Learning style and program design in interactive multimedia     

Helen L. Carlson 《Educational technology research and development : ETR & D》1991,39(3):41-48

This study was conducted to investigate the effects of variations in the design and delivery of interactive multimedia (IMM) on the learning and attitudes of elementary education majors. A multivariate analysis of variance was conducted with three independent variables—small group or individualized format, inductive or deductive design of instruction, and match of learner style to instruction—and four dependent variables—content scores, observation skill scores, overall satisfaction, and attitude toward learner control of instruction. Scores on the observation skills evaluation were significantly higher when the student's learning style was matched with the design of instruction. Satisfaction and attitude outcomes were significantly different for format: students in the small group were more satisfied, while those using the individual learning station were more strongly agreed that they controlled the pace and sequence of their own instruction. Content scores were not significantly different. In the future, the use of interactive multimedia with various formats and designs may serve to meet the needs of students with differing learning styles and at different developmental levels.  相似文献   

The “Batman Effect”: Improving Perseverance in Young Children          下载免费PDF全文

Rachel E. White  Emily O. Prager  Catherine Schaefer  Ethan Kross  Angela L. Duckworth  Stephanie M. Carlson 《Child development》2017,88(5):1563-1571

This study investigated the benefits of self‐distancing (i.e., taking an outsider's view of one's own situation) on young children's perseverance. Four‐ and 6‐year‐old children (N = 180) were asked to complete a repetitive task for 10 min while having the option to take breaks by playing an extremely attractive video game. Six‐year‐olds persevered longer than 4‐year‐olds. Nonetheless, across both ages, children who impersonated an exemplar other—in this case a character, such as Batman—spent the most time working, followed by children who took a third‐person perspective on the self, or finally, a first‐person perspective. Alternative explanations, implications, and future research directions are discussed.  相似文献   

Children's Representations of Attachment Relationships in Family Drawings     

Gail Fury  Elizabeth A. Carlson  Alan Sroufe 《Child development》1997,68(6):1154-1164

Children's representational models of self and attachment figures were investigated in family drawings at age 8–9 in a high-risk, raially mixed sample. Drawings were scored using a series of specific signs and a group of theoretically derived, global rating scales. When specific signs were treated in a combined way (versus separately), they were significantly related to early attachment history in predicted ways. Similarly, specific rating scales were found to be significantly related to early relationship history. Analyses exploring the relative contributions of early attachment history and contemporary measures of child IQ, life stress, and emotional functioning revealed that even after contemporary influences were taken into account, attachment history made a significant contribution to the prediction of negative drawing outcome. Results were interpreted as supporting an organizational perspective on development where qualitative differences in early relationships are hypothesized to shape core representational models of the self and to exert an ongoing influence on later representational processes.  相似文献   

A survey of school psychologists' knowledge and training in child psychopharmacology     

John S. Carlson  Michelle Kilpatrick Demaray  Shana Hunter‐Oehmke 《Psychology in the schools》2006,43(5):623-633

A national sample of 320 school‐based, practicing members of the National Association of School Psychologists provided information on (a) their caseloads receiving medications, (b) types of school psychopharmacology training opportunities available and perceptions of their current training in child psychopharmacology, and (c) information about consultative efforts in monitoring medication effects on school functioning. Results indicated that almost one of every four cases seen by survey participants were being treated with psychotropic medications; nearly all respondents have engaged in consultation related to medication evaluations. Professional workshops and independent reading were the most utilized training opportunities, and participant responses indicated an overwhelming need for basic educational training to improve knowledge and consultation in this area. Implications of these findings on training in evidence‐based interventions and current practice are discussed as school psychologists experience legislative pressure to diminish their collaborative involvement in medication treatment consideration and evaluation. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 623–633, 2006.  相似文献   

Neighborhood Characteristics,and Child Care Type and Quality     

Margaret Burchinal  Lauren Nelson  Mary Carlson  Jeanne Brooks-Gunn 《Early education and development》2013,24(5):702-725

Research Findings: Using data from the Project on Human Development in Chicago Neighborhoods, this article relates neighborhood characteristics to the type of child care used in families with toddlers and preschoolers (N = 1,121; representative of children in Chicago in 1996–1998). Neighborhood structural disadvantage was assessed via U.S. Census data, and neighborhood processes (i.e., density of social networks, collective efficacy, and level of participation in neighborhood organizations) were accessed with a community survey. Child care decisions (i.e., whether they chose care in centers; child care homes by non-relative, by relatives, and exclusively by parents) and the quality of center child care (Early Childhood Environment Rating Scale–Revised) were assessed in a longitudinal sample. After controlling for family characteristics, various neighborhood characteristics were related to child care characteristics. In communities with denser social networks, children were less likely to experience care in child care homes by unrelated adults. Children were more likely to be in child care homes and less likely to cared for by parents exclusively or by relatives when collective efficacy was higher. Center care quality was lower in disadvantaged neighborhoods and higher for publicly funded programs. Further, neighborhood structural disadvantage was more negatively related to quality when mothers had less education. Practice or Policy: These findings provide further evidence that public programs such as Head Start and public pre-kindergarten programs may be especially important to ensure that children living in poverty in disadvantaged neighborhoods have access to the types of child care that promote school readiness.  相似文献   

Influence of measurement errors on HIV risk behavior analysis: A case study examining condom use among drug users     

Jichuan Wang  James H. Fisher  Harvey A. Siegal  Russel S. Falck  Robert G. Carlson 《Structural equation modeling》2013,20(4):319-334

Multiple indicators of HIV risk behaviors are not yet well developed in the field of drug abuse and AIDS prevention, with most research relying on single‐item measures. Weak or inconclusive statistical analyses often result from measurement errors. This study illustrates the problems of biased statistical estimates when single‐item measures with measurement errors are used. Using HIV risk behaviors among injection drug users as an example, this study shows the impact of measurement error on statistical results in path analysis. The results suggest that more attention is needed to address the issue of measurement reliability in survey data. Measurement error should be taken into account in analyzing HIV risk behaviors, and appropriate multiple indicators for a full range of HIV risk behaviors should be developed to deal successfully with the “errors‐in‐variables” problem.  相似文献   

Democracy and Education     

Dennis L. Carlson  Aubrey Moseley  David DeLong  Gregory A. Smith 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):212-224

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Sleep and Cognition in Preschool Years: Specific Links to Executive Functioning     

Annie Bernier  Miriam H. Beauchamp  Andrée‐Anne Bouvette‐Turcot  Stephanie M. Carlson  Julie Carrier 《Child development》2013,84(5):1542-1553

This study investigated the prospective links between sleep in infancy and preschoolers' cognitive performance. Mothers of 65 infants completed a sleep diary when infants were aged 1 year, and children completed two subscales of the Wechsler Preschool and Primary Scale of Intelligence at 4 years, indexing general cognitive ability and complex executive functioning. Consistent with hypotheses, children getting higher proportions of their sleep at night as infants were found to perform better on executive functions, but did not show better general cognition. Relations held after controlling for family socioeconomic status and prior cognitive functioning. These findings suggest that the special importance of sleep for higher order cognition, documented among adults, may appear very early in life.  相似文献   

A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model     

Stephen R. Hooper  Lara-Jeane C. Costa  Matthew McBee  Kathleen L. Anderson  Donna Carlson Yerby  Amy Childress  Sean B. Knuth 《Annals of dyslexia》2013,63(1):44-64

In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n?=?138), and then randomized into treatment (n?=?68) versus business-as-usual conditions (n?=?70). A typical group also was included (n?=?67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students.  相似文献   

Relationship of College Students' Current Attachment to Appraisals of Parental Conflict     

Christopher J. McCarthy  Greg Brack  Catherine J. Brack  Hsin-tine Tina Liu  Michele Hill Carlson 《Journal of College Counseling》1998,1(2):135-153

This study assessed the relationship of parental attachment and gender to appraisals of conflict with parents in an effort to clarify the psychological mechanisms that mediate the relationship between attachment and psychological well-being. Appraisals of conflict with parents were found to be related to level of attachment and gender.  相似文献