A constructivist view of reprimand in the classroom     

James C. Mancuso  Bruce N. Eimer 《Interchange》1982,13(4):39-46

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The relationship between dyslexia and Meares‐Irlen Syndrome     

Isla Kriss  Bruce J.W. Evans 《Journal of Research in Reading》2005,28(3):350-364

Meares‐Irlen Syndrome (MIS) is characterised by symptoms of visual stress and visual perceptual distortions that are alleviated by using individually prescribed coloured filters. Coloured overlays (sheets of transparent plastic that are placed upon the page) are used to screen for the condition. MIS is diagnosed on the basis of either the sustained voluntary use of an overlay or an immediate improvement (typically of more than 5%) on the Wilkins Rate of Reading Test (WRRT). Various studies are reviewed suggesting a prevalence of 20–34% using these criteria. Stricter criteria give a lower prevalence: for example, 5% of the population read more than 25% faster with an overlay. It has been alleged that MIS is more common in dyslexia, but this has not been systematically investigated. We compared a group of 32 dyslexic with 32 control children aged 7–12 years, matched for age, gender and socio‐economic background. Participants were tested with Intuitive Overlays, and those demonstrating a preference had their rate of reading tested using the WRRT with and without their preferred overlay. Both groups read faster with the overlay, and more so in the dyslexic group. ANOVA revealed no significant effect of group, but a significant improvement in WRRT with overlay (p=0.009) and a significant interaction between group and overlay (p=0.031). We found a similar prevalence of MIS in the general population to that in previous studies and a prevalence in the dyslexic group that was a little higher (odds ratio for >5% criterion: 2.6, 95% confidence limit 0.9–7.3). The difference in prevalence in the two groups did not reach statistical significance. We conclude that MIS is prevalent in the general population and possibly a little more common in dyslexia. Children with dyslexia seem to benefit more from coloured overlays than non‐dyslexic children. MIS and dyslexia are separate entities and are detected and treated in different ways. If a child has both problems then they are likely to be markedly disadvantaged and they should receive prompt treatments appropriate to the two conditions. It is recommended that education professionals as well as eye‐care professionals are alert to the symptoms of MIS and that children are screened for this condition, as well as for other visual anomalies.  相似文献   

Dissimilarity of mechanisms for evocation of escape and avoidance responding in dogs     

Ronald N. Ehrman  J. Bruce Overmier 《Learning & behavior》1976,4(3):347-351

Two groups of dogs were compared on the ability of an aversive Pavlovian CS to evoke a negatively reinforced instrumental response. For one group, the instrumental training was avoidance; for the other, escape. When presented alone, the CS evoked the instrumental response only from the avoidance group. Failure of the CS to evoke the response from the escape group poses difficulties for theories which characterize the initiation of avoidance responses as “escapes” from CS.  相似文献   

The Impact of Congenital Deafblindness on the Struggle to Symbolism     

Susan M. Bruce 《International Journal of Disability, Development & Education》2005,52(3):233-251

Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward more abstract representations, the rate of intentional communication, joint attention to objects and others, achievement of abstract play, consonantal and interactive vocalisations, distal gesture, varied early vocabulary and categories, use of varied cues for recall, object permanence, 1:1 correspondence, cause–effect, discrimination skills, and imitation. The impact of congenital deafblindness on the achievement of these milestones is presented, along with compensatory strategies to support the child’s development.  相似文献   

Exploring and testing cluster analysis     

Bruce A. Peseau  Roger L. Tudor 《Research in higher education》1988,29(1):60-78

Academic deans annually negotiate for a fair share of university resources. Without quantitative accreditation standards to serve as minimum guidelines, the competition is more difficult. Peer institution comparison, derived from the analysis of quantitative data on resource and productivity variables, assists by providing less biased justification for budget requests. In this study, data from a national study of doctoral-granting teacher education programs was used for a factor analysis of key resource and productivity variables. Seven alternative cluster analysis methods were used and compared. Three follow-up procedures (analysis of variance, discriminant analysis, and classification analysis) tested the cluster analysis results to verify the differences between clusters and their internal homogeneity on three different cluster solutions. The classification analysis showed that 88.2% of the 76 programs were correctly classified on the five-cluster solution produced using Ward's minimum variance method. The practical use of such data suggests that Cattell's pattern of profile similarly is a useful beginning to compare programs on factor scores; following that, raw data on each key variable might be used to prepare individual program profiles for more specific comparison.  相似文献   

Empirically Supporting the Increasing Severity of College Counseling Center Client Problems: Why Is It So Challenging?     

Bruce S. Sharkin  Lisa P. Coulter 《Journal of College Counseling》2005,8(2):165-171

Since the late 1980s, college counselors have reported seeing increasing numbers of students who present with severe forms of emotional and psychological disturbance. However, little direct evidence has yet to demonstrate any trend in the level of severity of presenting problems. In this article, the authors explore methodological challenges for researchers who attempt to examine the question of increasing severity of client problems. Implications for college counseling centers are discussed.  相似文献   

Coping with dyslexia     

David Bruce 《Cambridge Journal of Education》1983,13(3):16-22

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模仿、想象和重新评价：道德情感的教育   总被引：2，自引：0，他引：2  

布鲁斯&#;马克斯韦尔  罗兰德&#;雷岑巴赫  孙陆 《中国德育》2007,2(2):7-13

在人文科学研究的发展趋势中，所有观察者都会对情感作用做出新的正确的评价。尽管如此，“将情感教育作为道德教育的一个维度”仍是一个带有几分禁忌的话题。为证实这一点，我们提出通常未被认可、但明确适应于情感教育的三种干预方式。实施情感教育不仅是可能的，实际上也很常见。与道德行为相比，规则情感或许是衡量道德教育是否成功的一个更好的尺度。  相似文献   

A comparison of sentence-learning errors in children of different achievement levels     

Joel R. Levin  Elizabeth S. Ghatala  Bruce G. Bender 《Contemporary educational psychology》1978,3(4):358-366

Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation.  相似文献   

Contract research,the university,and the academic   总被引：1，自引：0，他引：1  

Bruce Crawshaw 《Higher Education》1985,14(6):665-682

With the decline in the funding of university research activities from traditional sources, many universities are instigating contract research programs as a means of funding research. This article examines some of the implications of university-based contract research, drawing largely on the author's own experiences. The problems which are examined include the moral and ethical implications, the legal aspects, problems over ownership of research results, the implications for staff rights, the status of contract researchers, the implications for publication, problems of authority, responsibility and social justice, and the conflicts between teaching and research. The article concludes with eleven points for successful university-based contract research.  相似文献