Search results for 'Programmed instruction' (try it on Scholar)

1000+ found
Order:
  1.  8
    Gregory Ross (1983). Overcoming Declining Literacy with Personalized, Programmed Instruction. Teaching Philosophy 6 (2):139-145.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  2.  1
    Edward J. Green (1963). The Learning Process and Programmed Instruction. British Journal of Educational Studies 12 (1):102-103.
    Direct download  
     
    Export citation  
     
    My bibliography  
  3.  1
    David C. Epperson & Richard A. Schmuck (1962). An Experimentalist Critique of Programmed Instruction. Educational Theory 12 (4):247-254.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  4. James Dickoff (1965). Symbolic Logic and Language. New York, Mcgraw-Hill.
  5. Morton L. Schagrin (1968). The Language of Logic. New York, Random House.
     
    Export citation  
     
    My bibliography  
  6. Edward J. Zoll (1968). Logic. New York, Pitman Pub. Corp..
     
    Export citation  
     
    My bibliography  
  7.  26
    Ethan P. Waples, Alison L. Antes, Stephen T. Murphy, Shane Connelly & Michael D. Mumford (2009). A Meta-Analytic Investigation of Business Ethics Instruction. Journal of Business Ethics 87 (1):133 - 151.
    The education of students and professionals in business ethics is an increasingly important goal on the agenda of business schools and corporations. The present study provides a meta-analysis of 25 previously conducted business ethics instructional programs. The role of criteria, study design, participant characteristics, quality of instruction, instructional content, instructional program characteristics, and characteristics of instructional methods as moderators of the effectiveness of business ethics instruction were examined. Overall, results indicate that business ethics instructional programs have a minimal (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography   31 citations  
  8.  31
    James M. Bloodgood, William H. Turnley & Peter Mudrack (2008). The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior. Journal of Business Ethics 82 (3):557 - 571.
    This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography   11 citations  
  9.  23
    Golnaz Hashemian & Michael C. Loui (2010). Can Instruction in Engineering Ethics Change Students' Feelings About Professional Responsibility? Science and Engineering Ethics 16 (1):201-215.
    How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography   5 citations  
  10.  11
    Conor O'Leary & Jenny Stewart (2013). The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction. Journal of Business Ethics 113 (2):225-241.
    Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  11.  83
    Sam Butchart, Toby Handfield & Greg Restall (2009). Teaching Philosophy, Logic and Critical Thinking Using Peer Instruction. Teaching Philosophy (1):1-40.
    Peer Instruction (or PI for short) is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  12.  11
    Lucia Zivcakova, Eileen Wood, Gail Forsyth, Navinder Dhillon, Danielle Ball, Brittany Corolis, Amanda Coulas, Stephen Daniels, Joshua Hill, Anja Krstic, Amy Linseman & Marjan Petkovski (2012). Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons' and Students' Perspectives. [REVIEW] Journal of Academic Ethics 10 (2):137-150.
    A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  13.  11
    J. Anthony Blair (2006). Informal Logic's Influence on Philosophy Instruction. Informal Logic 26 (3):259-286.
    Informal logic began in the 1970s as a critique of then-current theoretical assumptions in the teaching of argument analysis and evaluation in philosophy departments in the U.S. and Canada. The last 35 years have seen significant developments in informal logic and critical thinking theory. The paper is a pilot study of the influence of these advances in theory on what is taught in courses on argument analysis and critical thinking in U.S. and Canadian philosophy departments. Its finding, provisional and much-qualified, (...)
    Direct download (14 more)  
     
    Export citation  
     
    My bibliography  
  14.  6
    David Hitchcock (2004). The Effectiveness of Computer Assisted Instruction in Critical Thinking. Informal Logic 24 (3):183-217.
    278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test (Forms A and B), by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format (...)
    Direct download (16 more)  
     
    Export citation  
     
    My bibliography  
  15.  2
    Ronald R. Irwin (1995). Using Computer-Assisted Instruction and Developmental Theory to Improve Argumentative Writing. Informal Logic 17 (2).
    A study is described in which the effectiveness of a computer program (Hermes) on improving argumentative writing is tested. One group of students was randomly assigned to a control group and the other was assigned to the experimental group where they are asked to use the Hermes program. All students were asked to write essays on controversial topics to an opposed audience. Their essays were content-analysed for dialectical traits. Based on this analysis, it was concluded that the experimental group wrote (...)
    Direct download (15 more)  
     
    Export citation  
     
    My bibliography  
  16.  14
    Zhanna Bagdasarov, Chase E. Thiel, James F. Johnson, Shane Connelly, Lauren N. Harkrider, Lynn D. Devenport & Michael D. Mumford (2013). Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making. Science and Engineering Ethics 19 (3):1305-1322.
    Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   5 citations  
  17.  55
    Liliane Portelance, Stéphane Martineau, Annie Presseau & Sébastien Rojo (2012). Naviguer entre l'instruction et la socialisation : discours d'enseignants québécois du secondaire. Phronesis 1 (4):98-109.
    The success of the mission of the school based largely on teachers, it is important to understand exactly how they see their role in the actualization of this mission. So this article initiates a reflection on how secondary school teachers in Quebec think their educational mission. More specifically, we analyze how the educational mission takes shape in their professional practice. La réussite de la mission de l’école reposant en grande partie sur les enseignants, il importe de cerner avec précision comment (...)
    Translate
      Direct download (4 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  18.  17
    Brian Schrag (2005). Teaching Research Ethics: Can Web-Based Instruction Satisfy Appropriate Pedagogical Objectives? [REVIEW] Science and Engineering Ethics 11 (3):347-366.
    Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the moral agent, (3) teaching researchers how to make (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   6 citations  
  19.  28
    Yves Careil (2013). Le cas français ou les tensions sur l'instruction et la socialisation quand on passe d'un modèle éducatif, républicain, à un autre, d'inspiration néolibérale. Phronesis 2 (2-3):14-35.
    Résumé: L’école républicaine « à la française » se donnait officiellement pour objectif de former le citoyen. Elle a connu de multiples réformes durant ces dernières décennies, et on perçoit mieux aujourd’hui sa transformation (d’ores et déjà bien avancée) en une école d’inspiration néolibérale visant la fabrication d’individus aptes à s’incorporer dans la machine économique. La façon dont l’école publique et laïque s’acquittait de ses missions principales se voit ainsi malmenée, ce qui se traduit par des zones de tension, tant (...)
    Translate
      Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  20.  21
    André D. Robert (2013). Certitudes et hésitations des institutions scolaires françaises entre instruction, socialisation et qualification. Un point de vue historique sur la longue durée. Phronesis 2 (2-3):105-113.
    Translate
      Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  21.  6
    Philippe Maubant (2013). Intervention et pratique éducative : Reflet et/ou tensions entre instruction, socialisation et qualifications ? Phronesis 2 (2-3):1.
    Translate
      Direct download (7 more)  
     
    Export citation  
     
    My bibliography  
  22.  15
    Marjorie J. Cooper (2007). Are We Sending Mixed Messages? How Philosophical Naturalism Erodes Ethical Instruction. Journal of Business Ethics 75 (2):171 - 180.
    To develop critical thinking skills, higher order ethical reasoning, a better grasp of the implications of ethical decisions, and a basis for ethical knowledge, it is necessary to explore the philosophical premises foundational to one’s ethical persuasion. No philosophical premises are more important than those pertaining to the nature of human personhood and business’ responsibility to respect the inherent value of human beings. Philosophical naturalism assigns the essence of human personhood strictly to causal interactions of physical matter. Substance dualism, on (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  23.  4
    William A. Cook (1973). Imagery Mnemonic Instruction Effects on Cued Recall of Word Tetrads. Journal of Experimental Psychology 101 (2):273.
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  24.  1
    Arne Ohman (1971). Interaction Between Instruction-Induced Expectancy and Strength of Unconditioned Stimulus in GSR Conditioning. Journal of Experimental Psychology 88 (3):384.
  25.  2
    Philippe Maubant (2013). Intervention et pratique éducative : Reflet et/ou révélateur des tensions entre instruction, socialisation et qualification ? Phronesis 2 (2-3):1-3.
    Translate
      Direct download (7 more)  
     
    Export citation  
     
    My bibliography  
  26.  1
    Sandra L. Bem (1967). Verbal Self-Control: The Establishment of Effective Self-Instruction. Journal of Experimental Psychology 74 (4, Pt.1):485-491.
    Direct download  
     
    Export citation  
     
    My bibliography  
  27.  1
    Leo Postman & William O. Jenkins (1948). An Experimental Analysis of Set in Rote Learning: The Interaction of Learning Instruction and Retention Performance. Journal of Experimental Psychology 38 (6):683.
  28.  1
    Delos D. Wickens, Charles K. Allen & Frances A. Hill (1963). Effects of Instruction on Extinction of the Conditioned GSR. Journal of Experimental Psychology 66 (3):235.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  29. Vera T. Kanareff & John T. Lanzetta (1958). The Acquisition of Imitative and Opposition Responses Under Two Conditions of Instruction-Induced Set. Journal of Experimental Psychology 56 (6):516.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  30.  15
    Jerome S. Bruner (1966). Toward a Theory of Instruction. Cambridge, Mass.,Belknap Press of Harvard University.
    Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a ...
    No categories
    Direct download  
     
    Export citation  
     
    My bibliography   64 citations  
  31.  18
    Lynn D. Devenport, Shane Connelly, Ryan P. Brown, Michael D. Mumford, Ethan P. Waples, Alison L. Antes & Stephen T. Murphy (2009). A Meta-Analysis of Ethics Instruction Effectiveness in the Sciences. Ethics and Behavior 19 (5):379-402.
    Scholars have proposed a number of courses and programs intended to improve the ethical behavior of scientists in an attempt to maintain the integrity of the scientific enterprise. In the present study, we conducted a quantitative meta-analysis based on 26 previous ethics program evaluation efforts, and the results showed that the overall effectiveness of ethics instruction was modest. The effects of ethics instruction, however, were related to a number of instructional program factors, such as course content and delivery (...)
    Direct download (10 more)  
     
    Export citation  
     
    My bibliography   14 citations  
  32.  8
    Juandre Peacock, Lauren N. Harkrider, Zhanna Bagdasarov, Shane Connelly, James F. Johnson, Chase E. Thiel, Alexandra E. MacDougall, Michael D. Mumford & Lynn D. Devenport (2013). Effects of Alternative Outcome Scenarios and Structured Outcome Evaluation on Case-Based Ethics Instruction. Science and Engineering Ethics 19 (3):1283-1303.
    Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   5 citations  
  33. Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke, Symbolic Arithmetic Knowledge Without Instruction.
    Symbolic arithmetic is fundamental to science, technology and economics, but its acquisition by children typically requires years of effort, instruction and drill1,2. When adults perform mental arithmetic, they activate nonsymbolic, approximate number representations3,4, and their performance suffers if this nonsymbolic system is impaired5. Nonsymbolic number representations also allow adults, children, and even infants to add or subtract pairs of dot arrays and to compare the resulting sum or difference to a third array, provided that only approximate accuracy is required6–10. (...)
    Translate
     
     
    Export citation  
     
    My bibliography   9 citations  
  34.  45
    Kenneth M. Hiltebeitel & Scott K. Jones (1992). An Assessment of Ethics Instruction in Accounting Education. Journal of Business Ethics 11 (1):37 - 46.
    Business school faculty have begun to increase ethics instruction, but very little has been done to assess the effectiveness of this instruction. Curricula-wide studies present conflicting results of the effect of ethics integration into the business curricula. Several studies suggest that courses like business ethics and business and society might have an effect on the ethical awareness or ethical reasoning of business students. A belief of many individuals interested in business ethics is that students must be exposed to (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   30 citations  
  35.  43
    Kenneth R. Koedinger, Albert T. Corbett & Charles Perfetti (2012). The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science 36 (5):757-798.
    Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate (...)
    Direct download (10 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  36.  7
    James M. Bloodgood, William H. Turnley & Peter E. Mudrack (2010). Ethics Instruction and the Perceived Acceptability of Cheating. Journal of Business Ethics 95 (1):23 - 37.
    This study examined whether undergraduate students' perceptions regarding the acceptability of cheating were influenced by the amount of ethics instruction the students had received and/or by their personality. The results, from a sample of 230 upper-level undergraduate students, indicated that simply taking a business ethics course did not have a significant influence on students' views regarding cheating. On the other hand, Machiavellianism was positively related to perceiving that two forms of cheating were acceptable. Moreover, in testing for moderating relationships, (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   5 citations  
  37.  30
    Michael S. Merry (2005). Indoctrination, Moral Instruction, and Nonrational Beliefs: A Place for Autonomy? Educational Theory 55 (4):399-420.
    The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion (...)
    Direct download (9 more)  
     
    Export citation  
     
    My bibliography   5 citations  
  38. Philipp Koralus (2012). The Open Instruction Theory of Attitude Reports and the Pragmatics of Answers. Philosophers' Imprint 12 (14):1-29.
    Reports on beliefs, desires, and other attitudes continue to raise foundational questions about linguistic meaning and the pragmatics of utterance interpretation. There is a strong intuition that an attitude report like ‘John believes that Mary smokes’ can simply convey the singular proposition that the individual Mary is believed by John to have the property of smoking. Yet, there is also a strong intuition that ‘Lois believes that Superman can fly’ can additionally convey how an individual is represented . Cases of (...)
     
    Export citation  
     
    My bibliography   1 citation  
  39.  6
    Committee on Academic Standards and Accreditation: Sandra Winn Tutwiler, Kathleen deMarrais, David Gabbard, Andrea Hyde, Pamela Konkol, Huey-li Li, Yolanda Medina, Joseph Rayle & Amy Swain (2013). Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. Educational Studies 49 (2):107-118.
    (2013). Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. Educational Studies: Vol. 49, Critical, Interpretive, and Normative Perspectives of Educational Foundations: Contributions for the 21st Century, pp. 107-118.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  40.  50
    Greg Restall (2009). Using Peer Instruction to Teach Philosophy, Logic, and Critical Thinking. Teaching Philosophy 32 (1):1-40.
    Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  41.  10
    James R. Schmidt & Jan De Houwer (2012). Learning, Awareness, and Instruction: Subjective Contingency Awareness Does Matter in the Colour-Word Contingency Learning Paradigm. Consciousness and Cognition 21 (4):1754-1768.
    In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour . In Experiment 1, half of the participants were told the word-colour contingencies in advance and half were not . The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed (...)
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  42.  15
    Oskar Lindwall & Anna Ekström (2012). Instruction-in-Interaction: The Teaching and Learning of a Manual Skill. [REVIEW] Human Studies 35 (1):27-49.
    This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following (...)
    No categories
    Direct download (8 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  43.  24
    Joseph S. Freedman (2001). "Professionalization" and "Confessionalization": The Place of Physics, Philosophy, and Arts Instruction At Central European Academic Institutions During the Reformation Era. Early Science and Medicine 6 (4):334-352.
    During the sixteenth and early seventeenth centuries, physics was regularly taught as part of instruction in philosophy and the arts at Central European schools and universities. However, physics did not have a special or privileged status within that instruction. Three general indicators of this lack of special status are suggested in this article. First, teachers of physics usually were paid less than teachers of most other university-level subject-matters. Second, very few Central European academics during this period appear to (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  44.  17
    Tsanko S. Gechev, Frank Van Breusegem, Julie M. Stone, Iliya Denev & Christophe Laloi (2006). Reactive Oxygen Species as Signals That Modulate Plant Stress Responses and Programmed Cell Death. Bioessays 28 (11):1091-1101.
    Reactive oxygen species (ROS) are known as toxic metabolic products in plants and other aerobic organisms. An elaborate and highly redundant plant ROS network, composed of antioxidant enzymes, antioxidants and ROS-producing enzymes, is responsible for maintaining ROS levels under tight control. This allows ROS to serve as signaling molecules that coordinate an astonishing range of diverse plant processes. The specificity of the biological response to ROS depends on the chemical identity of ROS, intensity of the signal, sites of production, plant (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography  
  45.  18
    David M. Brown (2005). How the Case Study Method of Instruction Employs Critical Thinking to Facilitate Learning. Inquiry 24 (3):37-40.
    The Case Study Method of Instruction (CSMI) is an excellent vehicle for achieving many instructional goals, including employing critical thinking to facilitate learning. The best results occur when instructors have a clear understanding of the CSMI and critical thinking. In this article, the author describes the evolution of the CSMI, its notable characteristics, and its instructional benefits. The author also presents five detailed definitions of critical thinking, and explains how case studies can be used to lead students to think (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  46.  34
    Tali Bitan & James R. Booth (2012). Offline Improvement in Learning to Read a Novel Orthography Depends on Direct Letter Instruction. Cognitive Science 36 (5):896-918.
    Improvement in performance after the end of the training session, termed “Offline improvement,” has been shown in procedural learning tasks. We examined whether Offline improvement in learning a novel orthography depends on the type of reading instruction. Forty-eight adults received multisession training in reading nonsense words, written in an artificial script. Participants were trained in one of three conditions: alphabetical words preceded by direct letter instruction (Letter-Alph); alphabetical words with whole-word instruction (Word-Alph); and nonalphabetical (arbitrary) words with (...)
    Direct download (10 more)  
     
    Export citation  
     
    My bibliography  
  47.  13
    Johan M. Koedijker, Jamie M. Poolton, Jonathan P. Maxwell, Raôul R. D. Oudejans, Peter J. Beek & Rich S. W. Masters (2011). Attention and Time Constraints in Perceptual-Motor Learning and Performance: Instruction, Analogy, and Skill Level. Consciousness and Cognition 20 (2):245-256.
    We sought to gain more insight into the effects of attention focus and time constraints on skill learning and performance in novices and experts by means of two complementary experiments using a table tennis paradigm. Experiment 1 showed that skill-focus conditions and slowed ball frequency disrupted the accuracy of experts, but dual-task conditions and speeded ball frequency did not. For novices, only speeded ball frequency disrupted accuracy. In Experiment 2, we extended these findings by instructing novices either explicitly or by (...)
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  48.  1
    Tracy L. Taylor & Jonathan M. Fawcett (2012). Does an Instruction to Forget Enhance Memory for Other Presented Items? Consciousness and Cognition 21 (3):1186-1197.
    In an item-method directed forgetting paradigm, participants were required to attend to one of two colored words presented on opposite sides of a central fixation stimulus; they were instructed to Remember or Forget the attended item. On a subsequent recognition test, the Attended words showed a typical directed forgetting effect with better recognition of Remember words than Forget words. Our interest was in the fate of the Unattended words. When the study display disappeared before the memory instruction, there was (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  49.  13
    Hilary J. Leevers & Paul L. Harris (1999). Persisting Effects of Instruction on Young Children's Syllogistic Reasoning with Incongruent and Abstract Premises. Thinking and Reasoning 5 (2):145 – 173.
    Studies of reasoning have often invoked a distinction between a natural or ordinary consideration of the premises, in which they are interpreted, and even distorted, in the light of empirical knowledge, and an analytic or logical consideration of the premises, in which they are analysed in a literal fashion for their logical implications. Two or three years of schooling have been seen as critical for the spontaneous use of analytic reasoning. In two experiments, however, 4-year-olds who were given brief instructions (...)
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  50.  7
    Andrzej Trybulec (1983). ``On a System of Computer-Aided Instruction of Logic''. Bulletin of the Section of Logic 12 (4):214-218.
    There are at least two reasons for the wide spread of CAI: 1. that the student is able to control his own process of learning due to immediate evaluation of his work and progress and 2. that evaluation is homogeneous, i.e. independent of subjective fac- tors, which compensates for possible lack of depth. Also, the psychology of man is such that he is less ashamed to be reprimanded for his errors by a machine than by another human being. It is (...)
    Direct download  
     
    Export citation  
     
    My bibliography  
1 — 50 / 1000