choice of science O‐levels decreased as number of brothers increased. The results are taken to suggest that sex of sibling effects have an intergroup dimension which should be the focus of further resea

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02627.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.A measure of affiliation to parents, peers and school was administered to a sample of 1379 subjects of both sexes, aged between 11 and 17 years. A principal component analysis of the scores on the inventory produced three clearly separated components, one for each reference group. The scores derived from a rotated solution were analysed using grade, sex, ability, and socio‐economic status as independent variables. The main findings were: (i) Home and school affiliation scores declined with age while peer affiliation scores increased, (ii) Female students were more positive about peer and school affiliation than were male students, while male students were more positive about home affiliation, (iii) The high ability students were more positive about their schools than were the low ability students, and (iv) Socio‐economic level was not related to reference group affiliat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02628.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.A genetic analysis of Tertiary Admission Examination (TAE) and Australian Scholastic Aptitude Test (ASAT) results for 264 pairs of MZ and DZ twins is reported. Purely environmental models are rejected as inadequate explanations of variation in examination performance and genetic factors must be invoked to obtain a satisfactory fit to the data. Within the portion of the age cohort who are candidates for these examinations, genetic factors appear to account for about 70 per cent of variation while environmental experiences shared by siblings appear to have little or no influence. However, when corrections are made on the assumption that examination candidates represent the top 34 per cent from a normal distribution of ability in the population, much greater variation between families is inferred for the population. If we also take account of the high correlation in educational achievement between husbands and wives the putative population twin correlations are consistent with heritabilities between 0.6 and 0.7 and modest contributions of shared environment around 20 per cent of the total variance. The data suggest that a distinction between IQ tests and tests of scholastic achievement on the basis of their causes of variation is not justified. We also show that while a common genetic factor is responsible for much of the covariation of ASAT Arts and Science scores, there are also some differences in the genes responsible for variation in the two areas.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02629.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.The main purpose of this study was to identify those factors which serve as the best predictors of teachers' attitudes to integrating the intellectually handicapped. The factors that were investigated were selected on the basis of a review of the relevant research literature, a consideration of psychological and sociological theories of attitude formation and interviews with teachers and educational psychologists.Teachers' attitudes to integration were assessed by a Q‐sort, the content of which was derived from a review of the integration literature and discussions with teachers. The sample consisted of 550 primary and secondary teachers, special class and special school teachers, withdrawal teachers, special education advisers and school principals in Devon and Tucson, Arizona.The identification of interaction among the independent variables was the main feature of the data analysis. The attitude of the “contact” special educator, conservatism as a dimension of personality, type of teaching, the tradition of special educational organisation in the area and the teacher's perception of her competence in selecting appropriate methods were shown to be significant factors in teachers' support for or opposition to integr

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02630.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.An experiment was carried out to examine the extent and locus of the confusions which reversible letters have been observed to produce in the reading behaviour of dyslexic children. Using an extension of the Posner paradigm to collect speed and error data, the processing of reversible letters by dyslexic children was compared with that of both chronological and reading age controls. Results suggested that reversible letter confusions are errors of labelling rather than perception, and that dyslexic readers differ from normal readers of the same chronological age not in their perception of reversible letters but in their processing of them, within the name code. It was proposed that remedial programmes should concentrate on letter to sound mappings, particularly of reversible letters, rather than on largely unproductive programmes aimed at improving perception.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02631.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.In two experiments, high school students studied a map‐prose combination under instructions to expect either a spatial/locational or verbal/event post‐test over the target material. Control groups received no expectation instructions. In general, test expectation instructions significantly influenced the kinds of information students were able to recall on a spatially or verbally cued post‐test. In the first study, people who expected a verbal test recalled significantly fewer location items, whereas people expecting a spatial test produced superior location recall. In the second study, students in both verbal and spatial expectation groups outperformed the control condition on specifically cued items. These data suggest that the type of instructional test expectation a student is exposed to can have a major effect on the way in which instruction will be processed and st

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02632.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.This study was concerned with the Preparatory Grade prediction of later reading performance using recategorised WISC results suggested by Bannatyne (1974). Using the three factors Spatial, Conceptual and Sequential as the dependent variables, and group membership based on subsequent longitudinal reading performance as the independent variables, a multivariate analysis of variance (MANOVA) resulted in a significant multivariate F for a sample of 179 children (P<0.0001). Step‐down tests and post‐hoc comparisons indicated that the Sequential factor accounted for most of between‐group variance and was the only factor to discriminate between the ‘failing readers' and average and above average readers. None of the Bannatyne‐WISC categories was able to discriminate between children who were ‘slow starters' in beginning reading and children who continued to fail at reading throughout the pri

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02633.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.Forty nine‐year‐old children were required to read either factual or fictitious passages, presented with or without a relevant picture. Immediate free recall performance revealed a pictorial facilitation effect, the nature of which differed according to the type of passage. Pictures presented with story passages enhanced the recall of illustrated aspects of the text only, while those presented with factual passages enhanced the recall of both illustrated and unillustrated text content. This differential facilitation effect was related to the qualitatively different role that pictures play during encoding of the two types of te

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02634.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY