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はてなキーワード: surfaceとは
じゃあ、ますます、iPadやで。iPad Proは別に小さくないよ
まぁこんな感じだね
Surfaceはやめた方がいい増田：surfaceはやめた方がいい
あれ、設計思想尖ってるからほんとよく壊れるぞ。基板屋さんじゃないけど自信をもって言える
社内でほんとマジよく壊れたもの。タブレットなら素直にiPadでいいと違う？
Surfaceは一般的に高性能でスタイリッシュなデザインが人気ですが、一方で「壊れやすい」という評判もあります。以下に、Surfaceが壊れやすいとされる理由と、適切なケアによって長持ちさせるための対策を整理します。
薄型軽量設計: Surfaceは薄型軽量化を追求した設計であるため、物理的な衝撃に弱い傾向があります。特に画面の割れやすさが指摘されています3。
故障率の報告: 2017年には米消費者団体が「Surfaceの故障・返品率が25%に達する」と発表しました。この報告は多くのユーザーに衝撃を与えましたが、Microsoftはこれに反論し、多くのユーザーが問題なく使用していると主張しています5。
よくある故障: よく報告される故障には、充電不良、音声トラブル、画面のちらつき、キーボードの反応不良などがあります4。
Surfaceは壊れやすいという意見もありますが、適切なケアを行うことで長期間快適に使用できる可能性があります。購入時には、自身の使用環境や目的に合わせて検討し、必要な対策を講じることが重要です。
I've noticed a non-negligible number of people who have not only completed compulsory education in regular classes but have also received higher education and graduated from university, yet struggle with reading comprehension (understanding the meaning of text), cannot read long texts, and even have difficulty understanding videos.
When we limit the scope to individuals with broad cognitive challenges, the problem seems rather straightforward: they either "lack the ability to understand" or "take longer than usual to acquire the ability to understand."
Similarly, the case of individuals diagnosed with learning disabilities is relatively simple. While they may not have broad cognitive challenges, they require different approaches and training due to their unique learning styles.
However, it is perplexing that university graduates without broad cognitive challenges or diagnosed learning disabilities struggle to understand not only written text but also simplified video content.
I suspect that the underlying causes might include gaps in the horizontal transfer of experiences and knowledge, a severe lack of adaptability, and an extreme deficit in metacognition. Has there been any research on these issues? Additionally, could you please explain the concept of knowledge transfer?
(正規の学級で義務教育を修了し、さらに高等教育を受けて大学を卒業したにもかかわらず、読解力（文章の意味を理解する能力）に苦しみ、長文を読むことができず、さらには動画の理解にも困難を感じる人が少なくないことに気づきました。
認知能力に広範な課題を抱える個人に範囲を限定すると、問題は比較的単純です。「理解する能力がない」か、「理解する能力を獲得するのに通常よりも時間がかかる」かのいずれかです。
同様に、学習障害と診断された個人の場合も比較的単純です。彼らは広範な認知能力の課題を抱えていないかもしれませんが、独自の学習スタイルのために異なるアプローチとトレーニングが必要となります。
しかし、広範な認知能力の課題や学習障害を持たない大学卒者が、書かれたテキストだけでなく、簡略化されたビデオコンテンツの理解にも苦労していることは不可解です。
私は、その根本的な原因として、経験や知識の水平的転移の欠如、メタ認知の極端な欠如などが考えられるのではないかと疑っています。これらの問題に関する研究はありますか？また、知識転移の概念について説明していただけますか？)
Yes, research and analysis exist around the issues you described, particularly in the domains of education, psychology, and cognitive science. Let’s break down your observations and questions step by step:
Key Issues with Reading and Comprehension
1. Reading Comprehension Among Educated Individuals
• This phenomenon—educated individuals struggling with comprehension—is indeed perplexing, especially given their presumed exposure to a variety of learning materials. It suggests that education systems sometimes emphasize rote learning and surface-level knowledge acquisition over deeper understanding, critical thinking, and metacognition.
• Horizontal Transfer Gaps: This refers to the inability to apply knowledge or skills learned in one context to another. For example, someone might excel in a university course focused on memorization but fail to apply that knowledge in practical or less structured contexts.
• Severe Lack of Adaptability: Adaptability involves applying problem-solving and comprehension skills to unfamiliar formats or media. A lack of adaptability can result from a curriculum that prioritizes familiarity and routine over exploratory learning.
• Deficits in Metacognition: Metacognition is the ability to “think about thinking”—to reflect on, monitor, and regulate one’s own learning. If metacognitive skills are underdeveloped, individuals might struggle to evaluate the meaning of texts or videos, even if they have the raw intellectual ability.
Research Insights
1. Knowledge Transfer
The concept of knowledge transfer involves applying skills, knowledge, or strategies learned in one context to another. It is often classified into:
• Horizontal Transfer: Applying knowledge across similar contexts (e.g., using concepts learned in a biology course to understand a medical text).
• Vertical Transfer: Building upon foundational knowledge to understand more complex ideas (e.g., using basic algebra to solve advanced calculus problems).
Studies suggest that transfer is more likely to occur when:
• Learners deeply understand underlying principles, not just surface details.
• Connections between different contexts are explicitly taught and reinforced.
• Learning environments often emphasize task-specific skills rather than generalizable strategies.
• Standardized testing may encourage rote memorization over critical thinking.
• Lack of explicit instruction in how to generalize knowledge to new situations.
Research highlights the importance of metacognition in learning. Students who are unaware of their own comprehension limitations are less likely to engage in corrective strategies (e.g., rereading, seeking clarification). This can lead to stagnation in comprehension skills despite formal education. Effective interventions include:
• Teaching self-monitoring techniques.
• Encouraging reflective practices, like summarizing or questioning during reading.
4. Cognitive Overload in Multimedia
Even videos, if not designed properly, can overwhelm learners. The Cognitive Theory of Multimedia Learning suggests that excessive extraneous information or unclear organization in videos can overload working memory, hindering comprehension.
Strategies and Research-Based Solutions
1. Improving Knowledge Transfer
• Active Learning: Techniques such as problem-based learning or case studies can improve transfer by encouraging the application of knowledge to new situations.
• Teaching for Understanding: Encouraging learners to focus on “why” and “how” questions fosters deeper comprehension and the ability to generalize learning.
• Encourage learners to engage with unfamiliar formats and topics to build flexibility.
• Develop problem-solving skills in diverse and unpredictable contexts.
3. Developing Metacognitive Skills
• Self-Regulated Learning Training: Programs that teach students to plan, monitor, and evaluate their learning have shown success in improving comprehension.
• Feedback Loops: Providing actionable feedback on comprehension tasks encourages learners to reflect on their thinking processes.
The issues you describe highlight a gap between formal education outcomes and true comprehension or learning ability. Addressing these challenges requires systemic changes, including incorporating metacognition training, emphasizing transferable learning, and fostering adaptability.
If you’d like, I can delve deeper into specific research studies or provide examples of programs addressing these issues.
This is a fascinating and concerning observation that touches on several important areas of cognitive psychology and education. Let me address this systematically.
First, regarding knowledge transfer and metacognition: Knowledge transfer refers to the ability to apply knowledge, skills, or strategies learned in one context to new situations. It's closely related to metacognition - our ability to understand and monitor our own thought processes.
Research in this area has revealed several key findings:
David Perkins and Gavriel Salomon's work in the late 1980s and early 1990s identified two types of transfer:
A significant study by Brown, Collins, and Duguid (1989) in "Situated Cognition and the Culture of Learning" highlighted how knowledge often remains "inert" - students can pass tests but fail to apply knowledge in real-world contexts.
The phenomenon you're describing aligns with what cognitive scientists call the "transfer problem." Despite years of education, many individuals struggle to apply their learning in new contexts or integrate information across domains.
Some relevant research directions:
1. Cognitive Load Theory (Sweller et al.)
Shows how working memory limitations affect learning and transfer. Many students may never develop effective strategies for managing cognitive load, leading to poor comprehension of complex materials.
2. Reading Comprehension Studies
Work by Pressley and Afflerbach on "verbal protocols" revealed that skilled readers use multiple strategies simultaneously, while poor readers often lack these metacognitive tools.
3. Domain Integration Research
Studies by Susan Goldman and others have shown that even advanced students often fail to connect knowledge across domains, treating each subject as an isolated "silo."
Your observation about university graduates struggling with comprehension despite no apparent cognitive disabilities might be explained by several factors identified in research:
1. Surface-level Learning: Many educational systems reward memorization over deep understanding
2. Limited Strategy Instruction: Students often aren't explicitly taught comprehension strategies
3. Fragmented Knowledge: Information is typically taught in isolation without emphasis on connections
4. Weak Metacognitive Skills: Students may never develop the ability to monitor and regulate their own understanding
Some promising approaches to address these issues include:
1. Strategy Instruction Models
Teaching explicit strategies for comprehension, integration, and transfer. The Self-Regulated Strategy Development (SRSD) model has shown particular promise.
2. Knowledge Integration Frameworks
Approaches like Knowledge Integration Environment (KIE) help students connect ideas across domains.
3. Metacognitive Training Programs
Programs focusing on developing metacognitive awareness and self-regulation skills.
Since you asked about studies, I should note that while I've referenced several important works, you should verify these citations as I don't have direct access to current databases and could be misremembering details.
Would you be interested in exploring any particular aspect of this issue in more detail? For instance, we could delve deeper into specific instructional strategies that have shown promise in developing transfer abilities, or examine the relationship between metacognition and knowledge transfer more closely.
ピアノはもちろん、ピアニカとか、リコーダーだって鍵盤じゃないけど、音が一列だけに並んじゃってる
ギターは普通6本の弦があり、それぞれがピアノの鍵盤のようなものでもある
ピアノの鍵盤が6段並んでいると思っていい
その6本の張力が絶妙にズレている、チューニングされていることで、ピアノでは見えなかった音の法則が見えるようになるのである
しかし、GIGAスクールとか称して、一人一台Surfaceとか、一人一台iPadとかあるらしい
しかも、それを子供は安易に叩き壊し、企業もあれら端末を修理できるように設計していないため、すべて買い換えているらしい
そんな金があるならギターをやれ
若くてイケメンだったらギターをやってれば三割増しぐらいにはモテるようになる
高齢童貞弱者おぢがメタルを弾いても見向きもされないどころか害虫扱いさえされる
surfaceはデザインはいいけど買ってはいけない。海外じゃ訴訟起こされたくらいだしデザイン尖り過ぎててすぐ壊れて良い印象ない
そもそもAMDのCPU使ってるくせに過去にはカーネル周りのトラブル起こしたり仮想周りでーみたいなこともあったりデザイン以外良い印象ない
iPadがおすすめだけど、脳死で使えるように規制が多いので、嫌ならAndroidタブレット使えばいいんじゃないかな
タブレットじゃなくて～なら、ワイはレッツノート信者なのでタブレットモードになるレッツノート推したい
https://panasonic.jp/cns/pc/products/qr4c/
レッツノートがクソみてーに高いのは日本の工場で作ってる(日本の雇用を守ってる)＆丈夫(ADHDのワイくんが落としまくっても壊れない)だから
まじサステナブル
iPad Pro はめっちゃ高額化する予定みたいだから、今後は、iPad Air のデカいのとレッツのタブレットモードになるやつ買う予定
