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1.
Young (mean age of 19 years) and older (mean age of 69 years) adults participated in a two‐choice, matching‐to‐sample reaction time experiment. Young adults responded more quickly than older adults; all subjects responded more quickly to a verbal standard sign than to a pictorial standard. However, there was an age difference in speed of performance only for those subjects in the stimulus order condition receiving first pictorial standards and then verbal standards. These data are interpreted within a model of dual memory processing systems (verbal and nonverbal). During adulthood there is an increasing tendency for verbal codes to elicit more general associations of both a verbal and a pictorial symbolic nature, while a pictorial code continues to activate only other pictorial stimuli. More generally, the implications of such a model for understanding aging and educational gerontology are discussed. 相似文献
2.
ObjectiveMajor depression is often accompanied by deficits in cognitive functioning and lowered executive functions. However, not all depressed patients show impairments in these domains. The aim of this study was to examine whether different kinds of childhood adversity might account for cognitive deficits in patients with major depression.MethodsNinety-one patients with major depression (DSM-IV) and 40 healthy controls completed a neuropsychological test battery assessing memory, processing speed and executive functions. The Childhood Trauma Questionnaire (CTQ) was used to measure the severity and number of incidences of sexual, physical and emotional abuse and physical and emotional neglect.ResultsPatients with major depression had a significantly higher number of traumas and reported more severe emotional abuse, emotional neglect and physical neglect than healthy controls. Patients performed less well in memory tasks, general knowledge and processing speed than healthy controls. Hierarchical regression analyses indicated that the overall number of traumas was significantly associated with poorer general knowledge, lower processing speed and impaired executive functions in patients with major depression. A second model including all CTQ-subscales simultaneously demonstrated an association between physical neglect and poorer verbal learning, and physical abuse and diminished executive functions.ConclusionA higher number of childhood adversities may influence general knowledge, processing speed and executive functions in patients with major depression. In addition, physical abuse and neglect seemed to be associated with verbal learning deficits and poorer executive functions. 相似文献
3.
INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS 
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下载免费PDF全文 Lisa Paleczek Susanne Seifert Barbara Gasteiger‐Klicpera 《Psychology in the schools》2017,54(3):228-245
The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders’ reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low‐achieving students’ abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training. 相似文献
4.
Piracetam, a new drug which is thought to enhance learning and memory consolidation, was given in a 3300 mg daily dose to
half of a group of fifty-five (55) dyslexic boys aged eight to thirteen years in a twelve week, double-blind, placebo controlled
study. All subjects met stringent criteria, including: normal intelligence, normal educational opportunities, no severe emotional
problems, no neurological handicaps, good physical health, not taking other psychotropic medication, and scoring at least
1 1/2 years below their mental age equivalent on the Gilmore Oral Reading Test. The children’s perceptual, language, and memory
skills were examined and their reading, spelling, and writing abilities were measured using standardized instruments. Compared
to the placebo control group, individuals treated with Piracetam showed statistically significant improvements above their
baseline scores on measures of effective reading accuracy and comprehension, reading speed, and writing accuracy. The medication
was extremely well tolerated, and all medical examinations showed no untoward effects. These results encourage further study
of Piracetam’s potential as an adjunct for the clinical remediation of dyslexia. 相似文献
5.
Drawing on data from a longitudinal study of at‐risk youth (n = 593), this article reports on the analysis of factors that enabled these youth to succeed at school. It considers the impact of three baseline factors (age, gender, ethnicity) and a number of time‐dynamic factors [positive school environment, additional educational support, positive peer and parent relationships, exclusion/expulsion from school, depression and externalising individual risk, as well as the involvement of a range of services (mental health, justice, welfare)] upon educational progress. Over time, the educational status of this group of youth deteriorated. Differences were observed for indigenous, older and male youth who had poorer outcomes on average. Positive peer groups and a positive school environment predicted better outcomes, while the use of harsh disciplinary practices such as expulsion was the strongest predictor of poorer educational outcomes and had a pervasive negative impact on all three educational progress measures. Formal services did not make an appreciable difference to educational outcomes, while the provision of additional educational support only contributed to keeping youth enrolled in educational programmes but did not appreciably improve their educational outcomes. Improving educational outcomes for at‐risk youth requires a pan‐system response, whereby schools reduce the use of expulsion and create a positive school climate, other professionals support schools to retain challenging students at school and the positive resources generated by pro‐social peer groups are harnessed. 相似文献
6.
针对BP算法在测向定位中收敛速度、隐层神经元个数的选取以及定位精度等方面的缺点,将实神经网络代数算法首次应用到测向定位中。给出了隐层神经元个数的准确公式,快速准确的获取训练权值,建立了基于代数算法的三站定位模型。通过仿真实验,新方法在定位精度和时间效率方面都远高于BP算法。 相似文献
7.
This study was conducted to determine if the phonemic awareness skills of college-aged dyslexic students (n=10) differ from
those of their nondyslexic peers (n=10). Both groups were tested on reading of real and nonsense words and a phoneme reversal
task. Although the dyslexic subjects had received considerable language remediation and were all succeeding at their college
studies at a level that did not significantly differ from the nondyslexic subjects, they performed significantly poorer on
two measures of phonemic awareness: reading of nonsense words and increased error rate and response time on reversal of common
three phoneme words. These results were interpreted to suggest that although the dyslexic subjects had improved their reading
skills there remained a fundamental deficit in their ability to process phonological information quickly and accurately. 相似文献
8.
This study examined 129 participants in seven types of memory training programs in Belgium. It was found that more than half of the subjects participated because they felt their memory was deteriorating or because they were afraid of memory deterioration. After completion of the program, subjects rated the training as being somewhat too short, as useful for their daily lives, as very pleasant, and as being of adequate difficulty. Almost all subjects indicated they would like to take part in a follow‐up training program. Forty‐one percent of the subjects indicated increased memory awareness as the main effect; other effects often cited included the discovery that subjects were not the only ones with complaints, increased knowledge of memory functioning, and the possibility for self‐development. However, no pre‐to‐posttraining effect could be found on scales of the Memory Functioning Questionnaire, except for a small (but significant) increase in self‐reported frequency of forgetting. 相似文献
9.
There is a growing recognition of the importance of pre‐literacy skills among pre‐school children. Evidence that children from relatively deprived backgrounds face poorer outcomes in speech and language development and educational achievement has led to an assertive attempt to lessen social inequalities at the earliest opportunity. The UK government‐funded Sure Start initiative aims to provide services to promote play and learning opportunities for such children under the age of four. This paper describes the background and method of setting up an Early Listening programme in a deprived, multicultural and multilingual area of North London. We also present findings on the effect of the programme on children's phonological awareness. The results indicated improvement in rhyme awareness following direct input, with more tentative signs of positive trends in phonemic awareness and visual memory. We suggest that this programme may have considerable value in a wider local educational context. The information gathered from this pilot work will assist the development of more definitive research. 相似文献
10.
The link between emotion regulation and academic achievement is well documented. Less is known about specific emotion regulation strategies that promote learning. Six‐ to 13‐year‐olds (N = 126) viewed a sad film and were instructed to reappraise the importance, reappraise the outcome, or ruminate about the sad events; another group received no regulation instructions. Children viewed an educational film, and memory for this was later assessed. As predicted, reappraisal strategies more effectively attenuated children’s self‐reported emotional processing. Reappraisal enhanced memory for educational details relative to no instructions. Rumination did not lead to differences in memory from the other instructions. Memory benefits of effective instructions were pronounced for children with poorer emotion regulation skill, suggesting the utility of reappraisal in learning contexts. 相似文献
11.
High quality lexical representations in memory, characterized by accuracy and stability, are said to underpin fluent reading. Here, the relationship between orthographic quality and reading speed was examined by asking undergraduates (N = 74) to repeatedly read and spell words. Spelling performance over five trials indicated orthographic quality. Single word reading speed was measured using E-Prime technology. A within-participant repeated measures analysis revealed that words which participants spelled consistently accurately, were read faster than words which were misspelled. This pattern also held in a within-word analysis; the same words were read faster by individuals who always spelled them correctly, compared to those who did not. Further, it was found that when words were spelled using the same incorrect letter patterns across trials (i.e., in the same erroneous way), they were read faster than when they had an incorrect but less stable representation (i.e., inconsistent spelling across trials). Hence, the difference in reading speed appears to be a function of both the accuracy and stability of the orthographic representations stored in memory, rather than due to characteristics of individual participants or words. These results lend support for a central role of lexical quality in both spelling and reading, and are discussed with reference to the lexical quality hypothesis. 相似文献
12.
A developmental approach to reading disability: accuracy and speed criteria of normal and deficient reading skill 总被引：7，自引：0，他引：7
M W Lovett 《Child development》1987,58(1):234-260
The constructs of accuracy and speed were adopted as performance criteria against which to define 2 clinical samples of disabled readers. Accuracy-disabled subjects had failed to achieve reliable age-appropriate word recognition skills. Rate-disabled readers were age-appropriate in word recognition accuracy but deficient in reading speed. These disabled readers were compared to fluent normal children selected to be reading at the same level of accuracy as the rate-disabled subjects but at a significantly faster rate. All aspects of the accuracy-disabled subjects' reading systems proved deficient, and these children were less able to learn new sound-symbol associations in a task simulating initial reading acquisition. The rate-disabled subjects exhibited a basic deficit in word recognition speed, compromised accuracy when reading in context, and compromised spelling when competing visual patterns were available. A multidimensional oral language impairment was found to accompany the accuracy disability, while the rate disability appeared restricted to language in its visible form and the naming of visual representations. A visual naming speed impairment was associated with both profiles of deficient reading skill. 相似文献
13.
Skilled and less skilled beginning readers were taught to read and define 10 printed pseudowords. Then they rehearsed the spellings of the words in one of two ways. Experimental subjects performed activities to retain spellings in memory as orthographic images. Control subjects rehearsed the letters similarly but with the correct spellings in view. Post-tests revealed that experimentals remembered spellings better than controls. This indicates that the activity of committing letters to memory is better for learning spellings than copying letters which is what most spelling programs have learners do. Experimental subjects' superior knowledge of spellings, however, did not enable them to read the words faster or more accurately than controls, possibly because of overlearning. Comparison of good and poor readers' word-learning behavior revealed greater deficiencies in phonological than in semantic processes. Correlational analysis indicated that background skills are much more powerful than specific learning experiences in accounting for individual differences in reading and spelling performances. 相似文献
14.
The present investigation has three aims: (1) to establish a suitable composite index which combines speed and accuracy in the measurement of decoding skill; (2) to examine whether speed acts as a confounding factor in the measurement of decoding ability; and (3) to see whether familiarity with the word, as indicated by the ability to pronounce it, or lack of it acts as a confounding factor in the assessment of spelling skills. Three studies were conducted to fulfill these aims. In the first study, 33 children from Grade 2 were asked to name a list of 40 letters of the alphabet as quickly and as accurately as possible. A combined index of speed and accuracy was computed from these two sets of data using two formulas, which were based on the ‘z’ score and the mean variance score. A Pearson product‐moment correlation coefficient of 0.94 was obtained between the results of the two formulas indicating that the two formulas yield almost identical results. In the second study, 37 fifth‐graders were administered the word‐attack sub‐test of Woodcock Language Proficiency Battery. When the speed and accuracy composite index, based on the ‘z formula’ was applied to the word‐attack scores, it was found that three children were slow decoders even though their scores were within the normal range. In the third study, 39 children from Grade 3 and 40 children from Grade 5 were asked to read aloud a list of words and then these words were administered as a spelling test. Subsequently, their spelling ability was assessed by computing the number of words they could both read and spell correctly. When familiarity of words was included as a factor in assessing spelling ability, five children in Grade 3 and three children in Grade 5 were found to be misclassified as poor spellers. This indicates that including word‐naming speed and word familiarity (i.e. ability to pronounce) produce different metrics than when they are not. Inclusion of speed and familiarity factors in assessment can be helpful in avoiding false negatives and false positives. 相似文献
15.
Returning women students over 50, although growing in number, have been largely ignored as a unique group by both educational gerontologists and scholars interested in non‐traditional women students. Matched groups (N = 106) of student (outwardly oriented) and non‐student (home oriented) women (mean age = 55.67, s.d. = 5.25) were compared on measures of subjective age and attitudes toward age, perceived happiness and satisfaction, perceived physical health, number and severity of depressive symptoms, self‐esteem and autonomy. The student group was found to report better health, fewer and less severe depressive symptoms and higher autonomy. Psychological transitions facing mid‐life women are discussed. Possibilities of educational participation as preventive of mid‐life depression for women are discussed. Future longitudinal, cohort‐sequential research should focus on mid‐life and older women students as a unique group. 相似文献
16.
With increasing use of the World Wide Web, rapid scanning or skimming of material on screen has become a frequent activity. However, the outcome of this method of reading has not been thoroughly investigated. Using a range of question types, comprehension was measured after reading from screen at both a normal and fast reading speed. In addition, by automatically recording how readers scrolled through each document, reading patterns were explored. A speed‐accuracy trade‐off was found and, in general, the recall of specific details was less accurate than responses to ‘higher order’ questions. However, questions that addressed the structure of the text were hardest. Analysis of the scrolling movements showed that the overall time spent pausing between movements was the best predictor of comprehension. At a normal reading speed, the most effective readers, in terms of higher comprehension scores, were those who spent more time between scrolling movements, which were fast and frequent. 相似文献
17.
Sarah C. O'Dowd 《Educational gerontology》2013,39(5):357-368
It has been asserted that standard scoring criteria of the Wechsler Adult Intelligence Scale (WAIS) vocabulary subtest may be insufficiently sensitive to differentiate between qualitatively superior and inferior responses of younger and older adults (Botwinick & Storandt, 1974). Alternative “qualitative” criteria, based upon the premise that a synonym response is superior to other forms of definition such as an explanation or illustration of word use, have been used in several previous studies which demonstrated apparent decline in vocabulary skills of older adults. The present research uses the proposed new qualitative criteria, testing both superior and average‐ability subjects from contrasting educational settings: a selective private university and a two‐year public college with an “open‐door” admissions policy. Within both educationally balanced groups of subjects older adults performed significantly better than the young, judged by either standard or qualitative criteria. Variables such as lifestyle, occupational history, and choice of college major appear to be related to variations in scoring patterns 相似文献
18.
为解决无人机飞行状态变化对测风精度的影响,设计了一种基于气象无人机皮托-静压管的多模式测风方案 利用惯性导航系统确定的无人机加速度和角速度信息,通过判决器选择无人机的飞行状态,采用运算存储器计算出较准确的空速和地速,并最终解算得到准确性较高的风场信息.仿真结果表明,该方案规避了误差较大的数据,可有效提高气象无人机测风精度,而且该方案具有良好的测风品质和鲁棒性、计算量小、易于实现. 相似文献
19.
The study Investigated the association between entry qualifications to a BEd course, performance in educational psychology and overall BEd performance. The roles of main area specialisation and sex differences In performance In educational psychology were also investigated. The academic records of 313 students from six year‐groups constituted the data set for the study. Results showed that performance in educational psychology was an efficient predictor of overall performance in the BEd course. Students who specialised in mathematics/science subjects performed better as a group in educational psychology than students in other main areas of specialisation. Also, significant sex differences in performance in educational psychology were observed in some of the year‐groups, with female students out‐performing their male colleagues. 相似文献
20.
Marsel A. Heisel Gordon G. Darkenwald Richard E. Anderson 《Educational gerontology》2013,39(2-3):227-240
A national data base was employed for the first time to examine in detail the educational participation behavior of adults 60 years and older. Participation rates, subjects studied, reasons for participation, and locations utilized for learning were found to vary significantly in relation to relative age, educational attainment, sex, race, income, and other participant characteristics. The “old old” and the socioeconomically disadvantaged were much less likely than other older adults to continue their education. What they studied, why, and where contrasted markedly not only with the patterns for adults in general but also with the patterns for other older adults. It is concluded that conventional programming approaches are inadequate for reaching older adults generally, and are particularly inadequate for reaching the old‐old and the socioeconomically disadvantaged. 相似文献