• Educational Technology International
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• v.9 no.1
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• pp.79-96
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• 2008

The issue of connection between entities has a lengthy history in educational research, especially since it provides the necessary bridge between base and target in analogical transfer. Recently, the connection has been viewed through the application of technology to bridge between sequences in order to be cognitively useful. This study reports the effect of sequence type (AT vs. TA) and connection type (fading vs. popping) on the achievement and analogical transfer in a multimedia application. In the current research, 10th -grade and 11th -grade biology students in Korea were randomly assigned to five groups to test the effects of presentation sequence and entity connection type on analogical transfer. Consistent with previous studies, sequence type has a significant effect: analogical transfer performance was better when base representations were presented first followed by target representations rather than the reverse order. This is probably because presenting a familiar base first helps in understanding a less familiar target. However, no fully significant differences were found with the entity connection types (fading vs. popping) in analogical transfer. According to the Markman and Gentner's (2005) spatial model, analogy in a space is influenced only by the differences between concepts, not by distance in space. Thus connection types fail on the basis of this spatial model in analogical transfer test. The findings and their implications for sequence and connection research and practice are discussed. Leveraging on the analogical learning process, specific implications for scaffolding learning processes and the development of adaptive expertise are drawn.

• Geomechanics and Engineering
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• v.32 no.2
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• pp.179-191
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• 2023

To study the influences of tunneling on the earth pressure and ground settlement when the tunnel passes through the adjacent underground retaining structure, 30 two-dimensional model tests were carried out taking into account the ratios of tunnel excavation depth (H) to lateral width (w), excavation width (B), and excavation distance using a custom-made test device and an analogical soil. Tunnel crossing adjacent existing retaining structure (TCE) and tunnel crossing adjacent newly-built retaining structure (TCN) were simulated and the earth pressure variations and ground settlement distribution during excavation were analyzed. For TCE condition, the earth pressure increments, maximum ground settlement and the curvature of the ground settlement curve are negatively related to H/B, but positively related to H/s and H/w. For TCN condition, most trends are consistent with TCE except that the earth pressure increments and the curvature of ground settlement curve are negatively related to H/w. The maximum ground settlement is larger than that observed in tunnel crossing the existing underground structure. This study provides an assessment basis for the design and construction under confined space conditions.

• Education of Primary School Mathematics
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• v.17 no.1
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• pp.1-16
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• 2014

The purpose of this study is to analyze whether analogy distance and mathematical knowledge affect on transfer problems solving with different analogy distance. To conduct the study, transfer problems were classified into multiple categories: mathematical word problem based on rates, science word problem based on rates, and real-life problem based on rates with different analogy distance. Then analysed there are differences in participants' transfer ability and which mathematical knowledge contributes to the solution on over the three transfer problem. The study demonstrated a statistical significant difference(.05) in participants' three transfer problem solving and a gradual decrease of the participants' success rates of on transfer problems solving. Moreover, conceptual knowledge influenced transfer problem solving more than factual knowledge about rates. The study has an important implications in that it provided new direction for study about transfer of learning, and also show a good mathematics instruction on where teachers will put the focus in mathematical lesson to foster elementary students' transfer ability.

• Journal of Korean Ophthalmic Optics Society
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• v.15 no.1
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• pp.47-53
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• 2010

Purpose: This study was performed to achieve an acceptable piggyback fit utilizing each subject's own GP lenses, in subjects with regular low myopic astigmatism. Methods: A randomized, prospective study of 15 subjects with the diagnosis of low myopic astigmatism was conducted. Nine subjects were female and 6 were male, and mean age was: 23.73${\pm}$1.68 years. Subjects were evaluated before participate on this study and then also evaluated with period of at two hours and two weeks after obtaining their lenses. All subjects were submitted to the following tests: measurement of comfort level by means of the analogical visual scale, best corrected visual acuity and over-refraction at distance. contrast sensitivity and stereo acuity. After evaluating the fit of plano soft lens, we applied each subject's own GP lens on top. Results: Vision, visual performance and satisfaction of piggyback contact lens system were stable, if not improved, for the 15 subjects when the data was compared to the patients' wear of rigid gas permeable contact lenses. Fit with a piggyback system had the same or improved comfort, visual acuity and contrast sensitivity compared to previous GP lens wear alone. The visual acuity, contrast sensitivity and stereo acuity did not show differences in relation to the studied lens type. Conclusions: These results suggest that it is possible to achieve a successful piggyback lens fitting utilizing a patient's own GP lens. The piggyback lens system satisfied the visual performance and visual requirements of this subject with GP lens alone for the correction of low myopic astigmatism.