Search results for "instruction"
showing 10 items of 443 documents
Effects of instruction on acquisition and extinction of electrodermal responses to fear-relevant stimuli.
1977
In the present study we examined the hypothesis that electrodermal responses conditioned to fear-relevant stimuli are insensitive to verbal instructions. In the first experiment, different groups of subjects were conditioned to fear-relevant and fear-irrelevant control stimuli in a long interstimulus interval differential paradigm with shock as the unconditioned stimulus. Then half of the subjects were informed that no more shocks would be presented, and a number of extinction trials followed. The instruction completely abolished responding to fear-irrelevant stimuli, while leaving responses to the fear-relevant stimuli unaffected. In the second experiment, subjects were "conditioned" to fe…
Being cross pressured-parents’ experiences of the transfer from paediatric to adult care services for their young people with long term conditions: A…
2021
BACKGROUND: Family members of young people (13-24 years) with long-term conditions tend to experience multiple challenges when their children transfer from paediatric to adult care, as do the patients themselves.OBJECTIVES: To identify, interpret and theoretically conceptualise the meaning of parents' experiences of the transfer from paediatric to adult care of their young people with long-term conditions.DESIGN: A qualitative research synthesis.DATA SOURCES: We obtained articles from Medline, CINAHL, PsycINFO, EMBASE, Scopus, and Web of Science. Unpublished theses and dissertations were searched for using Google Scholar, Mednar, and ProQuest Dissertations and Theses.REVIEW METHODS: Based o…
Instructions for External Focus of Attention Improved Taekwondo Kicking Performance Only Among Less Skilled Youth
2022
External focus of attention (EFA) studies among children have yielded more equivocal results than have those among adults. Some investigators have found an internal focus of attention (IFA) advantage in children and have explained their results by children’s generally lower skill levels, compared to adults. According to the constrained action hypothesis, children’s lower skill levels are not yet associated with over-learned automatic movement patterns, so their motor performance is not disrupted by IFA instructions. In this study, our objective was to examine a possible interaction effect between children’s skill levels and their exposure to either IFA or EFA instructions on motor performa…
Children evoke similar affective and instructional responses from their teachers and mothers
2015
In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child–teacher–mother triads (178 girls, 195 boys) were analysed. Teachers and mothers reported their instructional support and affective responses toward a child in the school/homework context in Grades 1, 2, 3, and 4. At the beginning of Grade 1, the children’s performance in reading and math was tested, and teachers evaluated the children’s externalizing and internalizing problem behaviour. The results demonstrated that mothe…
K-means Clustering to Study How Student Reasoning Lines Can Be Modified by a Learning Activity Based on Feynman’s Unifying Approach
2017
Background:Research in Science Education has shown that often students need to learn how to identify differences and similarities between descriptive and explicative models. The development and use of explicative skills in the field of thermal science has always been a difficult objective to reach. A way to develop analogical reasoning is to use in Science Education unifying conceptual frameworks.Material and methods:A questionnaire containing six open-ended questions on thermally activated phenomena was administered to the students before instruction. A second one, similar but focused on different physical content was administered after instruction. Responses were analysed using k-means Cl…
Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis
2015
This paper investigates the teaching practices used by university mathematics teachers when lecturing, a topic within university mathematics education research which is gaining an increasing intere ...
Gestión de dinámicas de grupos en la enseñanza del español como lengua extranjera: una propuesta didáctica
2018
La cantidad de factores que influyen en el desarrollo óptimo del proceso de enseñanza-aprendizaje de una lengua extranjera es numerosa y todos ellos se condicionan y retroalimentan entre sí. En concreto, en este artículo se pone el foco sobre la gestión de dinámicas de grupo y, para ello, se ofrece primero una introducción teórica sobre su relevancia para presentar, a continuación, un ejemplo práctico de sesión que recoge los principios descritos. Esta se ha diseñado para maximizar una sinergia positiva y que se alcance el flujo que permita que el aprendizaje alcance las mayores cuotas posibles. There are a large number of factors that condition the optimal development of the teaching-learn…
Arbitrage international. Sentence, Ordonnance émise par le tribunal arbitral pour désigner des experts-nature juridique, Acte d'instruction
1994
International audience; (Paris, 25 mars 1994, inédit, Soc. Saudi Sud SA - Soc Al Amin Securites Corp c/ SA Technip et autres).
La condition de l'urgence justifiant la compétence du juge du référé provision en présence d'une clause compromissoire
2021
International audience; (Limoges 11 avr. 2019, Rev. arb. 2020. Somm. 663 ; Paris 12 avr. 2016, n° 14/25001, Cah. arb. 2016. Somm. 517 ; Paris 31 oct. 2019, Rev. arb. 2020. 596, obs. J. Barbet ; Paris 27 févr. 2020, Rev. arb. 2020. Somm. 665 ; Paris 6 juin 2019, Rev. arb. 2019. 572, obs. J. Barbet ; Paris 29 mars 2016, n° 14/26237, Cah. arb. 2016. 510 ; Rennes 3 nov. 2015, n° 16/00685, Cah. arb. 2016. 85 ; Paris 26 juin 2019, n° 19/02646, Cah. arb. 2019. Somm. 352 ; Rev. arb. 2020. 560, obs. J. Barbet)
Commenting on Written Arguments as a Part of Argumentation Skills — comparison between students engaged in traditional vs on‐line study
1992
ABSTRACT The use of computer‐mediated communication (CMC) has increased in the area of education. This article reports a study whose aim was to improve the argumentation and scientific thinking skills of university students through argumentative on‐line studying. The research problems dealt on the one hand with learning outcomes in terms of subject content and on the other hand with argumentation skills. The results were compared between on‐line students and students who studied in a traditional way. The results indicated that the traditional group got better learning outcomes than the on‐line students who, by contrast, succeeded better in the tasks of argumentation skills. The findings sug…