When analogies harm: The effects of analogies on metacomprehension
Publication date: Available online 2 November 2017 Source:Learning and Instruction Author(s): Jennifer Wiley, Allison J. Jaeger, Andrew R. Taylor, Thomas D. Griffin The main goal of the present research was to test whether the presence of analogies would affect the relative accuracy of metacognitive judgments about learning from expository science texts, and whether any effect would depend on the type of cues that readers used as the basis for their judgments of comprehension. In a series of experiments, students read texts that either contained or did not contain analogies; were asked to judge how well they understood each text; took comprehension tests for each topic; and were asked to self-report the basis for their judgments. Relative metacomprehension accuracy was computed as the intra-individual correlation between judgments and test performance. Results showed that the presence of analogies can lead to poor relative metacomprehension accuracy for students who fail to use situation-model-based cues to judge their understanding of text.
CONCLUSION: Essential and dystonic vocal tremors responded differently to treatment. Dystonic vocal tremors responded significantly to treatment with botulinum toxin but not oral propranolol. Essential vocal tremors did not respond significantly to either treatment, perhaps due to the small number of patients, which is a limitation of this research.
CONCLUSION: Patients arrived very sick and displayed poor survival after deceased donor transplantation.
CONCLUSION: Except for the STOP-BANG questionnaire, subjective evaluation of sleepiness, sleep quality, perception of onset, and total sleep time are not important parameters for the diagnosis of obstructive sleep apnea, which reinforces the need for an active search for better management of these patients.
Supercomputer-enabled advances in science and engineering
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