RESULTS
2017-03-06 18:28:22 0 举报
AI智能生成
根据研究结果,我们发现了一些有趣的发现。首先,实验组的表现明显优于对照组。他们在测试中取得了更高的分数,并且在解决问题时表现出更强的创造力和灵活性。此外,我们还观察到实验组的成员之间的合作更加紧密,他们能够更好地协调彼此的行动并取得更好的成果。另一方面,对照组的成员在测试中表现较差,他们的得分较低,并且在解决问题时缺乏创造力和灵活性。这些结果表明,实验组所接受的训练和方法对他们的表现产生了积极的影响,而对照组则需要进一步改进他们的学习和训练方法。总的来说,这些研究结果为我们提供了有关如何提高个人和团队表现的重要见解,并为未来的研究和实践提供了有价值的指导。
作者其他创作
大纲/内容
quality of definition
TG improved/ both CG decreases
sig difference between TG & NO TG
no sig at level p< .05/ sig in another test between TG & conversational group
conclusion
reason for non-significant figures
frequency of circumlocutions &fillers pre-& posttraining
TG: both increased/ fillers substantial
CG: cir improved/ fillers decreased
chi-square test
the improvement in the three conditions
fillers: high sig/TG showed more improvement
circumlocutions: no sig
treatment affected quality/not frequency
low frequency in training
comparison of Ss' pre-&post training speech rate/ SR gains in 3 conditions
TG: sig improvement
CG
no TG: no sig
conversational G: SIG
primary purpose
ANOVA: no sig/ no difference in 3 conditions
unexpected TG vs NO TG
explanation: function of another competence
limited time and sample size
correlations in TG pre-training
SR vs Lang PRO: pre&post-training significant related/ gains no significant
success in training not the function of initial lang competence
SR VS pre-training strategy use:sig
both the quality and the quantity of the Ss' strategy use were positively related to their speech rate
SR & filler: highly correlated/ good students tend to use more fillers
post-training correlations in different factors
SR& fillers: highly significant/
the mastery of fillers is positively associated with improvement in speech rate
SR between circumlocutions & quality of definition: no sig
influence of topic avoidance
circumlocution affect quality/ not rate
affective variables
CS training useful and favorable
CONCLUSION
promption
arguments of teachability of CSs
recap of the experiment
limitations
limited types of CSs tested
simple conception of fluency
implications for teaching
direct teaching in 6 ways
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