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Abstract Active exploration is reportedly better than passive observation of spatial displacements in real environments, for the acquisition of relational spatial information, especially by children. However, a previous study using a virtual environment (VE) showed that children in a passive observation condition performed better than actives when asked to reconstruct in reality the environment explored virtually. Active children were unpractised in using the input device, which may have detracted from any active advantage, since input device operation may be regarded as a concurrent task, increasing cognitive load and spatial working memory demands. To examine this possibility, 7–8-year-old children in the present study were given 5 minutes of training with the joystick input device. When compared with passive participants for spatial learning, active participants gave a better performance than passives, placing objects significantly more accurately. The importance of interface training when using VEs for assessment and training was discussed. 相似文献
63.
Marios N. Avraamides Marios Theodorou Andri Agathokleous Andia Nicolaou 《Spatial Cognition & Computation》2013,13(1):50-78
Abstract Three experiments were conducted to examine whether people can adopt and maintain imagined perspectives in the absence of target information. The task used entailed providing information about an imagined perspective in advance of target information to examine whether this would facilitate perspective-taking performance and reduce or eliminate alignment effects that are commonly reported in the literature. The three experiments employed different types of spatial environments: an environment learned from navigating a computer screen (Experiment 1), and an immersive environment that was either remote (Experiment 2) or immediate (Experiment 3) at the time of retrieval. Across the three experiments, results showed that information about an imagined perspective can be utilized ahead of target information. Furthermore, they suggested that alignment effects can be reduced as a result of processing information about perspective ahead of target information, but only when reasoning about specific nonimmediate spatial relations (Experiments 1 and 2). Results are discussed in connection with previous findings on spatial updating and the organizational structure of spatial memory. 相似文献
64.
Mary Hegarty 《Spatial Cognition & Computation》2014,14(2):142-167
Spatial thinking is central to many scientific domains and professions spatial ability predicts success and participation in science. However spatial thinking is not is not emphasized in our educational system. This paper presents a selective review of four types of studies regarding spatial thinking in undergraduate science curricula; (1) correlational studies examining the relations between measures of spatial ability and performance in science disciplines, (2) studies that attempt to train aspects of spatial thinking, (3) studies of how students understand specific spatial representations in sciences (4) studies that use dynamic spatial representations to promote scientific understanding. For each type of study, the evidence is critically evaluated and conclusions are drawn about how to nurture spatial thinking in science. 相似文献
65.
Ontological Modularity and Spatial Diversity 总被引:1,自引:1,他引:0
66.
杨国兰 《长沙航空职业技术学院学报》2012,12(4):31-34
随着英语教学改革的深入,语感在教学中越来越受到关注,以至成为英语教学研究的一个新焦点。通过对学生英语学习现状进行分析,提出培养学生英语语感的策略与方法。 相似文献
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This report presents findings from a specialist meeting of spatially-minded researchers and administrators from education and industry to consider prospects for introducing courses and curricula on spatial thinking in higher education. More than 40 participants explored the rationale for expanding student exposure to concepts, tools, and applications of spatial reasoning across a range of science, engineering, and humanities disciplines. The focus was on what we know and what we need to know to make the case for space, underscoring basic research on what is meant by spatial thinking and on variations in the spatial reasoning skills required in different domains of knowledge. The need for rigorous assessments of learning outcomes associated with different approaches to teaching spatial thinking was emphasized. 相似文献
70.
从安全性角度提出80x86汇编语言程序的编码规则.通过分析航天型号典型案例.依据型号软件的应用特点,从代码结构、指令使用、中断控制、算法设计等角度对安全性编码规则进行分类,提出具体要求.设计了对应规则的检查方法和检查工具,采用静态分析方法,从软件源代码中提取安全性规则的相关元素,判断代码与规则的符合性,实现规则自动检查. 相似文献