How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? [0.03%]
儿童如何通过叙事虚构进行社会学习：理解道理、模拟情境还是对话探究？
Luciano Gasser,Yvonne Dammert,P Karen Murphy
Luciano Gasser
Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different approaches strongly diverge in their explanations and recommended instructional a...
David F Bjorklund
David F Bjorklund
In this article, I examine children's evolved learning mechanisms that make humans the most educable of animals. These include (1) skeletal perceptual and cognitive mechanisms that get fleshed out over the course of development, mainly thro...
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning [0.03%]
沉浸式虚拟现实虚拟实地考察的学习效益：多模态学习中沉浸原理的证据
Guido Makransky,Richard E Mayer
Guido Makransky
This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson wit...
Effects of 8 Weeks with Embodied Learning on 5-6-Year-Old Danish Children's Pre-reading Skills and Word Reading Skills: the PLAYMORE Project, DK [0.03%]
丹麦5至6岁儿童前阅读技能和单词阅读技能的具身学习8周干预效果研究：PLAYMORE项目，丹麦
Linn Damsgaard,Anne-Mette Veber Nielsen,Anne Kær Gejl et al.
Linn Damsgaard et al.
The aim of this study was to investigate the effects of embodied learning on children's pre-reading and word reading skills. We conducted a three-armed randomized controlled trial including two intervention groups and one control group. One...
Evolution of Self-Awareness and the Cultural Emergence of Academic and Non-academic Self-Concepts [0.03%]
自我意识的进化以及学术和非学术自我概念的文化兴起
David C Geary,Kate M Xu
David C Geary
Schooling is ubiquitous in the modern world and academic development is now a critical aspect of preparation for adulthood. A step back in time to pre-modern societies and an examination of life in remaining traditional societies today reve...
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty? [0.03%]
学生是否根据题目的难易程度有效调节自测行为？
Sabrina Badali,Katherine A Rawson,John Dunlosky
Sabrina Badali
Retrieval practice is beneficial for both easy-to-learn and difficult-to-learn materials, but scant research has examined students' use of self-testing for items of varying difficulty. In two experiments, we investigated whether students di...
Epistemic Beliefs in Science-A Systematic Integration of Evidence From Multiple Studies [0.03%]
科学领域的认识信念——来自多项研究的证据的系统整合
Julia Schiefer,Peter A Edelsbrunner,Andrea Bernholt et al.
Julia Schiefer et al.
Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners' epistemic beliefs are modeled across multiple dimensions. Variability in study charact...
Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments [0.03%]
反驳性文本促进学习：被试间实验的元分析研究
Noah L Schroeder,Aurelia C Kucera
Noah L Schroeder
Scientific misconceptions are ubiquitous, and in our era of near-instant information exchange, this can be problematic for both public health and the public understanding of scientific topics. Refutation text is one instructional tool for a...
Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance [0.03%]
重新审视担忧在解释测试焦虑和测试表现之间的关系的作用
Frieder L Schillinger,Jochen A Mosbacher,Clemens Brunner et al.
Frieder L Schillinger et al.
The inverse relationship between test anxiety and test performance is commonly explained by test-anxious students' tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been ide...
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading [0.03%]
Bowers (2020)的评论以及拼音教学在阅读中的作用
Jack M Fletcher,Robert Savage,Sharon Vaughn
Jack M Fletcher
Bowers (2020) reviewed 12 meta-analytic syntheses addressing the effects of phonics instruction, concluding that the evidence is weak to nonexistent in supporting the superiority of systematic phonics to alternative reading methods. We iden...