1,721,817 research outputs found
Mason, L H, 424197
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/401953Surname: MASON. Given Name(s) or Initials: L H. Military Service Number or Last Known Location: 424197. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 54803.221599
Item: [2016.0049.34246] "Mason, L H, 424197
Mason, L, WX1071
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/401997Surname: MASON. Given Name(s) or Initials: L. Military Service Number or Last Known Location: WX1071. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 4548.221643
Item: [2016.0049.34290] "Mason, L, WX1071
Methods for assessing online processes of multiple sources
Full text linkProcesses matter: learning is not only an outcome reflected in a score or grade, is also an ongoing process that leads to an outcome. This presentation reviews the various methods that have been used to assess the processing of multiple sources of information, either digital or in print. Self-reports, thinking aloud, note taking, reading times, log-files, and eye movements are focused. The nature, characteristics, strengths, and weaknesses of each method are critically discussed with reference to theory and studies that have involved students at different educational levels. The link between online processes and offline outcomes of reading multiple sources emerges from the empirical studies. Possible methodological advances for research on multiple-text processing and comprehension are also mentioned. Overall, the presentation highlights that process-oriented research contributes to theory development on multiple-document literacy. Accurate assessment of online processes is also crucial from the perspective of educational implications, especially for supporting the acquisition of advanced reading skills
SYMPOSIUM Multiple-text comprehension in students of different educational levels: the role of individual and text characteristics
No full textUsing eye-movement modelling examples to improve critical reading of multiple webpages on a conflicting topic
Full text linkInterventions to promote students' source evaluations have used various methods designed for the classroom context. In the present study, we tested an approach that is easily adaptable to online courses, based on eye movement modelling examples (EMME), that is, short videos displaying an expert student's eye gaze while s/he reads multiple pages on the Internet to learn about a conflicting topic. Using an eye-tracking methodology in a pre–post design, we analysed how an intervention using EMME changed students' attention to source information, and how this processing affected their learning. EMME increased participants' attention to the search engine results page, author information and decreased attention of texts from untrustworthy pages. In addition, EMME increased the number of participants who cited at least one document source at post-test. We discuss the potential benefits and limitations of EMME in teaching complex literacy strategies, and the importance of measuring processing data in educational research studies
The marriage record of Dwight, Mason L. and Barnes, Anna A
No full textMarriage license for Mason L. Dwight and Anna A. Barnes. C.S. Reynolds was the officiant
Students’ emotional reactivity to school-related stressors and academic achievement: evidence from cardiac vagal activity
No full textThe purpose of this study was to investigate the link between psychophysiological reactivity and school achievement. Specifically, we examined whether basal cardiac vagal tone and changes during an unpleasant emotional event predict academic achievement when controlling for gender and anxiety symptoms. In fifty-seven 7th graders (Mage 12.73, SD=.55) cardiac vagal tone was registered at rest, while watching a video-clip showing a student who is highly distressed because unable to complete a test, and during the recovery phase. Academic achievement was measured using students’ mean grade in the main subjects. Emotional problems were assessed by the “Strengths and Difficulty Questionnaire”. Positive and negative affective scale (PANAS) was used to assess the effectiveness of the video-clip in inducing an unpleasant emotional state. Results showed that students’ baseline cardiac vagal tone as well as their emotional reactivity to the school-related stressor predicted achievement when controlling for gender and emotional problems
Effects of critical thinking on multiple-document comprehension
No full textThe purpose of this study was to test the relationships between critical thinking, prior topic knowledge and beliefs, and multiple-document comprehension through a path analysis approach. The participants were 281 Italian undergraduate students. Participants first completed a rational-experiential inventory, a critical thinking skills test, a prior topic knowledge test, and a prior topic beliefs test. Then, they were asked to read six documents on the topic of flu vaccination. After reading the texts, students were asked to write an argumentative essay on the topic as a measure of multiple-document comprehension. The hypothesized model fit the data well. Results confirmed that argumentation quality after reading six documents with different perspectives on the topic is associated with different critical thinking skills in stronger- versus weaker-belief readers. In weaker-belief readers, multiple-document comprehension was associated with deduction skills, whereas in stronger-belief readers, multiple-document comprehension was associated with hypothesis-testing skills. Both theoretical and educational implications of the results are discussed
Inhibition and Conceptual Learning in Science: a Review of Studies
No full textRecent research about the learning of science has suggested that misconceptions are not replaced by scientific conceptions and extinguished once conceptual change has occurred. Rather, misconceptions still exist alongside the acquired scientific conceptions and must be suppressed in order to use scientific conceptions. Our goal in this review is to understand the conditions under which the executive function of inhibition plays a role in conceptual learning in science domains. We reviewed 18 articles in the extant literature that report investigations involving students at different educational levels, from primary to higher education, in order to identify how inhibition and science conceptual learning are measured and the conditions in which a link between the executive function and the outcome variable emerges. Part of the reviewed studies are based on behavioral data, while the others are based on both behavioral and brain imaging data. The review shows that the majority of the studies at each educational level reveal that inhibition contributes to topic-specific learning in science domains, or to overall academic achievement in science. Neuroscientific studies provide evidence that inhibition is recruited during the execution of tasks that require suppression of misconception interference. Comprehensive models of conceptual change should consider inhibitory control, which may also account for individual differences in this process
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