On the basis of Kulhavy's (R. W. Kulhavy, J. B. Lee, & L. C. Caterino, 1985) conjoint retention model of text learning with organized spatial displays, the authors conducted 2 experiments to analyze the effect...
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On the basis of Kulhavy's (R. W. Kulhavy, J. B. Lee, & L. C. Caterino, 1985) conjoint retention model of text learning with organized spatial displays, the authors conducted 2 experiments to analyze the effects of different types of maps and a considerate text (i.e., a text that follows the scanning pattern of the map) or an inconsiderate text. In the 1st study, 158 participants viewed an intact or a segmented map and a considerate or a randomized text. Those participants who viewed the intact map and read the considerate text recalled significantly more information than those who viewed the intact map and read the randomized text. In the 2nd study, 179 participants viewed a flat map, a I-point perspective map, or a 2-point perspective map, and a considerate text formulated on the basis of the predicted scanning pattern of the map. Those participants who viewed the flat map recalled significantly more information than those who viewed the perspective maps.
This paper reviews research suggesting that interest and importance are separate constructs mediated by concreteness and mental imagery, especially in expository text or other genres where concreteness and importance ...
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This paper reviews research suggesting that interest and importance are separate constructs mediated by concreteness and mental imagery, especially in expository text or other genres where concreteness and importance often diverge. Important expository material can be relatively more interesting or less interesting. If important expository material is concrete it tends to be interesting and well recalled. If important expository material is abstract and not well linked to concrete elaboration or examples it tends to be less interesting and less well recalled. Concrete elaboration of abstract ideas tends to improve students' recall There appears to be no harm in adding concrete detail to well structured, coherent text to promote interest unless enough is added so that a new text with a different coherence emerges. Making already concrete text more emotionally interesting may have little effect. Using a coherent text structure that adequately implies or signals importance and supporting important information with concrete explanation are key text design implications. dual coding theory provides a systematic theoretical account of the findings in this area.
This paper evaluates the effectiveness of the 'Spot the Hazard' farm safety resource which employs 3-D visual stimuli to develop rudimentary risk assessment skills in children. Primary school children from thr...
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This paper evaluates the effectiveness of the 'Spot the Hazard' farm safety resource which employs 3-D visual stimuli to develop rudimentary risk assessment skills in children. Primary school children from three local schools in north-west New South Wales were presented with the resource and talked about the farm hazards present. Children's recall of the hazards and the extent to which they compared the resource to their own farm was assessed after an initial presentation at post-tests of 1, 14 and 28 days, across three experimental groups. Individual differences in achievement were controlled for using the Wechsler Individual Achievement Test-Screener (WIAT). Analysis revealed that children exposed to the resource recalled significantly more hazards and made more comparisons to their own farm experiences than controls. However, differences on individual achievement were observed between groups due to a lack of randomisation. Farm safety educational resources for children are more effective when verbal and nonverbal strategies are used and when children are exposed to such cues repeatedly. The development of farm safety educational resources for children which employ spatial cues is encouraged. Further clarification of results would entail a more rigorous randomised control trial.
Provides an overview of hypermedia, including a history of hypertext and multimedia, and discusses how they have been combined into the term hypermedia; a cognitive overview; dualcoding and cue summation; and theorie...
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Provides an overview of hypermedia, including a history of hypertext and multimedia, and discusses how they have been combined into the term hypermedia; a cognitive overview; dualcoding and cue summation; and theories related to learners, including field dependence-independence, memory, and metacognition. Contains 156 references. (LRW)
The information storage mechanism of the biological neural network is the most important problem in neuroscience. Our observations showed that the structure of the hippocampus, the core memory of the brain, is very si...
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ISBN:
(纸本)0780314212
The information storage mechanism of the biological neural network is the most important problem in neuroscience. Our observations showed that the structure of the hippocampus, the core memory of the brain, is very similar to the Hopfield's neural network. An electronic neuronic model was constructed to simulate the dynamic process of the hippocampal LTP process. The kinetic process of the post synaptic potentials and the synaptic-synaptic interaction equations were also discussed. We proposed a dual coding theory of biological neural information and assumed that the messy fiber synaptic glomerulus may be the chief storage medium of the neural information. A geometrical mapping of N dimensional unitron was constructed to analyse the distribution of the computation energy and to trace the dynamic loci in memory retrieve process.
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