Internal criteria for scientific choice: An evaluation of research in high-energy physics using electron accelerators     

Benjamin R. Martin  John Irvine 《Minerva》1981,19(3):408-432

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Facilitating attitudes and message characteristics in the expression of differences in intercultural encounters     

Benjamin J. Broome 《Int J Intercult Relat》1981,5(3):215-237

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Individual-level Predictors of Public Outspokenness: A Test of the Spiral of Silence Theory in Singapore   总被引：1，自引：0，他引：1  

Willnat  Lars; Lee  Waipeng; Detenber  Benjamin H. 《Int. Journal of Public Opinion Research》2002,14(4):391-412

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Root causes of errant ordered radiology exams: Results of a needs assessment     

Benjamin D. Duman  Seung Youn Chyung  Steven W. Villachica  Donald Winiecki 《Performance Improvement》2011,50(1):17-24

A comprehensive needs assessment was conducted at ATA hospital to determine the root causes of a high number of errant radiology orders from requesting physicians. The Human Performance Technology Model, Gilbert's Behavior Engineering Model, and Rummler and Brache's Nine Performance Variables Model guided the needs assessment process. Three solutions were proposed. The development of the long‐term solution, a software utility, has been initiated. The Behavior Engineering Model was used to identify possible solutions to post‐training performance gaps identified during the evaluation.  相似文献   

Various Anticoagulants and Fluoride do not Affect HbA1C Level     

Maneesh Mailankot  Thushara Thomas  P. Praveena  Juliet Jacob  Jobin Rajan Benjamin  D. M. Vasudevan 《Indian journal of clinical biochemistry : IJCB》2012,27(2):209-209

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When labels hurt but novelty helps: children's perseveration and flexibility in a card-sorting task     

Yerys BE  Munakata Y 《Child development》2006,77(6):1589-1607

Children often perseverate, repeating prior behaviors when inappropriate. This work tested the roles of verbal labels and stimulus novelty in such perseveration. Three-year-old children sorted cards by one rule and were then instructed to switch to a second rule. In a basic condition, cards had familiar shapes and colors and both rules were stated explicitly. In an uninformative-label condition, cards had familiar shapes and colors, but the first rule was not stated explicitly. In a novel-stimuli condition, both rules were stated explicitly but stimuli were novel on the first sorting dimension. More children switched to the second rule in the uninformative-label and novel-stimuli conditions than in the basic condition. Implications for theories of cognitive flexibility are discussed.  相似文献   

Gifted students with learning disabilities: who are they?     

Lovett BJ  Lewandowski LJ 《Journal of learning disabilities》2006,39(6):515-527

More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed.  相似文献   

Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’?     

Colin O’Byrne  Gwynaeth McIntyre  Celia Lie  Sheena Townsend  Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361

Abstract

There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.  相似文献   

General Growth Mixture Analysis of Adolescents' Developmental Trajectories of Anxiety: The Impact of Untested Invariance Assumptions on Substantive Interpretations     

Alexandre J. S. Morin  Christophe Maïano  Benjamin Nagengast  Herbert W. Marsh  Julien Morizot  Michel Janosz 《Structural equation modeling》2013,20(4):613-648

Substantively, this study investigates potential heterogeneity in the developmental trajectories of anxiety in adolescence. Methodologically, this study demonstrates the usefulness of general growth mixture analysis (GGMA) in addressing these issues and illustrates the impact of untested invariance assumptions on substantive interpretations. This study relied on data from the Montreal Adolescent Depression Development Project (MADDP), a 4-year follow-up of more than 1,000 adolescents who completed the Beck Anxiety Inventory each year. GGMA models relying on different invariance assumptions were empirically compared. Each of these models converged on a 5-class solution, but yielded different substantive results. The model with class-varying variance–covariance matrices was retained as providing a better fit to the data. These results showed that although elevated levels of anxiety might fluctuate over time, they clearly do not represent a transient phenomenon. This model was then validated in relation to multiple predictors (mostly related to school violence) and outcomes (grade-point average, school dropout, depression, loneliness, and drug-related problems).  相似文献   

Effective Counseling for Racial/Ethnic Minority Clients: Examining Changes Using a Practice Research Network     

Allison J. Lockard  Jeffrey A. Hayes  James M. Graceffo  Benjamin D. Locke 《Journal of College Counseling》2013,16(3):243-257

Studies have shown that counseling decreases students' academic distress. These findings, however, are based primarily on European American students. This study explored the impact of counseling on academic distress for treatment‐seeking racial/ethnic minority college students using the Counseling Center Assessment of Psychological Symptoms–34 ( Locke et al., 2012 ) Academic Distress subscale. Results indicated that there are significant differences in academic distress at intake based on race/ethnicity. Furthermore, findings revealed that change in academic distress over the course of treatment varies by race/ethnicity.  相似文献