1,007 research outputs found
Ivan Karamazovâs Devil and Epistemic Doubt
Ivan Karamazovâs Devil and Epistemic Doub
General Assembly of the International Dostoevsky Society Budapest, 3-8 July 2007 Presidentâs Report
General Assembly of the International Dostoevsky SocietyBudapest, 3-8 July 2007Presidentâs Repor
Boris Tikhomirov: âLazarâ! Griadi vonâ: Roman F.M. Dostoevskogo âPrestuplenie i nakazanieâ v sovremennom prochtenii. Sankt-Peterburg: Serebrianyi vek 2005.
Boris Tikhomirov: âLazarâ! Griadi vonâ: Roman F.M. DostoevskogoâPrestuplenie i nakazanieâ v sovremennom prochtenii. Sankt-Peterburg:Serebrianyi vek 2005
XIVth International Dostoevsky Symposium Istituto italiano per gli studii filosofici, Napoli tentative dates: 15-20 June 2010
XIVth International Dostoevsky SymposiumIstituto italiano per gli studii filosofici, Napolitentative dates: 15-20 June 201
Collaboration through Wiki and Paper Compositions in Foreign Language Classes
This study investigates the nature of collaboration on wikis as opposed tothe nature of collaboration resulting in a paper composition. In order tounderstand this phenomenon students were placed in groups of four andasked to write two essays during the semester. On one essay students wereasked to produce a composition in the target language on a wiki. Onanother they were asked to produce a composition that would be given tothe teacher in hard copy. Specific research questions includeddetermining to what extent students prefer collaborating to produce a wikior paper composition. Additionally, we attempted to determine, accordingto students, what the advantages and disadvantages of collaborating on awiki composition versus a paper composition are and what effect theseadvantages and disadvantages might have on collaboration. Data wascollected from over one hundred university students through likert-scaletype questions, open-ended written questions as well as face to faceinterviews. Findings indicate that the collaborative process on the wikireflected true collaboration where students had a hand in each part of thecomposition. On the other hand, while completing the paper composition,students generally handed their assigned portion to a single student in thegroup who was designated the compiler and would rarely see or commenton the other group membersâ work. The authors also provide a discussionof specific advantages and disadvantages of wiki and paper-basedcompositions and important implications for practitioners
An Integrated Perspective on Insight
The present study on insight is based on an integration of Kaplan and Simonâs (1990) information processing theory of insight, a cognitive style theory, and achievement motivation theory. The style theory is the Assimilator (rule oriented, familiarity seeking)âExplorer (novelty seeking, explorative) styles (Kaufmann, 1979). Our hypothesis is that the effectiveness of 2 types of search constraints (prior experience and solution hints) for solving insight problems is moderated by both cognitive style and achievement needs, and depending on optimal levels of achievement motivation for different task conditions. We tested the hypothesis in a randomized experiment in which 3 levels of achievement needs and 1 type of search constraint (solution hints were available or not available) were experimentally manipulated. In addition, participants completed a cognitive style test, a measure of prior problem-solving experience (the second type of search constraint), and controls for intelligence. There were 476 participants (the mean age was 18.4 years). Results revealed 2 similar and significant 3-way interactions between styles, achievement needs, and the 2 types of search constraints. The pattern of interaction supported the idea that stylistic competence for the task characteristics (with and without search constraints available), when combined with manipulated achievement needs, predicted performance in counterintuitive ways but in line with the classic achievement motivation theory. With appropriate stylistic competence for the task characteristics elevated achievement needs led to poorer performance. With less appropriate stylistic competence, performance improved with increasing motivation. Implications for information processing theory are discussed
Conversaciones virtuales: InvestigaciĂłn y prĂĄctica en los intercambios de lengua en lĂnea
Advances in digital technology have created interesting opportunities for language learners to engage in conversation with native speakers. These opportunities provide the possibility for tremendous growth in language and culture learning (Lewis & OâDowd, 2016) in
ways that until recently did not exist. These interactions can take a variety of forms. Some
instructors create highly controlled interactions with specific activities and pre-assigned
partners. Others students are asked to connect to social media style sites where they experience enormous autonomy in choosing when they interact, who they interact with, and
what they speak about (Malerba, 2012). Online exchanges with native speakers also vary
according to the linguistic competence of the speakers. Generally, online exchanges have
been used with learners who are at intermediate or advanced skill levels. However, the
present study builds on recent research suggesting that even novice level learners can benefit from interacting with native speakers online (Satar & Ăzdener, 2008; Schenker, 2017).
In this study, the authors examined novice studentsâ perceptions of learning and changes in comfort level after participating in a series of online and in-person exchanges over
the course of a semester. The study compared studentsâ perceptions of online interactions
generally with those of in-person exchanges and also compared the results of the use of
various services. Results suggest that students in all of the groups, online and in-person,
felt more comfortable interacting with native speakers and felt that they improved their
language skills by engaging in these activities. With that said, students in the in-person
group tended to feel more comfortable speaking with native speakers, but students in most
of the online groups felt that the one on one nature of the interactions in the online settings
led to the most growth.Los avances en la tecnologĂa digital han creado oportunidades interesantes para que los
estudiantes de lengua participen en conversaciones con hablantes nativos. Estas oportunidades brindan la posibilidad de un enorme crecimiento en el aprendizaje de lenguas y
culturas (Lewis & OâDowd, 2016) en formas que hasta hace poco no existĂan. Estas interacciones pueden tomar una variedad de formas. Algunos instructores crean interacciones
sumamente controladas con actividades especĂficas y compañeros asignados previamente.
A otros estudiantes se les pide que se conecten a sitios al estilo de las redes sociales donde
experimentan una enorme autonomĂa para elegir cuĂĄndo interactĂșan, con quiĂ©n interactĂșan y de quĂ© hablan (Malerba, 2012). Los intercambios en lĂnea con hablantes nativos
tambiĂ©n varĂan de acuerdo con la competencia lingĂŒĂstica de los hablantes. En general, los
intercambios en lĂnea se han utilizado con estudiantes que se encuentran en los niveles
intermedios o avanzados. Sin embargo, el presente estudio se basa en investigaciones recientes que sugieren que incluso los principiantes de nivel principiante pueden beneficiarse de la interacciĂłn en lĂnea con hablantes nativos (Satar & Ăzdener, 2008; Schenker, 2017).
En este estudio, los autores examinaron las percepciones de los estudiantes principiantes
sobre el aprendizaje y los cambios en el nivel de comodidad después de participar en una
serie de intercambios en lĂnea y en persona en el transcurso de un semestre. El estudio
comparĂł las percepciones de los estudiantes sobre las interacciones en lĂnea en general
con las de los intercambios en persona y tambiĂ©n comparĂł los resultados del uso de diversos servicios. Los resultados sugieren que los estudiantes de todos los grupos, en lĂnea y
en persona, se sintieron mĂĄs cĂłmodos interactuando con hablantes nativos y sintieron que
mejoraron sus habilidades lingĂŒĂsticas al participar en estas actividades. Dicho esto, los estudiantes en el grupo en persona tienden a sentirse mĂĄs cĂłmodos al hablar con hablantes
nativos, pero los estudiantes, en la mayorĂa de los grupos en lĂnea, sintieron que la naturaleza de las interacciones en lĂnea de hablar uno a uno condujo a un mayor crecimiento
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