James M. Webb
Kent State University
14 Papers
78 Citations
James M. Webb is an academic researcher from Kent State University. The author has contributed to research in topics: Recall & Context (language use). The author has an hindex of 5, co-authored 14 publications. Previous affiliations of James M. Webb include Syracuse University.
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Papers
Influence of Pedagogical Expertise and Feedback on Assessing Student Comprehension From Nonverbal Behavior
TL;DR: This article found that experts were more likely to use objective information, prior knowledge, and classroom context when interpreting nonverbal cues, whereas nonexpert teachers relied upon other subjective experiences to interpret classroom behavior.
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Contextual Influences of Maps and Diagrams on Learning.
William A. Kealy,James M. Webb +1 more
TL;DR: This paper examined the influence of graphic patterns and their interpretive context on learning accompanying prose and found that maps, unlike diagrams, are sequentially encoded and abstract graphic displays can adopt map-like characteristics as a result of the context in which they are presented.
9
Using geographic maps in classrooms: The conjoint influence of individual differences and dual coding on learning facts
Ellen M. Diana,James M. Webb +1 more
TL;DR: In this article, the effects of cognitive aptitudes and geographic maps on increasing learning and retention of factual information in a Social Studies classroom were examined. But the results were interpreted in terms of a dual coding perspective of information processing.
9
Changes in crime rates and family-related values in selected East European countries.
TL;DR: Effects of these changes are discussed within the framework of a recently proposed multiple regression model of criminal behavior in which criminality is attributed to the confluence of gross inequalities in the distribution of wealth and to the disintegration of the traditional family.
8
Conjoint Influence of Maps and Auded Prose on Children’s Retrieval of Instruction
TL;DR: The authors studied a map of a fictitious island while twice listening to a related narrative containing target feature and non-feature items, and found that students remembered more text features and were more confident of their responses when cued by icons plus labels and by icons only.