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Hits 141 – 160 of 1.431
141
Foundational Technologies for Activity-Based Intelligence - A Review of the Literature
Llinas, James
;
Scrofani, James
In: DTIC (2014)
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142
Applying Developmentally Appropriate Engineering Challenges in a First Grade Classroom
Glick, Kathleen R.
In: Masters of Arts in Education Action Research Papers (2014)
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143
Case-studies of teachers collaborating to implement a culturally-relevant problem-solving rich mathematics unit in four classrooms in the commonwealth of the northern mariana islands
Borja, Dora Pangelinan
. - : [Honolulu] : [University of Hawaii at Manoa], [May 2014], 2014
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144
Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback
Rodgers, Kelsey J
;
Horvath, Aladar K
;
Jung, Hyunyi
...
In: Interdisciplinary Journal of Problem-Based Learning (2014)
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145
The Effect of Instruction in Alternative Solutions on American Ninth-Grade Algebra I Students' Problem Solving Performance
Sagaskie, Erin Elizabeth
In: Dissertations (2014)
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146
THE USE OF READING STRATEGIES IN ARABIC BY NATIVE AND NON-NATIVE SPEAKERS
Alolayan, Fahad
In: Theses (2014)
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147
The benefit of being naïve and knowing it: the unfavourable impact of perceived context familiarity on learning in complex problem solving tasks
Beckmann, J F
;
Goode, N
. - : Springer Netherlands, 2014
Abstract:
Previous research has found that embedding a problem into a familiar context does not necessarily confer an advantage over a novel context in the acquisition of new knowledge about a complex, dynamic system. In fact, it has been shown that a semantically familiar context can be detrimental to knowledge acquisition. This has been described as the ‘‘semantic effect’’ (Beckmann, Learning and complex problem solving, Bonn, Holos, 1994). The aim of this study was to test two competing explanations that might account for the semantic effect: goal adoption versus assumptions. Participants were asked to learn about the causal structure of a linear system presented on a computer containing three outputs by changing three inputs through goal free exploration. Across four conditions the level of familiarity was experimentally varied through the use of different variable labels. There was no evidence that goal adoption can account for poor knowledge acquisition under familiar conditions. Rather, it appears that a semantically familiar problem context invites a high number of a priori assumptions regarding the interdependency of system variables. These assumptions tend not to be systematically tested during the knowledge acquisition phase. The lack of systematicity in testing a priori assumptions is the main barrier to the acquisition of new knowledge. The semantic effect is in fact an effect of untested presumptions. Implications for research in problem solving, knowledge acquisition and the design of computer-based learning environments are discussed.
Keyword:
complex problem solving
;
dynamic systems
;
FoR 1303 (Specialist Studies in Education)
;
knowledge acquisition
;
semantic effect
;
semanticity
URL:
https://doi.org/10.1007/s11251-013-9280-7
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148
Early in-session cognitive-emotional problem-solving predicts 12-month outcomes in depression with personality disorder
McCarthy, Kye L
;
Mergenthaler, Erhardt
;
Grenyer, Brin F. S
In: Faculty of Social Sciences - Papers (2014)
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149
Analyzing AP Syllabi for Problem Solving, Authentic Learning, and Collaborative Learning Practices
Anderson, Heather
. - : University of Oregon, 2014
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150
Multilingual Children's Mathematical Reasoning
Assaf, Fatima
. - : Université d'Ottawa / University of Ottawa, 2014
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151
Transforming Knowledge: The Effects of Scaffolded Instruction in the Toulmin Model of Argument on the Problem-Solving Strategies of Four Sixth-Grade Writers
Wilson, Adam Holmes
. - 2014
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152
Far-transfer effects of working memory training on a novel problem solving task
Chan, Sharon
. - 2014
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153
The interplay of conflict and analogy in multidisciplinary teams
Schunn, Christian D.
;
Kim, Kevin H.
;
Paletz, Susannah B. F.
In:
Cognition. - Amsterdam [u.a] : Elsevier
126 (2013) 1, 1-19
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154
Cross-level effects of team task interdependence on the relationship between learning goal orientation and feedback-seeking behaviors
Cho, Jaehee
In:
Communication research reports. - Philadelphia, Pa. : Taylor & Francis
30 (2013) 3, 230-241
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OLC Linguistik
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155
Mixed-methods study of the impact of a computational thinking course on student attitudes about technology and computation.
Booth, William A.
(William Andrew). - 2013
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156
Apraxia of tool use: more evidence for the technical reasoning hypothesis
Jarry, Christophe
;
Osiurak, François
;
Delafuys, D.
...
In: ISSN: 1973-8102 ; Cortex ; https://hal.archives-ouvertes.fr/hal-01981437 ; Cortex, 2013, 49 (9), pp.2322-33. ⟨10.1016/j.cortex.2013.02.011⟩ ; http://www.ncbi.nlm.nih.gov/pubmed/23537602 (2013)
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157
ФОРМИРОВАНИЕ ЦЕЛЕЙ ТВОРЧЕСКОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ НА ОСНОВЕ ТРИЗ
Терехова, Г.
. - : Общество с ограниченной ответственностью «Институт стратегических исследований», 2013
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158
ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ РАЗВИТИЯ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ БУДУЩИХ ПЕРЕВОДЧИКОВ НА ОСНОВЕ ПРОБЛЕМНОГО ОБУЧЕНИЯ
Пантеева, Е.
. - : Общество с ограниченной ответственностью "Издательский Дом "Академия Естествознания", 2013
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159
Exploring Algebra-based Problem Solving and Strategies of Spanish-speaking High School Students
Hernandez-Duhon, Andrea
. - 2013
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160
Insight versus analysis: evidence for diverse methods in problem solving
Fleck, Jessica I.
;
Weisberg, Robert W.
In:
Journal of cognitive psychology. - Abingdon : Routlegde, Taylor & Francis Group
25 (2013) 4, 436-463
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OLC Linguistik
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