中国中小学生积极心理品质量表编制报告   总被引：8，自引：5，他引：3  

官群  孟万金  John Keller 《中国特殊教育》2009,(4)

西方研究者指出,积极心理品质是多维度的,是包含个体思想、情感和行为等各方面的一系列积极品质的集合.本研究基于前人的既有研究,通过对1600名(有效数据1316人)被试的测量,开发出了中国中小学生积极心理品质量表.量表由六大分量表15个积极品质,共61题组成.统计检验表明,量表具有良好的信效度,可用于大规模测评中国中小学生积极心理品质发展状况.  相似文献   

Is Overimitation a Uniquely Human Phenomenon? Insights From Human Children as Compared to Bonobos          下载免费PDF全文

Zanna Clay  Claudio Tennie 《Child development》2018,89(5):1535-1544

Imitation is a key mechanism of human culture and underlies many of the intricacies of human social life, including rituals and social norms. Compared to other animals, humans appear to be special in their readiness to copy novel actions as well as those that are visibly causally irrelevant. This study directly compared the imitative behavior of human children to that of bonobos, our understudied great ape relatives. During an action‐copying task involving visibly causally irrelevant actions, only 3‐ to 5‐year‐old children (N = 77) readily copied, whereas no bonobo from a large sample did (N = 46). These results highlight the distinctive nature of the human cultural capacity and contribute important insights into the development and evolution of human cultural behaviors.  相似文献   

Effects of intensity on muscle-specific voluntary electromechanical delay and relaxation electromechanical delay     

Cory M. Smith  Terry J. Housh  Ethan C. Hill  Josh L. Keller  Glen O. Johnson  Richard J. Schmidt 《Journal of sports sciences》2018,36(11):1196-1203

The purposes of this study were to examine: 1) the potential muscle-specific differences in voluntary electromechanical delay (EMD) and relaxation electromechanical delay (R-EMD), and 2) the effects of intensity on EMD and R-EMD during step incremental isometric muscle actions from 10 to 100% maximal voluntary isometric contraction (MVIC). EMD and R-EMD measures were calculated from the simultaneous assessments of electromyography, mechanomyography, and force production from the vastus lateralis (VL), vastus medialis (VM), and rectus femoris (RF) during step isometric muscle actions. There were no differences between the VL, VM, and RF for the voluntary EMD_E-M (onsets of the electromyographic to mechanomyographic signals), EMD_M-F (onsets the mechanomyographic to force production), or EMD_E-F (onsets of the electromyographic signal to force production) as well as R-EMD_E-M (cessation of electromyographic to mechanomyographic signal), R-EMD_M-F (cessation of mechanomyographic signal to force cessation), or R-EMD_E-F (cessation of electromyorgraphic signal to force cessation) at any intensity. There were decreases in all EMD and R-EMD measures with increases in intensity. The relative contributions from EMD_E-M and EMD_M-F to EMD_E-F as well as R-EMD_E-M and R-EMD_M-F to R-EMD_E-F remained similar across all intensities. The superficial muscles of the quadriceps femoris shared similar EMD and R-EMD measurements.  相似文献   

9. Jahrestagung der World Federation for Mental Health (WFMH) Berlin, 12. bis 17. August 1956     

Richard Keller 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(2):238-239

Ohne Zusammenfassung  相似文献   

What happens when accountability meets technology integration     

John B. Keller  Barbara A. Bichelmeyer 《TechTrends》2004,48(3):17-24

Conclusion This discussion posited that the language of accountability at the federal and state levels has established the goal of schools as the raising of test scores and that this goal has trumped technology integration efforts. After outlining the basic tenets of both standards-based education and professional development efforts focused on technology integration, we highlighted three tensions that impact the relationship between standards-based education and professional development for technology integration. These tensions are traditional vs. progressive pedagogy; standardized tests vs. authentic assessment; and technology as central vs. technology as peripheral to pedagogy. We concluded with a few suggested strategies for addressing these tensions and provided suggestions for research. We believe that the most promising possibility for transcending the tension between standards-based education and professional development for technology integration is to refocus schools on excellent pedagogy. When excellent pedagogy becomes the cornerstone of school vision and the central focus of all professional development, standards and technology integration will also find their rightful places. His primary research interest involves professional development of K-12 teachers. He has also worked with the Teacher Institute for Curriculum Knowledge about Integration of Technology which promotes the thoughtful use of technology in rural Indiana Schools. she is engaged in research concerned with the relationships between learner engagement and web-based learning environments.  相似文献   

Improving the quality and effectiveness of computer-mediated instruction through usability evaluations   总被引：1，自引：0，他引：1  

Michael S. Crowther  Chris C. Keller  Gregory L. Waddoups 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):289-303

Brigham Young University's Center for Instructional Design (CID) creates online courses and multimedia instructional applications for university faculty. This paper asserts that including usability testing as a part of evaluation improves the quality and effectiveness of computer‐mediated instruction. The paper describes the fundamental purpose and functions of usability testing, and also distinguishes between different forms of evaluation: accessibility, quality assurance (QA), usability and implementation. Through a detailed case study, we describe how usability testing improved the quality of a computer‐based chemistry course and facilitated a clearer analysis of the learning effectiveness of this course.  相似文献   

Fidelity of implementation framework: A critical need for response to intervention models     

Milena A. Keller‐Margulis 《Psychology in the schools》2012,49(4):342-352

Response to Intervention (RtI) has gained increased attention with the reauthorization of the Individuals with Disabilities Education Improvement Act. Since RtI was introduced at the policy level as a mechanism for use in the learning disability identification process, much of the implementation work has focused on this application. School‐based implementation of RtI has occurred quickly in response to federal legislation, with little focus on fidelity. Regular and consistent monitoring of implementation fidelity can provide the data required to improve implementation and student performance. This discussion will include a brief review of the literature regarding implementation fidelity and then provide a framework for designing a fidelity system for RtI models. Further systematic research in this area is needed to support the RtI implementation that is currently under way in schools across the country. © 2012 Wiley Periodicals, Inc.  相似文献   

The relationship of supportive communication to sex discussion in the home     

Michael R. Neer  Clay Warren 《Communication Research Reports》2013,30(2):154-160

Supportive communication was examined as a component of mothers’ sex discussion with children. Results demonstrated that mothers who communicated supportively were more open and disclosing when discussing sex and were more likely to provide sons with birth control information and instruction than mothers who communicated nonsupportively. The study concludes by raising several issues for future research and sex education pro‐ams for parents.  相似文献   

Family sex communication orientation     

Clay Warren  Michael Neer 《Journal of Applied Communication Research》2013,41(2):86-107

The United States leads all industrialized countries in unintended teenage pregnancies, teenage births, teenage abortions. Despite the seriousness of this problem, family communication researchers so far, for all practical purposes, have excluded it from the discipline's research agenda. Our study was designed to consolidate and examine a measure of children's attitudes toward family sex communication on the dimensions of comfort, information, and value — the Family Sex Communication Quotient scale (FSCQ) — and to test this orientation against other potential mediators of sex discussion in the family. Our tentative findings suggest: (1) family sex communication in general is infrequent and ineffective, (2) frequent and effective family sex communication may serve as a contextual model for children's communication patterns, (3) a strong family sex communication orientation, particularly as measured by the FSCQ which tested out to be a reliable measure and a significant and consistent mediator, seems to facilitate children's open discussion with dating partners and with parents and to develop responsible pre‐parenting attitudes, (4) discussing sex in the family does not promote an attitude of sexual license.  相似文献   

Emerging development of semantic and phonological routes to character decoding in Chinese as a foreign language learners     

Clay Williams 《Reading and writing》2013,26(2):293-315

This study examines the effects of semantic and phonetic radicals on Chinese character decoding by high-intermediate level Chinese as a foreign language (CFL) learners. The results of the study suggest that the CFL learners tested have a well-developed semantic pathway to recognition; however, their phonological pathway is not yet a reliable means of character identification. Semantic radicals that correctly pertain to character meaning facilitated reaction time in semantic categorization tasks, while radicals that had no immediately interpretable relation to character meaning had a strong inhibitory effect. The relative accuracy of phonetic radicals (for predicting the whole-character’s pronunciation) did not measurably improve homonym recognition. In a lexical decision task (Experiment 3), the subjects were significantly slower in identifying pseudo-characters when the phonological component was blurred, indicating that, despite having unreliable phonological pathways to character recognition, the subjects were still using phonological radical analysis as their default recognition strategy; however, the author argues that the radical is likely being used for orthographic disambiguation more than for phonological properties.  相似文献