Producing memory strategy maintenance and generalization by explicit or implicit training of memory knowledge

The effectiveness of training procedures focusing on the acquisition of memory knowledge was assessed with second-grade children from urban India. Following a pretest, children received instruction in specific strategy use (organization in free recall) or received such instruction either coupled with an explicit rationale for strategy use or as part of a training procedure that encouraged discovery of this rationale. On a subsequent post-test, both explicit and implicit training groups were superior to a practice control in recall performance, category organization during study and recall, and metamemory concerning organization as a strategy. Improvement over trials also was shown by the group that received instruction only on strategy use. On a later generalization trial, all three trained groups were superior to the practice control on measures of recall, category grouping during study, and metamemory knowledge. Some sex differences, favoring boys, were seen in response to training. © 1989.link_to_subscribed_fulltex

Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese Secondary School students

In order to examine the relationship between cognitive and motivational variables and their relationship to mathematics attainment, Hong Kong-Chinese students enrolled in schools for high-, average-, and low-achievers completed questionnaires in Year 10 and in Year 11. Low-achievers perceived academic learning as being less useful over time and reported spending less time studying in Year 10 than in Year 11 but high- and low-achievers did not differ on their use of self-regulated learning strategies. Performance on the public examination in mathematics was predicted by prior achievement and Self-Concept of Mathematics Ability. Results underscore the importance of considering cultural beliefs systems and educational systems in models of academic motivation. © 2000 Academic Press.link_to_subscribed_fulltex

Gender Equity: Employment and Performance

Gender performativity refers to the productivity of labor based on worker gender. Performativity affects employability and can be categorized into various aspects for study based on age group, gender, job type, and other factors. Gender performativity can indirectly refer to ability and opportunities based on performance. Gender inequality issues have been on the map as a global concern raised in international talks, in forums, and by delegates around the world. The question of equality treatment between genders has become more evident over recent years because of modernization and the era of globalization (Cailin and Leanne 2015). The significant role and contribution of women cannot be ignored, because they do significantly increase the wealth and assist the growth of a household, a firm, and even a country. As a group, women work as much as men, if not more. When both paid and unpaid work such as household chores and caring for children are taken into account, women work... (Abstract by author

The role of knowledge, strategies, and aptitudes in cognitive performance : concluding comments

No abstract available

Service learning and sustainability education

In the context of higher education, service-learning has been adopted for various dimensions of sustainability education across disciplines including environmental studies (Helicke 2014), engineering (Seay et al 2016), entrepreneurship (Niehm et al 2015), nursing (Dalmida 2016), clinical studies (Petersen et al 2015), psychology (Bringle et al 2016), and political sciences (Benjamin-Alvarado, 2015). It has been described as a philosophy, pedagogy, and programme (Jacoby 2015), conceptualised as a form of experiential education based on ‘reciprocal learning’ (Sigmon, 1979) where the ‘head, hands and heart’ can become integrated (Sipos et al 2008). Here, both the learner offering service and the recipient of that service are considered equally important, and both are mutually changed or transformed in some way (a relationship signified by the use of a hyphen between service and learning, ibid). Such reciprocity, however, distinguishes service-learning from volunteering and community service (which typically tend to prioritise the recipient of the service learner’s efforts), as well as field and internship education (which typically tend to prioritise the learner) (Sigmon, 1994)..