Comparing deaf and hearing college students' mental arithmetic calculations under two interference conditions     

Davis SM  Kelly RR 《American annals of the deaf》2003,148(3):213-221

Deaf and hearing college students' mean reaction times (RTs) were compared on a mental calculation task in which they had to verify the accuracy of solutions to addition and multiplication problems. The deaf students were divided into higher and lower readers. Higher deaf readers and hearing students had similar RTs and accuracy on addition problems; their RTs were greater in the voicing interference mode than in the manual tapping interference mode. The lower deaf readers showed no RT differences between the two interference modes and had consistently lower RT performance and score accuracy across the verification tasks. On the verification task for multiplication problems, all participants showed a greater RT effect for manual tapping. The lower deaf readers were significantly less accurate on multiplication problems.  相似文献   

Development of sex-trait stereotypes among young children in the United Staes, England, and Ireland     

D L Best  J E Williams  J M Cloud  S W Davis  L S Robertson  J R Edwards  H Giles  J Fowles 《Child development》1977,48(4):1375-1384

The Sex Stereotype Measure II (SSM II), a 32-item revision of the Williams, Bennett, and Best Sex Stereotype Measure, was developed to assess children's knowledge of conventional, sex-trait stereotypes defined by American university students. The procedure employed brief stories and human figure silhouettes which were individually administered to 5- and 8-year-old children in the United States, England, and Ireland and group administered to 11-year-olds in the United States. In the United States, knowledge of sex-trait stereotypes was found to develop in a linear fashion between the ages of 5 and 11, with more male traits than female traits being known at each age level. Cross-nationally, there was a high degree of similarity in the nature of the sex stereotypes being learned by the children in the 3 countries, although the rate of learning appeared slower among the Irish children. In all countries there was a clear progression in sex-stereotype learning from age 5 to age 8. English boys had greater knowledge of stereotypes than English girls, but this was not true in Ireland and the United States. Generally, knowledge of male stereotype traits appeared to develop earlier while knowledge of the female traits increased more rapidly between ages 5 and 8. The similarity in sex-stereotype learning in the 3 countries is discussed, and studies in progress in other countries of greater cultural diversity are noted.  相似文献   

Predictors of academic success in medical school     

G. Lindsey Davis  Donna M. Mertens  Lawrence D. Patterson  Roger O. Lambson  Sam Brown 《Research in higher education》1976,4(3):209-217

This study was designed to determine the predictive validity of selected admissions variables used by the University of Kentucky College of Medicine. Data for the study were collected from 586 students admitted to the M.D. program from 1961 to 1968. These students were categorized into one of three groups (Successful [SUCC], Successful with Extended Study [SWES], and Lost to Medicine [LTM]) based upon their performance in medical school. A two-way analysis of variance and the use of a post hoc Scheffé method of multiple comparisons indicated significant differences between the SUCC group and the combined SWES and LTM groups. Therefore, the data revealed the predictive ability of two admissions variables and suggested the need for additional research into the subjective variables used in the admissions process.  相似文献   

Modification of a mother's verbal abuse     

Adele Davis Murphy  Sallie O. Davis 《Child abuse & neglect》1979,3(3-4)

In this study an abusive parent was instructed in techniques of behavior modification. It was hypothesized that the parent-child interactions would improve as the mother, Mrs. X, began modifying her daughter Jan's behavior.An A-B - A-B reversal design was implemented. Baseline data was collected to determine the frequency with which Jan interrupted Mrs. X. During the treatment phase, Mrs. X was to ignore Jan's interruptions and positively reinforce Jan when she spoke to Mrs. X without interrupting. However, Mrs. X did not apply the treatment consistently and the frequency of Jan's interruptions did not change significantly. Thus a return to baseline and reimplementation of the treatment was not necessary.In order to ascertain whether the parent-child interactions chanqed, two thirty-minute tapes of the baseline sessions were made and two thirty-minute tapes of the treatment sessions were made. The tapes were transcribed and assessed according to the Kasprin-Burrelli, Egolf, and Shames Parent-Child Interaction Scale (Kasprin-Burrelli, et al., 1972).The quality of the parent-child interactions, as measured by the Kasprin-Burrelli, et al., Parent-Child Interaction Scale, improved throughout the study. Thus, it is impossible to state that the treatment was responsible for the improvement. It is hypothesized that the presence of the examiner resulted in the improvement. Mrs. X is a college-educated woman and appears to need adult stimulation. When Mrs. X's need for adult stimulation was met, then her interactions with Jan improved. Thus, although Mrs. X did not modify Jan's interruption behavior, her interactions with Jan did improve throughout the experiment.  相似文献   

On the Same Wavelength: Exploring Team Neurosynchrony in Undergraduate Dyads Solving a Cyberlearning Problem With Collaborative Scripts     

Pavlo D. Antonenko  Robert Davis  Jiahui Wang  Mehmet Celepkolu 《Mind, Brain, and Education》2019,13(1):4-13

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The effect on student achievement of increasing kinetic structure of teachers' lectures     

William G. Lamb  Patricia Davis  Robert Leflore  Cicero Hall  J. Griffin  Rudolph Holmes 《科学教学研究杂志》1979,16(3):223-227

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Teaching Contemporary Physics Topics Using Real-Time Data Obtained via the World Wide Web     

Post-Zwicker  A. P.  Davis  W.  Grip  R.  McKay  M.  Pfaff  R.  Stotler  D. P. 《Journal of Science Education and Technology》1999,8(4):273-281

As a teaching tool, the World Wide Web (WWW) is unprecedented in its ability to transmit information and enhance communication between scientist and student. Just beginning to be developed are sites that actively engage the user in the learning process and provide hands-on methods of teaching contemporary topics. These topics are often not found in the classroom due to the complexity and expense of the laboratory equipment and the WWW is an ideal tool for overcoming this difficulty. This paper presents a model for using the Internet to teach high school students about plasma physics and fusion energy. Students are given access to real-time data, virtual experiments, and communication with professional scientists via email. Preliminary data indicate that student collaboration and student-led learning is encouraged when using the site in the classroom. Scientist/student mentoring is enhanced with this form of communication.  相似文献   

Beginners Learning Together: Literacy Collaboration Between Preservice Teachers and First-Grade Students     

Carol Sue Marshall  Ruth A. Davis 《Early Childhood Education Journal》1999,27(1):53-56

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The American College Counseling Association: A Historical View     

Deborah C. Davis 《Journal of College Counseling》1998,1(1):7-9

The history of college counseling reflects its multifaceted, dynamic character. Numerous works track the historical development of counseling in higher education (Bragdon, 1929; Farnsworth, 1957; Fitzpatrick, 1968; Heppner& Neal, 1983; Siegel, 1968; Williamson, 1939). Contemporary authors also have analyzed current trends and issues facing the college counseling profession (Dean & Meadows, 1995; Steenbarger, 1990; Stone & Archer, 1990). The American College Counseling Association (ACCA) was created and has developed in the context of both history and recent issues in counseling within higher education settings. This article examines factors contributing to the birth and rapid growth of this successful and growing professional association.  相似文献   

Prenatal Maternal Stress,Child Cortical Thickness,and Adolescent Depressive Symptoms     

Elysia Poggi Davis  Benjamin L. Hankin  Laura M. Glynn  Kevin Head  Dae Jin Kim  Curt A. Sandman 《Child development》2020,91(2):e432-e450

Prenatal maternal stress predicts subsequent elevations in youth depressive symptoms, but the neural processes associated with these links are unclear. This study evaluated whether prenatal maternal stress is associated with child brain development, and adolescent depressive symptoms using a prospective design with 74 mother child pairs (40 boys). Maternal stress was assessed during pregnancy, child cortical thickness at age 7, and depressive symptoms at age 12. Prenatal maternal stress was associated with less cortical thickness primarily in frontal and temporal regions and with elevated depressive symptoms; child cortical thickness additionally correlated with adolescent depressive symptoms. The observed associations are consistent with the possibility that cortical thickness in superior frontal regions links associations between prenatal maternal stress and adolescent depressive symptoms.  相似文献