This study addressed the influence of infants' knowledge of object parts and their correspon... more This study addressed the influence of infants' knowledge of object parts and their corresponding functions on their attention to form-function correlations. It was hypothesized that, with increased age, infants would be more likely to attend selectively to correlations that are “meaningful” and to ignore those that are spurious or arbitrary. Fourteen- and 18-month-old infants were habituated to animated displays depicting one meaningful and one arbitrary form-function correlation. Infants were tested with novel stimuli that either maintained or violated the form-function correlations. Although both age groups showed a significant decline in looking across the habituation trials, neither age group demonstrated sensitivity to either the meaningful or arbitrary correlations. A number of methodological and conceptual factors that may have contributed to this outcome are discussed. Though unexpected, the results highlight important methodological issues and provide interesting hypotheses to consider in future investigations. ^
The International Journal of Teaching and Learning in Higher Education, 2014
Beliefs about learning can influence whether or not a student learns course material. However, fe... more Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning—including the definition of learning, which most hinders learning and where learning should take place—and had similar beliefs about learning styles. Though these similarities were mostly encouraging, beliefs about where learning should take place and in learning styles could undermine learning efforts. The implications of these beliefs are discussed and suggestions for promoting learning in the context of these findings are offered. Understanding how faculty and students define and view learning can have important implications for faculty course design and assessment, as well as on student outcomes. The importance of beliefs about learning and their relationship to student learning outcomes has been noted (Edmunds & Richard...
This study addressed the influence of infants' knowledge of object parts and their correspon... more This study addressed the influence of infants' knowledge of object parts and their corresponding functions on their attention to form-function correlations. It was hypothesized that, with increased age, infants would be more likely to attend selectively to correlations that are “meaningful” and to ignore those that are spurious or arbitrary. Fourteen- and 18-month-old infants were habituated to animated displays depicting one meaningful and one arbitrary form-function correlation. Infants were tested with novel stimuli that either maintained or violated the form-function correlations. Although both age groups showed a significant decline in looking across the habituation trials, neither age group demonstrated sensitivity to either the meaningful or arbitrary correlations. A number of methodological and conceptual factors that may have contributed to this outcome are discussed. Though unexpected, the results highlight important methodological issues and provide interesting hypot...
College Orientation targets freshmen entering four-year institutions and is designed for use from... more College Orientation targets freshmen entering four-year institutions and is designed for use from college orientation programs until graduation day and beyond. It provides a roadmap for campus staff and faculty offering orientation programs to facilitate behaviors that increase retention, improve four-year graduation rates, and ultimately, reduce student loan debt. Students receive the information they need to adapt to college life and stay on track towards a degree–all the while learning behaviors that promote achievement after graduation. This comprehensive reference tool is written from an insider’s point of view and has a distinct focus on promoting appropriate college conduct. It covers a multitude of topics that help students navigate the university system while learning how to adapt this information to their future workplace.
... Karen Bendersky a , Walter L. Isaac a , Jason H. Stover a & Joan M. Zook b pages 38-4... more ... Karen Bendersky a , Walter L. Isaac a , Jason H. Stover a & Joan M. Zook b pages 38-41. ... Retrieved August 29, 2007 from; 16. http://www.tui.edu/psyd/admissions.asp Union Institute & University, Doctor of Psychology (Psy.D.). (nd) Retrieved February 19, 2007, from; 17. ...
This study addressed the influence of infants' knowledge of object parts and their correspon... more This study addressed the influence of infants' knowledge of object parts and their corresponding functions on their attention to form-function correlations. It was hypothesized that, with increased age, infants would be more likely to attend selectively to correlations that are “meaningful” and to ignore those that are spurious or arbitrary. Fourteen- and 18-month-old infants were habituated to animated displays depicting one meaningful and one arbitrary form-function correlation. Infants were tested with novel stimuli that either maintained or violated the form-function correlations. Although both age groups showed a significant decline in looking across the habituation trials, neither age group demonstrated sensitivity to either the meaningful or arbitrary correlations. A number of methodological and conceptual factors that may have contributed to this outcome are discussed. Though unexpected, the results highlight important methodological issues and provide interesting hypotheses to consider in future investigations. ^
The International Journal of Teaching and Learning in Higher Education, 2014
Beliefs about learning can influence whether or not a student learns course material. However, fe... more Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning—including the definition of learning, which most hinders learning and where learning should take place—and had similar beliefs about learning styles. Though these similarities were mostly encouraging, beliefs about where learning should take place and in learning styles could undermine learning efforts. The implications of these beliefs are discussed and suggestions for promoting learning in the context of these findings are offered. Understanding how faculty and students define and view learning can have important implications for faculty course design and assessment, as well as on student outcomes. The importance of beliefs about learning and their relationship to student learning outcomes has been noted (Edmunds & Richard...
This study addressed the influence of infants' knowledge of object parts and their correspon... more This study addressed the influence of infants' knowledge of object parts and their corresponding functions on their attention to form-function correlations. It was hypothesized that, with increased age, infants would be more likely to attend selectively to correlations that are “meaningful” and to ignore those that are spurious or arbitrary. Fourteen- and 18-month-old infants were habituated to animated displays depicting one meaningful and one arbitrary form-function correlation. Infants were tested with novel stimuli that either maintained or violated the form-function correlations. Although both age groups showed a significant decline in looking across the habituation trials, neither age group demonstrated sensitivity to either the meaningful or arbitrary correlations. A number of methodological and conceptual factors that may have contributed to this outcome are discussed. Though unexpected, the results highlight important methodological issues and provide interesting hypot...
College Orientation targets freshmen entering four-year institutions and is designed for use from... more College Orientation targets freshmen entering four-year institutions and is designed for use from college orientation programs until graduation day and beyond. It provides a roadmap for campus staff and faculty offering orientation programs to facilitate behaviors that increase retention, improve four-year graduation rates, and ultimately, reduce student loan debt. Students receive the information they need to adapt to college life and stay on track towards a degree–all the while learning behaviors that promote achievement after graduation. This comprehensive reference tool is written from an insider’s point of view and has a distinct focus on promoting appropriate college conduct. It covers a multitude of topics that help students navigate the university system while learning how to adapt this information to their future workplace.
... Karen Bendersky a , Walter L. Isaac a , Jason H. Stover a & Joan M. Zook b pages 38-4... more ... Karen Bendersky a , Walter L. Isaac a , Jason H. Stover a & Joan M. Zook b pages 38-41. ... Retrieved August 29, 2007 from; 16. http://www.tui.edu/psyd/admissions.asp Union Institute & University, Doctor of Psychology (Psy.D.). (nd) Retrieved February 19, 2007, from; 17. ...
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