Placement and frequency of powerless talk and impression formation     

Craig Johnson  Larry Vinson 《Communication quarterly》2013,61(4):325-333

Study One examined the influence of initial use of hesitations and hedges on evaluations of witnesses and their persuasiveness in a budget hearing context. Results indicate that the negative attributions generated by the use of powerless language cannot be overcome by subsequent use of powerful talk. Study Two examined the relationship between the frequency of powerless language use and impression formation. For award/character and dynamism a perceptual threshold appeared to operate. The results of both studies suggest that auditors are very sensitive to the influence of powerless talk in formal settings.  相似文献   

Editorial     

Liz Brooker 《Early Years: An International Journal of Research and Development》2010,30(2):103-105

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Teaching Prospect Theory with the Deal or No Deal Game Show     

Ardith Baker  Teresa Bittner  Christos Makrigeorgis  Gloria Johnson  Joseph Haefner 《Teaching Statistics》2010,32(3):81-87

Recent evidence indicates that decision makers are more sensitive to potential losses than gains. Loss aversion psychology has led behavioural economists to look beyond expected utility by developing prospect theory. We demonstrate this theory using the Deal or No Deal game show.  相似文献   

Conductive Education: towards an 'educational model'     

Caroline Coles  & Liz Zsargo 《British Journal of Special Education》1998,25(2):70-74

Caroline Coles, Headteacher of Horton Lodge School in Staffordshire, and Liz Zsargo, Lecturer in Conductive Education at Keele University, consider the development of Conductive Education (CE) in the UK, and place it in the context of some of the sociological analyses of disability. They argue that CE can provide the basis for an educational model of disability (in which disability is seen as a result of a complex interaction between the environment and the individual), that all children have the right to an education suitable for their needs, and that a lack of access to an appropriate education can be a disabling factor.  相似文献   

Easy Graphic Design for Librarians: From Color to Kerning     

Gregory Johnson 《Public Services Quarterly》2013,9(3):248-249

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Braille     

Geoffrey Johnson 《The Educational forum》2013,77(2)

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Fundamentals of Collection Development and Management by Peggy Johnson     

Sarah Johnson 《Public Services Quarterly》2013,9(1):35-37

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Can the Barriers be Breached? Mature Women's Access to Higher Education     

Liz Sperling 《Gender and education》1991,3(2):199-213

In the current climate of change and expansion in higher education, a danger exists that mature women students will not be given equitable access because the fundamental barriers to their full participation are not acknowledged. As a result, adequate support and academic facilities, such as childcare, woman‐friendly courses, teaching and assessment methods, sympathetic timetables and counselling services, are not provided for them. This paper examines the barriers that mature women wishing to enter higher education have to overcome, and suggests solutions that would facilitate the dismantling of these.  相似文献   

Coincidence counter studies of the variation of intensities of cosmic ray showers and vertical rays with barometric pressure     

E.C. Stevenson  Thomas M. Johnson 《Journal of The Franklin Institute》1935,219(5):639-641

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Characteristics of SAT Quantitative Items Showing Improvement After Coaching Among Black Students From Low-Income Families: An Exploratory Study     

Sylvia T. Johnson  Michael B. Wallace 《Journal of Educational Measurement》1989,26(2):133-145

The present exploratory investigation is an extension of a 1985 study that evaluated a Scholastic Aptitude Test preparation program involving black urban students. The present study was conducted to determine if there are identifiable characteristics of quantitative items associated with a susceptibility to coaching. Items showing p-value improvements of. 10 after coaching were compared with items not showing such improvements; comparisons were made in terms of the content, type. format, level of cognitive requirement, and position of the items. Items showing improvement were found across content areas, formats, and type. Findings are discussed in relation to the usefulness and improvement of well-designed supplemental instructional programs that have the potential to affect criterion performance in mathematics  相似文献