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Results for “Active learning”

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At least 127 records · Page 7Linked to original sources
PubMed1998

Participation in cooperative learning activities by children with specific language impairment.

This study examined the involvement of children with specific language impairment (SLI) in a cooperative group task. Subjects consisted of 6 target children with SLI (ages 8;10 to 12;5), 6 target children matched for chronological age (CA), and 6 target children with similar language skills (LS). Each target subject interacted with 2 peers of the same age and gender. This resulted in 54 subjects participating in 18 triadic interactions (each involving 1 target subject and 2 partners). Each triad of children worked together to build a cardboard periscope. Verbal and nonverbal collaborative activity were analyzed during the interactions. All members of the CA and LS triads were highly collaborative and worked and talked together while assembling the periscope. Four of the children with SLI played very minor roles in the cooperative work within their triads. Their verbal contributions were limited, and their nonverbal activity was minimal. When children with SLI did collaborate in building the periscope, they performed less specialized tasks than did their partners.

Child↗
PubMed1993

Partition of the human cerebellum in sensory-motor activities, learning and cognition.

The circuitry of the cerebellum is quite well understood. The computation takes place in the cerebellar cortex, which functions in synchronized strips to provide excellent timing signals to the cerebral cortex and the spinal cord. The cerebellar cortex is also the site where error signals from other parts of the central nervous system are incorporated. For voluntary limb movements the cerebellar cortex is important for the timing of the innervation of the agonist and antagonist anterior horn neurons. It is also important for the temporal order of and precision in the execution of motor programs. As will be apparent, the cerebellum is not only a computer taking care of motor programs.

Cerebellum↗
PubMed2005

When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction.

In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and how a car's braking system works (Experiment 4). On subsequent retention and transfer tests, the paper group performed significantly better than the computer group on 4 of 8 comparisons, and there was no significant difference on the rest. These results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations.

Adolescent↗
PubMed2000

Abnormal neuronal ionic flux activity: learning paradigms of schizophrenic thought disorders.

New developments in biological psychiatry have prompted the development of our pathophysiological theory of the etiology of schizophrenic thought disorders. We suggest that the presence of brain bionic lesions may produce microneuropathies in certain neuronal electrical pathways, leading to abnormal biological communication. These blockages force the rerouting of incoming electric signals through bypass pathways which divert the message from target to non-target neurons for decoding and integration. Using this model, we were able to link specific schizophrenic disturbances to different types of brain bionic lesion effects. This model should be further investigated to facilitate the understanding of the nature and origin of schizophrenic disorders and to stimulate further interest in this fascinating field.

Brain↗
PubMedDate not supplied

Promoting active learning in large lecture classes.

Changes in healthcare systems challenge nurse educators to prepare students for roles as effective care managers in collaborative practice models in hospital and community settings. Instructional strategies that foster student initiative, clinical decision-making skills, and competence with interpersonal communications are presented for a large undergraduate class to be taught by one faculty member.

Clinical Competence↗
PubMedDate not supplied

Promoting active learning through on-line discussion boards.

The authors describe faculty experiences in developing and evaluating on-line discussion boards for an undergraduate nursing program. The advantages and limitations of on-line discussions as well as various applications of the methodology are presented. A variety of innovative applications for on-line discussions in undergraduate didactic and clinically based nursing courses are illustrated.

Attitude to Computers↗