共查询到20条相似文献，搜索用时 31 毫秒
1.
The Performance Scale of the WISC-R was administered to 60 female and 65 male hearing-impaired subjects. The only significant sex difference found was on the Coding subtest, with females outperforming males by a mean scaled score difference of 1.77 points (t = −3.087, p<.01). Subtest intercorrelational results suggest that deaf females possessed significantly better visual-motor coordination and speed, while males demonstrated better spatial analysis and synthesis skills. A principal factor analysis procedure yielded only one factor for each sex. The high degree of factorial similarity between the female and male samples indicated that the underlying construct being measured by the WISC-R Performance subtests does not differ by gender. 相似文献
2.
The major purpose of this study was to test the effectiveness of the Project Success Summer Program (PSSP) for adult dyslexics.
Using a pretest-posttest one-group design, the experimenter examined the effects of PSSP’s intensive eight-week program on
the reading and spelling test scores of subjects (n=63). Data analysis indicated subjects’ reading and spelling scores improved
significantly in five areas: reading of real words, passage reading rate, reading comprehension, spelling, and phoneme deletion.
A second purpose of the study was to determine the best predictors of reading comprehension from among the study’s eight pretest
reading and spelling measures. Regression analysis revealed that passage reading rates and individual word reading rates were
the best predictors of reading comprehension scores. Interpretation of the results of this study suggest that training in
phonological skills can improve poor readers’ basic decoding skills resulting in improved reading rate, comprehension and
spelling. 相似文献
3.
崔冠宇 《内江师范学院学报》2012,27(12):97-100
以河南省某地3所高职医学院校的1029名大学生为被试,运用学习动机量表（WMI）进行调查研究．结果表明：（1）在性别比较上,在内生动机上,男生在热衷性维度得分显著低于女生,在内生动机分量表上得分也显著低于女生;在外生动机上,男生在依赖他人评价、选择简单任务和外生动机分量表上得分均显著低于女生,但在追求回报维度上得分显著高于女生．（2）在年级比较上,在内生动机的挑战性和热衷性两个维度的得分上均存在显著差异;在外生动机的依赖他人评价、选择简单任务两个维度和外生动机分量表的得分上存在显著差异．（3）在独生与非独生比较上,独生子女在热衷性维度以及内生动机分量表上得分均显著低于非独生子女;在外生动机上,独生子女在依赖他人评价、选择简单任务和外生动机分量表上得分均显著低于非独生子女． 相似文献
4.
Susan Lee Zavotka 《Educational technology research and development : ETR & D》1987,35(3):133-144
Spatial skills necessary to design and analyze orthographic drawings are sometimes lacking in students. This study investigated
whether computer animated graphics which replicate mental images of rotation and dimensional transformation would be useful
in the development of spatial skills. Subjects viewed films of three architectural types of graphic representations. In both
color and wire frame form, rotating to top and side views, and changing from three to two dimensions. Results indicated that
viewing the animated images did have a significant effect on increasing orthographic but not mental rotation test scores.
The order in which subjects viewed the films significantly affected their orthographic scores. Furthermore, viewing wire frame
images first had a significantly negative effect on subjects’ first mental rotation score. 相似文献
5.
《Assessing Writing》2008,13(2):80-92
The scoring of student essays by computer has generated much debate and subsequent research. The majority of the research thus far has focused on validating the automated scoring tools by comparing the electronic scores to human scores of writing or other measures of writing skills, and exploring the predictive validity of the automated scores. However, very little research has investigated possible effects of the essay prompts. This study endeavoured to do so by exploring test scores for three different prompts for the ACCUPLACER® WritePlacer® Plus test which is scored by the IntelliMetric® automated scoring system. The results indicated that there was no significant difference among the prompts overall; among males, between males and females, by native language or in comparison to scores generated by human raters. However, there was a significant difference in mean scores by topic for females. 相似文献
6.
This comparative study examined the relationship between self-efficacy theory and contraceptive practices in male and female adolescents enrolled in Midwestern University. A survey method was employed to obtain data from 101 female and 106 male subjects aged 18-20, sexually active, single, and who had one sexual partner for at least 3 months. Findings suggest that both genders need to develop the necessary communication skills in sexual matters and contraceptive issues. Females scored low on several self-efficacy statements that involve the ability to communicate about sexual matters and securing the use of contraception. They also obtained a low score in statements that require assertiveness in preventing sexual intercourse in highly involved situations. Meanwhile, male subjects scored low in items involving communication skills. Finally, contraceptive self-efficacy was found to be significantly different for males and females in the following areas: females need to learn how to assume responsibility and to become more effective in securing contraceptives; and males need to learn to be assertive about avoiding sexual intercourse when not using contraception and to develop the ability to talk about using contraceptives. 相似文献
7.
Daniel B. Hier M.D. 《Annals of dyslexia》1979,29(1):74-83
Conclusions Sex differences exist in the prevalence of dyslexia as well as in overall verbal ability. These sex differences may reflect
sex differences in hemispheric specialization: males show strong left hemisphere specialization for verbal processing and
strong right hemisphere specialization for spatial processing whereas females show greater bihemispheric participation in
both verbal and spatial processing. The greater hemispheric specialization observed in males may have implications including:
(1) lower verbal ability than in females, (2) higher spatial ability than in females, (3) reduced potential for shifting language
to the right hemisphere after early life left hemisphere injury, and (4) diminished capacity to compensate for unfavorable
left-right anatomic asymmetries of the posterior language zone. Lower overall verbal ability as well as an inability to spare
certain language skills effectively in the face of either unfavorable cerebral asymmetries or early life left hemisphere insults
may partially explain the excess of developmental language disorders (and dyslexia in particular) in boys.
Dr. Hier is a neurologist at the Massachusetts Rehabilitation Hospital, an Instructor in Neurology at the Harvard Medical
School, and Clinical and Research Fellow at the Massachusetts General Hospital, Boston. The work reported in this paper was
supported in part by NINCDS Fellowship NS05917-01 and presented at a meeting of the New Branch of The Orton Society in October
1978. 相似文献
8.
Pnina S. Klein Esther Adi-Japha Simcha Hakak-Benizri 《Educational Studies in Mathematics》2010,73(3):233-246
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child
mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s
mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences
were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However,
mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different
processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to
be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child
interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other
forms of mathematics communication and teaching. 相似文献
9.
Reforms are typically criticized for failing to bridge the gap between practitioners and researchers and for the lack of research
support provided prior to implementation. Research has indicated that preservice teachers’ understandings of high-quality
science teaching are formed by teacher training programs. The purposes of this study are to investigate views about science
in preservice teachers in old and new teacher training programs and to determine whether and how these two programs shape
teacher trainees’ views of science. A total of 459 students from a 4-year elementary science teacher training program participated
in the study. A 41-item instrument was used to collect data. Four factors were extracted from the data, explaining 41.58%
of the variance, and the reliability was found to be .86. There were significant differences for both males and females between
the old and new programs. However, no difference was found between males’ and females’ total scores. In addition, students
from the two programs had significantly different scores on the sub-scales of “Anxiety” and “Uncertainty”. For example, males
in the new program had significantly higher scores on the “Anxiety” and “Uncertainty” sub-scales. The overall increase in
science course hours and decrease in science method course hours in the new program may account for these findings. 相似文献
10.
Dyanne M. Tracy 《科学教学研究杂志》1990,27(7):637-649
The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy-playing habits, sex-role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth-grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex-role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex-role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two-dimensional, gross-body-movement, and proportional-arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex-role and toy-playing behavior. 相似文献
11.
This study examined the relationship of selected cognitive and affective variables to mathematics achievement for a random sample of 60 students as they progressed through 6th, 8th,10th and 12th grades. A consistent gender difference was found for stereotyping mathematics as a male domain. No consistent significant gender difference between means was found for spatial skills, verbal skill or mathematics achievement. Confidence, verbal skill and spatial visualization were each consistently positively correlated with mathematics achievement for both males and females. No gender difference was found for these correlations. However, spatial skills alone were found to be consistent significant predictors of mathematics achievement for females each year of the study, but not for males. Verbal skill was a consistent significant predictor of mathematics achievement for males, but not for females. The results of this study could lead to a reevaluation of the hypothesis that spatial skills help boys achieve in mathematics. 相似文献
12.
Two hundred and five 14-16 year olds from two Anglophone Canadian schools (99 females and 106 males) were given the Canadian Test of Cognitive Skills (an intelligence-type test) and the Cognitive Styles Analysis and their grade 9 scores in the subjects of French, English, mathematics, geography and science were obtained. The study first looked at the relationship between cognitive skills and cognitive style. The correlation between cognitive skills and cognitive style approached zero suggesting their independence. Having confirmed the independence of cognitive skills and cognitive style, their interactive effect, including gender, on subject performance was investigated by means of analysis of variance. There was a significant interaction between sex and subject; females were superior to males in all five subjects, but particularly so in French and English. There was also a significant interaction between skill, style and subject in their effect on performance. This was discussed in terms of the role of style in learning and the effect of skill/intelligence on strategy development. 相似文献
13.
Ali Ebrahim 《International Journal of Science and Mathematics Education》2012,10(2):293-314
This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science
achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes
who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’
science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest.
Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of
the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly
(p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results
provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning
methods in Kuwaiti classrooms. 相似文献
14.
Jennifer Wilhelm 《International Journal of Science Education》2013,35(15):2105-2122
This paper reports an examination on gender differences in lunar phases understanding of 123 students (70 females and 53 males). Middle‐level students interacted with the Moon through observations, sketching, journalling, two‐dimensional and three‐dimensional modelling, and classroom discussions. These lunar lessons were adapted from the Realistic Explorations in Astronomical Learning (REAL) curriculum. Students’ conceptual understandings were measured through analysis of pre‐test and post‐test results on a Lunar Phases Concept Inventory (LPCI) and a Geometric Spatial Assessment (GSA). The LPCI was used to assess conceptual learning of eight science and four mathematics domains. The GSA was used to assess learning of the same four mathematical domains; however, the GSA test items were not posed within a lunar context. Results showed both male and female groups to make significant gains in understanding on the overall LPCI test scores as well as significant gains on five of the eight science domains and on three of the four mathematics domains. The males scored significantly higher than the females on the science domain, phase—Sun/Earth/Moon positions, and on the mathematics domain geometric spatial visualisation. GSA results found both male and female groups achieving a significant increase in their test scores on the overall GSA. Females made significant gains on the GSA mathematics domains, periodic patterns and cardinal directions, while males made significant gains on only the periodic patterns domain. Findings suggest that both scientific and mathematical understandings can be significantly improved for both sexes through the use of spatially focused, inquiry‐oriented curriculum such as REAL. 相似文献
15.
Anne U. Gold Philip M. Pendergast Carol J. Ormand David A. Budd Karl J. Mueller 《International Journal of Science Education》2013,35(18):2205-2225
ABSTRACTSpatial reasoning is a critical skill in the Geosciences. Using a randomized control study with 592 undergraduate students enrolled in introductory and advanced Geology courses, our data indicates that regular, short interventions throughout an academic semester improve students’ spatial thinking skills significantly with a moderate to large effect size when compared to an instruction-as-usual control group. We found evidence for additional gains in students who participated also in hands-on training interventions. We found even larger training effects on students who achieved correct scores of >50% on the practice modules, with gains of almost three-quarter of a standard deviation relative to their baseline scores. Male and female students display significant differences in spatial skills, with males outperforming females. Training resulted in similar magnitudes of improvement in both genders, so we see no evidence that the interventions closed the gender gap. Using the initial performance as a baseline, poor performers’ spatial skills appear to improve through practice at the same rate as their peers. We argue that 15.4% of students improve their spatial skills through participation in the training towards a threshold that appears to be critical for participation in STEM careers. On a reflection survey, half of the students reported that they felt their spatial thinking skills improved through their participation, and over a third found the training beneficial for their overall learning in Geology or other classes. We hypothesise that formal training opportunities for spatial reasoning could increase the potential pool of students who successfully enter and succeed in Geoscience careers. 相似文献
16.
Selection of students for places at universities mainly depends on GCSE grades and predictions of A-level grades, both of
which tend to favour applicants from independent schools. We have therefore developed a new type of test that would measure
candidates’ ‘deep learning’ approach since this assesses the motivation and creative thinking that we look for in university
students. We recruited 526 applicants to Oxford University and gave them a short commentary test and a learning style questionnaire.
Specific deep learning approach questions correlated with results in the new test, and both predicted whether the candidate
subsequently obtained a place at Oxford. Furthermore high scores on one open-ended commentary question, demanding arguments
in favour of a case, produced a greater than 70% chance of obtaining a first class degree at the end of their course irrespective
of the candidates’ type of school attended or GCSE scores. Candidates from State schools scored as well as those from Independent
schools in both tests. Thus our test seemed to index candidates’ potential to succeed at a highly selective university, and
might usefully be added to current selection procedures for such universities. 相似文献
17.
A study was conducted of the written language skills of a representative sample of 69 adolescents with severe and profound hearing losses, using both a standardized language sample (TOWL-2) and a letter. The overall results confirmed the generally low levels of performance typically found in this population and the existence of a developmental plateau. Nevertheless, performance levels were not uniformly low. The sample scored relatively high on measures of orthographic conventions and on semantics, but considerably lower on use of grammar. While females scored higher than males, and students in Auditory/Oral (A/O) programs scored higher than those in Total Communication (TC) programs, the profile of scores did not vary by group. In general, the letter elicited higher levels of performance than the standardized sample, although the latter elicited more grammatically complex writing. Factor analysis indicated that the various measures derived from the two samples were associated more strongly by genre than by levels of language form. 相似文献
18.
G Ross 《Child development》1985,56(4):835-842
The Bayley Scales of Infant Development were administered to 92 white, middle-class infants, half of them premature and half full-term, at 1 year of age from term to determine whether this instrument is useful in characterizing the abilities of premature infants. Although both full-term and premature infants achieved mental and motor development scores within the average range, full-term infants attained significantly higher scores on both the Mental and Motor Scales. Both groups scored significantly lower on motor than mental functioning; however, the difference was significantly greater for premature infants. As a group, premature infants also evidenced greater variability in their performance on both the Mental and Motor Scales, and they showed greater intra-individual variability in performance of motor ability. Furthermore, premature infants were less likely to succeed on items testing eye-hand coordination, imitation, and vocalization. Preselected perinatal risk variables accounted for a significant amount of variance in both mental and motor ability of premature infants. 相似文献
19.
High school biology students who were taught by the simulation game method had comparable achievement gains to the students who were taught using worksheets. The three simulation games used in this study were able to teach factual information as well as the worksheet activities. This effect was constant across ability and sex. There were no significant differences in the retention scores of high ability students utilizing gaming. Also, there was no significant difference in the scores of low ability students utilizing worksheets and low ability students using games. Students' sex was significantly related with retention in the three-way interaction of treatment by ability by sex. Low ability females using simulation games scored higher on retention than low ability females utilizing worksheets. Low ability males utilizing worksheets scored higher on retention than low ability males using simulation games. 相似文献
20.
Since the 1920’s many researchers have conducted studies exploring the qualities of good teachers. However, a limited number
of empirical studies have been conducted in the People’s Republic of China (hereafter called China). The current study has
two objectives. The first one aims to compare a good teacher’s characteristics in China and the USA. To achieve this, qualitative
data of a good teacher’s characteristics were collected in China. The results obtained from China were then compared to those
reported in the USA. The second objective was to test whether or not there are differences among teachers’, students’ and
parents’ perceptions of a good teacher’s characteristics in China. To achieve this, questionnaires were administered, and
then statistical analyses were conducted. The qualitative data analyses have revealed four themes about the characteristics
of good Chinese teachers: Teacher ethics, professional skills, professional development, and students’ test scores. The ANOVAs
have found no differences among teachers’, students’ and parents’ perceptions of the qualities of good teachers in China on
most of the items. This study helps readers better understand good teachers in a Chinese context and provides a framework
for future comparative study between China and the USA regarding the qualities of good teachers. 相似文献