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相关概念视频

Purposive Learning01:22

Purposive Learning

694
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
694
Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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相关实验视频

Updated: May 6, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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计算机交付的形态学专注的词汇指令:试点研究

Carla Wood1, Michelle Torres-Chavarro1, Sana Tibi1

  • 1School of Communication Science and Disorders, Florida State University, Tallahassee.

American journal of speech-language pathology
|February 24, 2025
PubMed
概括
此摘要是机器生成的。

计算机提供的形态学教学显著改善了三年级学生的形态知识 (MK). 该计划使学生受益,无论他们最初的MK水平如何,为教师和学生的识字提供了实际的好处.

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科学领域:

  • * 教育心理学 教育心理学
  • *应用语言学 *应用语言学
  • * 识字教育 识字教育

背景情况:

  • * 形态知识 (MK) 对于阅读理解和拼写能力至关重要.
  • * 对形态学的明确指导可以提高学生对单词结构的理解.
  • * 计算机交付干预提供了针对性学术支持的可扩展解决方案.

研究的目的:

  • * 评估计算机提供的形态学教学对三年级学生的MK的影响.
  • * 为了确定干预的有效性是否根据学生的基线MK不同.
  • * 评估这种计划对教育环境的实际影响.

主要方法:

  • * 一项随机试验,涉及14个教室的263名三年级学生.
  • * 一个为期6周的干预组通过在线课程接受了有关衍生形态的明确指令.
  • *对照组接受了标准指令;MK使用阅读和拼写的形态意识测试进行评估.

主要成果:

  • *计算机提供的形态学教学对学生的记忆力产生了显著的积极影响.
  • *效果大小为0.33的附加标识和0.24的后选择.
  • *初始MK较低的学生表现出与初始MK较高的学生相似的收益.

结论:

  • *明确的,由计算机提供的衍生形态学教学对学生的MK产生了积极的影响.
  • *这项干预表明了提高语言和识字成果的潜力,减少了教师负担.
  • *研究结果支持将数字工具整合到有针对性的形态意识培训中.