共查询到20条相似文献，搜索用时 171 毫秒
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BRENT BRIDGEMAN HAROLD R. STRANG JOAN BUTTRAM 《Journal of Educational Measurement》1974,11(4):285-288
“Game” or “test” instructions on either verbal or nonverbal WISC scales were given to 160 third- and sixth-grade children. Ss in one condition were told they were going to take several tests, while Ss in the other condition were told they were going to play several games. Significant differences in performance due to task definition were found only on verbal tasks at the sixth-grade level with test instructions yielding superior performance. Results at the third-grade level failed to replicate previous results which suggested game instructions produce superior performance on nonverbal tasks. 相似文献
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Peter R. Hybert 《Performance Improvement》2009,48(3):5-6
This commentary advocates “keeping the H” in “human performance technology” to help make it clear to nonpractitioners what human performance consultants do. There are different types of performance (e.g., financial performance) and different means of achieving performance (e.g., engineering) that are outside the average human performance technologist's repertoire. Though the human performance technologist should target business results and intervene at more than just the individual level, ultimately, their emphasis is improving human work. 相似文献
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An innovative strategy called “progressive drawing” was used at the beginning (lid‐opener) and later (monotony‐breaker) during gross anatomy lectures. Diagrams were drawn on the classroom blackboard with anatomic structures added one by one. Students identified and labeled the diagrams and predicted the next structures to be drawn. Students felt that the strategy helped to activate prior knowledge, created interest in the current lecture, and made lecture sessions more interactive. The strategy has appeal for visual, auditory, read/write, and kinesthetic learners. Anat Sci Educ, 2010. © 2010 American Association of Anatomists. 相似文献
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Classroom teachers are learning to employ the peer group to “shape up” dissidents. However, singling out a child may produce undesirable side effects such as emotional behavior, resentment, etc. Can the same result be obtained by rewarding the class for ignoring the target behavior of everyone in the room? Twelve subjects were selected from six middle school classes, two from each class. Each entire class was rewarded for increased ignoring of the target behavior (whispering): in the three P (pinpointed) classes, for ignoring the whispering of Designated (target) subjects; in the three D (diffusion) classes, for ignoring whispering by all class members. The results indicate that a peer group can decrease reinforcement of a disruptive behavior and thereby decelerate it in a singled-out child (Pinpointing Effect) or a behavior emitted by any child in class (Diffusion Effect) with equal effectiveness. However, patterns in the data suggest that peers ignored P-Designated subjects most, D subjects next most, and P-Undesignated subjects the least and that this pattern of ignoring was mirrored in the pattern of deceleration of the target behaviors in the three groups. These patterns suggest that the Pinpointing Effect may be stronger than the Diffusion Effect, but further study is needed. 相似文献
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This study demonstrated that encountering children ages 18-23 months whose performance is not scorable by standard methods for either the Stanford Binet Intelligence Test or the Bayley Scales of Infant Development mental scale is a relatively frequent occurrence. However, the results of this study bring into question Sternlicht's (1965) suggestion that an 18-month basal level on the Stanford-Binet may be assumed, given success by a child on only one item at the two-year level. The study indicates that a child must succeed on at least two, or more conservatively, four items at the two-year level on the Stanford-Binet in order to assume an 18-month basal level. 相似文献
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