Preschoolers Reduce Inequality While Favoring Individuals With More     

Vivian Li  Brian Spitzer  Kristina R. Olson 《Child development》2014,85(3):1123-1133

Inequalities are everywhere, yet little is known about how children respond to people affected by inequalities. This article explores two responses—minimizing inequalities and favoring those who are advantaged by them. In Studies 1a (N = 37) and 1b (N = 38), 4‐ and 5‐year‐olds allocated a resource to a disadvantaged recipient, but judged advantaged recipients more positively. In Studies 4 (N = 38) and 5 (N = 74), a delay occurred between seeing the inequality and allocating resources, or stating a preference, during which time participants forgot who was initially more advantaged. Children then favored advantaged recipients on the preference and resource allocation measures, suggesting an implicit “affective tagging” mechanism drives the tendency to favor the advantaged. In contrast, reducing inequalities through resource allocation appears to require explicit reasoning.  相似文献   

Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia     

Robin L. Peterson  Bruce F. Pennington  Richard K. Olson  Sally J. Wadsworth 《Scientific Studies of Reading》2014,18(5):347-362

Limited evidence supports the external validity of the distinction between developmental phonological and surface dyslexia. We previously identified children ages 8 to 13 meeting criteria for these subtypes (Peterson, Pennington, & Olson, 2013) and now report on their reading and related skills approximately 5 years later. Longitudinal stability of subtype membership was fair and appeared stronger for phonological than surface dyslexia. Phonological dyslexia was associated with a pronounced phonological awareness deficit, but subgroups otherwise had similar cognitive profiles. Subtype did not inform prognosis. Results provide modest evidence for the validity of the distinction, although not for its clinical utility.  相似文献   

Scenario educational software: Design and development of discovery learning     

Mark Keegan  David O. Olson 《Performance Improvement》1998,37(9):39-40

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Impact of Virtual Work Environment on Traditional Team Domains     

Gary D. Geroy  Jackie Hartman  Joel Olson 《Performance Improvement Quarterly》2002,15(3):11-42

An extensive literature review and a phenomenological heuristic case study examined a virtual work team to determine what were salient domains of the team and determine the effect the virtual work environment had upon these domains. The study determined that post‐modern philosophy and postindustrial society are linked to changes in the marketplace and the development of virtual work environments. Seven team domains were identified. The virtual work environment affects the communication domain of teams most strongly. This effect impacts the remaining domains. Decision processes were determined to be narrower and featured conformity. Effectiveness was shown to be diminished by the reduction of social facilitation and increase in social loafing. Leadership was affected by the change in the communication network from an all‐channel network to a wheel network. Relationship and trust were affected by erosion of trust. Roles changed with the team's reduced ability to resolve differences and execute detailed action. Purpose became more task‐oriented. Technology emerged in the study as the new virtual team domain. Factors involved in team members' satisfaction were related to personality, isolation, and team membership.  相似文献   

The Behavior Engineering Model at Work on a Small Scale: Using Task Clarification,Self‐Monitoring,and Public Posting to Improve Customer Service     

John Austin  Ryan Olson  Julie Ann Wellisley 《Performance Improvement Quarterly》2001,14(2):53-76

Gilbert's (1978/1996) Behavior Engineering Model (BEM) can enable the success of novice performance engineers by prompting appropriate front‐end analysis. This paper describes the third author's first performance improvement project conducted in the customer service department at an insurance agency. Front‐end performance analysis informed the design of an intervention package that addressed particular environment and person variables. This package included task clarification, employee self‐monitoring, and public posting of group performance. A multiple baseline design across behaviors was used to assess the effects of the intervention. The performance targets were: 1) the percentage of transactions where Customer Service Representatives (CSRs) used customer names, and 2) the percentage of transactions where CSRs suggested additional services available to customers. Average performance during intervention was more than 50% better than average baseline performance for both targets. Results are discussed in terms of the utility of the BEM as a front‐end analysis tool that can guide novice performance engineers to build simple and inexpensive, yet effective, performance improvement interventions.  相似文献   

The effects of gender on the transition of transfer students into a new school     

Bart L. Pillen  Leonard A. Jason  Thomas Olson 《Psychology in the schools》1988,25(2):187-194

The present study describes a peer-tutoring program designed to utilize computerassisted instruction to help first through fourth graders who were entering a new school. Tutored girls increased their positive self-perceptions as a result of the tutoring program, whereas boys declined in positive self-perceptions, while exhibiting gains in reading scores. These findings suggest that prevention efforts need to consider the specific adaptation needs of transfer students by gender so as to insure a maximum fit between individual need and program scope.  相似文献   

Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power,Knowledge and New Ontological Subjects     

Rebecca E. Olson  Caragh Brosnan 《Minerva》2017,55(3):299-319

Interprofessional education (IPE) – students of different professions learning together, from and about each other – is increasingly common in health professional degrees. Despite its explicit aims of transforming identities, practices and relationships within/across health professions, IPE remains under-theorised sociologically, with most IPE scholarship focussed on evaluating specific interventions. In particular, the significance of a shared knowledge base for shaping professional power and subjectivity in IPE has been overlooked. In this paper we begin to develop a framework for theorising IPE in allied health, by drawing parallels with a cognate area in which there has already been fruitful conceptual development: interdisciplinarity. Specifically, we offer a worked example of how the two areas may be brought into dialogue, by deploying Barry, Born and Weszkalnys’ (2008) conceptualisation of interdisciplinarity as a lens for understanding IPE. Following Barry et al. (2008) we delineate a number of ‘modes’ and ‘logics’ of knowledge-production that emerge both in IPE literature and in our own empirical study of IPE. Our empirical data are drawn from 32 semi-structured interviews with 19 allied health students participating in an IPE curriculum at one Australian university. Findings point to the emergence of interprofessional practitioner identities among students that have the potential to undermine traditional epistemological boundaries and transcend role-based distinctions in future health profession(al)s. We argue that Barry et al.’s ‘logic of ontology’ sheds light on previously unidentified processes of transformation within IPE, and offers a theoretical framework that can explain the importance of a shared pan-professional knowledge base for the reflexive individual construction of new interprofessional ontological subjects.  相似文献   

SABCO—An experiential learning project for introductory managerial accounting     

Jodi Olson  Kimberly Shannon 《Decision Sciences Journal of Innovative Education》2023,21(3):144-166

This teaching brief presents a capstone project designed to provide students with a contextual understanding of introductory management accounting theories through hands-on, experiential learning. It also exposes them to cross-disciplinary roles from operations management. Using this capstone approach, students quickly learn to prepare financial projections, either manually or in Microsoft Excel, to secure financing for their start-up business (Sand Art Brownie Company or SABCO) to produce and sell brownie mix during the holiday season. Students then assemble ingredients and create jars of brownie mix to gather the necessary data to evaluate initial projections and problem-solve for future production. This role play contextualizes the elements of direct and indirect labor, fixed and variable costs, and their impact on profit and borrowing. Postproduction reflection on the manufacturing activities and discussion of actual results of operations emphasizes the improvement and decision-making responsibilities in the management process. Feedback demonstrates that students find the exercise challenging and valuable and that it deepens their understanding of managerial accounting and its purpose in a company's management process.  相似文献