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Statistics [13] Information literacy [14] Writing studies [15] The theory has also been criticised. [16] The notion of threshold concept is related to the notion of bottleneck in the Decoding the Disciplines framework. It can be considered a special case of the latter. [17] [18]
Merikle claimed that the subjective threshold is a better boundary between the conscious and unconscious rather than direct and indirect measures on the basis that to distinguish the two, all that is required is a qualitatively different effect between when information is consciously perceived than when it is unconsciously perceived.
It is likely that most students will face an academic, social, or personal challenge during their postsecondary college or university journey. Research shows that challenges are different for traditional age students and adult student learners, [ 11 ] various marginalized and majority identity groups, [ 13 ] international students, [ 14 ...
A classroom in Norway. Learning theory describes how students receive, process, and retain knowledge during learning.Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Various theorists have tried to provide models to explain the Dunning–Kruger effect's underlying causes. [13] [20] [9] The original explanation by Dunning and Kruger holds that a lack of metacognitive abilities is responsible. This interpretation is not universally accepted, and many alternative explanations are discussed in the academic ...
The liability-threshold model is a threshold model of categorical (usually binary) outcomes in which a large number of variables are summed to yield an overall 'liability' score; the observed outcome is determined by whether the latent score is smaller or larger than the threshold. The liability-threshold model is frequently employed in ...
According to Eysenck, MacLeod & Mathews (1987) and Mathews (2004) the dot-probe task derives directly from research carried out by Christos Halkiopoulos in 1981. Halkiopoulos, later a doctoral student of Eysenck, carried out this research while he was a psychology undergraduate at UCL, under the supervision of Professor N.F. Dixon.
The Rosenberg self-esteem scale (RSES), developed by the sociologist Morris Rosenberg, [1] is a self-esteem measure widely used in social science research. It uses a scale of 0–30, where a score less than 15 may indicate problematic low self-esteem. [2]