Perceptual information in conservation: effects of screening.     

P H Miller  K H Heldmeyer 《Child development》1975,46(2):588-592

Variations of the screening method developed by Piaget and Frank made it possible to systematically vary the number and type of perceptual cues in the conservation of liquid quantity task. In general, nonconservation increased in kindergartners as the number of cues increased. In contrast, first graders were affected very little by the perceptual conditions. The results suggest that the development of conservation involves several levels, beginning with a concept which can be demonstrated only under facilitating conditions.  相似文献   

Estimation of errors in force platform data     

Psycharakis SG  Miller S 《Research quarterly for exercise and sport》2006,77(4):514-518

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Safeguarding workmen at oil derricks     

H.C. Miller 《Journal of The Franklin Institute》1926,201(5):646-647

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Zoar in the Civil War by Philip E. Webber,Editor     

Larry Kreiser 《Journal of American culture (Malden, Mass. : 2003)》2008,31(1):139-140

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Authoring for computer-based training     

Carol L. Miller  Lester B. Drager 《Performance Improvement》1979,18(9):13-17

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I’ll Know One When I See It: Using Social Network Analysis to Define Comprehensive Institutions Through Organizational Identity     

Miller  Graham N. S. 《Research in higher education》2020,61(1):51-87

Research in Higher Education - Comprehensive institutions (CIs) have long been characterized as middling universities with a confused identity and purpose. Yet, their historical origins demonstrate...  相似文献   

Teaching metatheory through research application and design     

Katharine E. Miller  Maureen Wieland 《Communication Teacher》2019,33(1):21-25

We present an engaging and practical exercise in which graduate students grapple with metatheoretical perspectives often presented in their introduction to graduate studies or communication theory courses. To expand their understanding of and engagement with the major elements of the paradigms central to our field, students work in groups to apply and compare various metatheoretical assumptions to a specific research context. The goal of this activity is to strengthen students’ grasp and understanding of these perspectives specifically in the role they hold in guiding one's research study and design. We provide various examples and directions to aid instructors in the presentation of this exercise, as such topics are often challenging from a pedagogical standpoint.

Courses: Communication Theory, Introduction to Graduate Studies.

Objectives: To aid students in grasping, understanding, and comparing the major elements of metatheoretical perspectives and assumptions through application to specific research contexts.  相似文献   

Language Does Matter: But There is More to Language Than Vocabulary and Directed Speech     

Douglas E. Sperry  Linda L. Sperry  Peggy J. Miller 《Child development》2019,90(3):993-997

In response to Golinkoff, Hoff, Rowe, Tamis-LeMonda, and Hirsh-Pasek's (2018) commentary, we clarify our goals, outline points of agreement and disagreement between our respective positions, and address the inadvertently harmful consequences of the word gap claim. We maintain that our study constitutes a serious empirical challenge to the word gap. Our findings do not support Hart and Risley's claim under their definition of the verbal environment; when more expansive definitions were applied, the word gap disappeared. The word gap argument focuses attention on supposed deficiencies of low-income and minority families, risks defining their children out of the educational game at the very outset of their schooling, and compromises efforts to restructure curricula that recognize the verbal strengths of all learners.  相似文献   

A Longitudinal Analysis of Elementary School Students'' Achievement Goals in Literacy Activities     

Judith L. Meece  Samuel D. Miller 《Contemporary educational psychology》2001,26(4):454

The authors examined the temporal stability of elementary school students' (N = 432) motivation goals (task-mastery, performance, and work-avoidant) for literacy activities in the classroom. Task-specific assessments of students' goals were collected in the fall and spring of Grades 3, 4, and 5. Stability coefficients indicated a reasonable degree of consistency in students' goal responses over time, even though goals were initially assessed in relation to a specific learning assignment. However, there were also significant mean-level changes in students' goals within the school year and significant linear declines in task-mastery and performance goals over time. Changes were consistent across gender groups and across ability levels. Additionally, changes in task-mastery goal ratings explained variations in students' reported use of active learning strategies in reading and writing activities. The important implications of this study for future research are discussed.  相似文献   

Georgie: The Gremlin of Barnett Junior High     

Sarah Miller 《Clearing house (Menasha, Wis.)》2013,86(7):420-421

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