Item analyses of the concept assessment kit-conservation for educable mentally retarded children     

A. B. Silverstein  Linda Brownlee  Greg Legutki 《Psychology in the schools》1981,18(2):139-143

A series of item analyses of the CAK-C was conducted for a sample of 155 educable mentally retarded children. The probability of a correct response was found to differ from task to task, and there was evidence that the order of difficulty of the tasks for this sample resembled that for nonretarded children. The probabilities of the two incorrect responses were generally not equal, and the choice of one or the other incorrect response showed some relation to CA, MA, and IQ, particularly the last two variables.  相似文献   

Interpreting the differences: A reply to Kaufman     

Warren Umansky  Linda R. Cohen 《Psychology in the schools》1981,18(3):372-373

Kaufman's critique of our article was based on a misunderstanding of our purpose and procedures. This reply clarifies those points and suggests further areas of concern regarding the McCarthy Screening Test.  相似文献   

Correlates of the concept assessment kit-conservation for educable mentally retarded children     

A. B. Silverstein  Linda Brownlee Pearson  Greg Legutki 《Psychology in the schools》1987,24(4):325-328

The relations of the CAK-C to the Stanford-Binet and the WRAT were explored for a sample of 155 educable mentally retarded children. Correlational analyses indicated that: (a) The CAK-C is more closely related to MA than to either CA or IQ. (b) Both Reading and Arithmetic are more closely related to MA than to the CAK-C. The results support the position that Piagetian intelligence is somewhat distinct from psychometric intelligence, but suggest that the latter is the better predictor of academic achievement.  相似文献   

Enhancing self-efficacy in minority youth: A group technique     

Koressa Kutsick  Linda Jackson 《Psychology in the schools》1988,25(2):183-186

This article presents a two-phase group process that can be utilized to develop self-efficacy in minority youth. The process involves helping minority students to develop realistic educational and precareer goals through group supported analysis of individual strengths, weaknesses, resources, and roadblocks to success. Modeling, role playing, and outside activities are the major components of the group process.  相似文献   

A comparison of visual search strategies of elite and non-elite tennis players through cluster analysis     

Nicholas P. Murray 《Journal of sports sciences》2017,35(3):241-246

Considerable research has documented that successful performance in interceptive tasks (such as return of serve in tennis) is based on the performers’ capability to capture appropriate anticipatory information prior to the flight path of the approaching object. Athletes of higher skill tend to fixate on different locations in the playing environment prior to initiation of a skill than their lesser skilled counterparts. The purpose of this study was to examine visual search behaviour strategies of elite (world ranked) tennis players and non-ranked competitive tennis players (n = 43) utilising cluster analysis. The results of hierarchical (Ward’s method) and nonhierarchical (k means) cluster analyses revealed three different clusters. The clustering method distinguished visual behaviour of high, middle-and low-ranked players. Specifically, high-ranked players demonstrated longer mean fixation duration and lower variation of visual search than middle-and low-ranked players. In conclusion, the results demonstrated that cluster analysis is a useful tool for detecting and analysing the areas of interest for use in experimental analysis of expertise and to distinguish visual search variables among participants’.  相似文献   

A grounded theory of positive youth development through sport based on results from a qualitative meta-study     

Nicholas L. Holt  Kacey C. Neely  Linda G. Slater  Martin Camiré  Jean Côté  Jessica Fraser-Thomas 《International review of sport and exercise psychology》2017,10(1):1-49

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.  相似文献   

Computer-managed instruction (CMI): Advantages of linking the computer with a programmed text     

Murray Tillman 《Performance Improvement》1978,17(8):27-28

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Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children     

Bruce A. Bracken  Linda A. Cato 《Psychology in the schools》1986,23(1):95-99

Seventeen deaf children and a matched group of 17 nonhearing impaired children were assessed to compare rate of basic concept development. The results indicate that deaf children scored approximately two standard deviations below their matched nonhearing impaired peers. Additionally, the deaf children exhibited a relatively flat subtest proffle, suggesting that basic concepts that have not been specifically taught remain uniformly delayed for deaf children.  相似文献   

Prediction of academic achievement with the McCarthy screening test and metropolitan readiness test     

Dominic F. Gullo  Douglas H. Clements  Linda Robertson 《Psychology in the schools》1984,21(2):264-269

There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT.  相似文献   

Serving the Underserved     

Linda Frederiksen 《Public Services Quarterly》2016,12(2):146-151

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