Ability and Strategy Differences in Map Learning
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Total Pages | : 0 |
Release | : 1980 |
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Total Pages | : 0 |
Release | : 1980 |
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Author | : Cathleen Stasz |
Publisher | : |
Total Pages | : 15 |
Release | : 1980 |
Genre | : Ability |
ISBN | : |
This report describes the influence of individual differences in ability and subject-selected learning procedures and strategies for acquiring knowledge from maps. Verbal protocols were obtained from 25 subjects selected for their differences on psychometric tests measuring spatial restructing and visual memory abilities. These protocols indicated a number of learning procedures and strategies that subjects used to focus attention, encode information, and evaluate their learning progress while studying a map. High-ability subjects differed from low-ability subjects in their recall of spatial attributes of the map, use of imagery for encoding spatial information and adoption of attention-focusing strategies to guide their approach to the map-learning problem. (Author).
Author | : Cathleen Stasz |
Publisher | : |
Total Pages | : 0 |
Release | : 1980 |
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Author | : Cathleen Stasz |
Publisher | : |
Total Pages | : 48 |
Release | : 1980 |
Genre | : Learning, Psychology of |
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This study investigated the influence of two sources of individual differences in knowledge acquisition from maps: abilities and learning procedures. Twenty-five subjects provided verbal protocols while attempting to learn two maps. Visual spatial ability was highly correlated with recall of spatial attributes of the map and with overall learning performance, while associative memory ability was most correlated with verbal attribute recall. Subject-selected procedures for encoding spatial information and assessing learning progress also distinguished the behavior of successful and less successful learners. However, subjects of high and low ability differed little in the study procedures they chose. although both ability differences and procedure use were important contributors to performance, a direct comparison of these sources of variation suggested that abilities are most predictive of map learning. These observations led us to the following conclusions: (1) the use of effective study procedures can influence map learning performance, and (2) high ability subjects benefit more from the use of these procedures than low ability subjects. (Author).
Author | : Patrick Wiegand |
Publisher | : Psychology Press |
Total Pages | : 184 |
Release | : 2006 |
Genre | : Education |
ISBN | : 9780415312097 |
This title provides a comprehensive account of how young children learn with maps and how teachers can best teach them. A particular feature of the book is the integration of digital and conventional mapping.
Author | : Cathleen Stasz |
Publisher | : |
Total Pages | : 43 |
Release | : 1980 |
Genre | : Geographical perception |
ISBN | : |
This Note investigates the relationship between people's visual-spatial ability and their global strategies for learning maps. The results are based on experiments in which 25 subjects differing in spatial restructuring and visual memory abilities provided verbal protocols while attempting to learn maps. These protocols suggested a number of strategies that subjects used to approach the learning problem. Three strategies structured the learning task of successful map learners by providing algorithms for systematically focusing attention on various subsets of map information. Unsuccessful map learners adopted other or no strategies. Subjects high in visual-spatial ability tended to adopt these attention-focusing strategies, while most low-ability subjects used no systematic strategy. (Author).
Author | : Dirk Ifenthaler |
Publisher | : Springer Science & Business Media |
Total Pages | : 414 |
Release | : 2013-11-01 |
Genre | : Education |
ISBN | : 1461431786 |
Digital knowledge maps are ‘at a glance’ visual representations that enable enriching, imaginative and transformative ways for teaching and learning, with the potential to enhance positive educational outcomes. The use of such maps has generated much attention and interest among tertiary education practitioners and researchers over the last few years as higher education institutions around the world begin to invest heavily into new technologies designed to provide online spaces within which to build resources and conduct activities. The key elements of this edited volume will comprise original and innovative contributions to existing scholarship in this field, with examples of pedagogical possibilities as they are currently practiced across a range of contexts. It will contain chapters that address, theory, research and practical issues related to the use of digital knowledge maps in all aspects of tertiary education and draws predominantly on international perspectives with a diverse group of invited contributors. Reports on empirical studies as well as theoretical/conceptual chapters that engage deeply with pertinent questions and issues raised from a pedagogical, social, cultural, philosophical, and/or ethical standpoint are included. Systematic literature reviews dealing with digital knowledge mapping in education are also an integral part of the volume.
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Total Pages | : 228 |
Release | : 1981 |
Genre | : Science |
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Author | : Ronna F. Dillon |
Publisher | : |
Total Pages | : 288 |
Release | : 1983 |
Genre | : Psychology |
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Author | : Robert S. Kaplan |
Publisher | : Harvard Business Press |
Total Pages | : 480 |
Release | : 2003-12-16 |
Genre | : Business & Economics |
ISBN | : 1422163490 |
More than a decade ago, Robert S. Kaplan and David P. Norton introduced the Balanced Scorecard, a revolutionary performance measurement system that allowed organizations to quantify intangible assets such as people, information, and customer relationships. Then, in The Strategy-Focused Organization, Kaplan and Norton showed how organizations achieved breakthrough performance with a management system that put the Balanced Scorecard into action. Now, using their ongoing research with hundreds of Balanced Scorecard adopters across the globe, the authors have created a powerful new tool--the "strategy map"--that enables companies to describe the links between intangible assets and value creation with a clarity and precision never before possible. Kaplan and Norton argue that the most critical aspect of strategy--implementing it in a way that ensures sustained value creation--depends on managing four key internal processes: operations, customer relationships, innovation, and regulatory and social processes. The authors show how companies can use strategy maps to link those processes to desired outcomes; evaluate, measure, and improve the processes most critical to success; and target investments in human, informational, and organizational capital. Providing a visual "aha!" for executives everywhere who can't figure out why their strategy isn't working, Strategy Maps is a blueprint any organization can follow to align processes, people, and information technology for superior performance.