ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02979.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences inwhatis learned, rather than differences inhow muchis learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged insurface‐levelordeep‐level process

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02980.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.Conversational theory is an attempt to investigate the learning of realistically complex subject matter under controlled conditions. To do this it is necessary to insist on restricted definitions of common terms such as understanding and to demand more stringent conditions before accepting that it has been demonstrated. These conditions can be achieved if the subject matter is structured and the student follows certain rules in demonstrating understanding. Computer linked systems have been developed which control and record student learning. The systems provide the experimenter with detailed records of the learning strategies used by students and the student with learning experiences which normally ensure understanding.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02981.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.It has been suggested that the phenomenon of retroactive interference, by which retention of verbal materials is decreased by the subsequent presentation of similar interpolated items, occurs only in unstructured items, and not in the meaningful and connected information more commonly encountered in educational learning circumstances. An experiment was undertaken to investigate the possibility of retroactive interference occurring in a structured and meaningful prose learning situation. The sample consisted of 18 university students allocated randomly to two groups. The experimental group studied an original prose passage, followed by two very similar interpolated passages. Their final cued recall scores were significantly lower than the scores of a control group, who learned the identical original prose passage, followed by the dissimilar passages.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02982.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.48 pre‐school children receiving a four‐month programme administered by mothers at home and organised through the local primary school or nursery were compared with 48 children receiving either the ordinary nursery routine or no intervention between tests. Children receiving the parent programme made significant gains on the Stanford‐Binet and Reynell Developmental Language Scales. Children receiving nursery enrichment, but no parent programme, made significant gains also on the Stanford‐Binet, but not on the RDLS. Children receiving no intervention between tests did not make significant gains on either measure. No relationship was established between Stanford‐Binet gains and soc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02983.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.Information was obtained from 30 comprehensive schools and their feeding primary schools about all children who missed at least 50 per cent of possible attendances in the first half of the 1973 autumn term. Results showed no major differences in persistent absentee rates between the reception year at first schools and the final year at middle schools. In contrast, the figures for comprehensive schools showed a sharp rise, with a peak in the fifth year. Truancy accounted for only a small proportion of unjustified absence in all age groups. No association was found between the size of a comprehensive school and the number of persistent absentees. On the other hand, persistent absenteeism was closely associated with socio‐economic hardship in the school's catchment area though there is reason to suppose that variables within individual schools also influence the figures. The number of children suspended from a school was associated neither with a high incidence of socio‐economic hardship, nor with large schools, nor with high persistent absentee rates. In contrast, high suspension rates were associated with former selective schools. It is concluded that suspension rates may not reflect the amount or the degree of deviant behaviour in a sch

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02984.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.The comparison of data from two vocabulary‐learning studies involving a total of 2,483 males and females in the fifth and sixth grades suggests that ‘common sense’ decisions regarding the selection and assignment of learning materials may be inefficient if not detrimental. There is evidence to postulate that low ability pupils are the primary recipients or victims of the less effective materials. The data suggest that oversimplified learning materials may yield negative transfer and thus actually deter lea

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02985.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.Tests of cognitive preference and achievement in high school biology were given to a stratified random sample of 989 Israeli twelfth grade students. Levels of cognitive preference and achievement were related to four independent variables namely sex, school environment, the nature of the curriculum and the attitudes of teachers, toward an inquiry oriented curriculum. A strong dependence of cognitive preference orientation on achievement was found. High achieving students exhibited a strong preference for critical questioning, a weak preference for fundamental principles as well as a strong dissatisfaction with recall. The ‘cognitive preference‐achievement’ relationship depended on the specific subject matter content, but was not related to Bloom's taxonomy levels. The ‘cognitive preference‐achievement’ relationship was found to be significantly affected by sex, the school environment, the curriculum and the curricular bias of the teachers. Certain interactions among these independent variables were al

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02986.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.This paper reports a series of studies in the development of a Study Behaviour Questionnaire (SBQ), for use with university students. The major problem in the present research was to determine optimal ways of combining SBQ item scores: by sorting people's responses to items (R‐analysis), or by sorting items on the basis of how they discriminate between people (Q‐analysis).464 Arts and Science first‐year students completed the SBQ. The responses were analysed in both R and Q designs, and the resulting scale scores for each student were merged with his high school and university performance data. In the R‐analysis, 102 items were selected to sample 10 domains of study behaviour, and responses to these items were subjected to an oblique multiple group method of factor analysis. The 10 domains of study behaviour were confirmed although there was some significant intercorrelation between domains. In the Q‐analysis, four students were chosen at random from the Ability (high, medium, low) × Faculty (Arts, Science) × Sex matrix, replicated once. These categories were called ‘tests,’ and the items ‘people.’ Using an oblique Procrustes method of factoring, three Q‐scales were obtained. Factor scores on each of the 10 R and three Q scales were obtained for each student, and relationships with sex, faculty and performa

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02987.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.The present study compared the processing of single digits by two groups of 20 dyslexic children with a control group. A single digit (0 through 9) was presented for 20 msec followed by a mask for 20 msec at ISIs of 8, 16, 24, 32 or 40 msec. Both dyslexic groups had significantly more correct identifications than the control group, but did not differ from the control group in their reaction time. Analysis of error patterns showed that a large number of the dyslexics consistently confused the digits having curved features.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02988.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY