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21.
Christine B. McCormick Joel R. Levin Frank Cykowski Paula Danilovics 《Educational technology research and development : ETR & D》1984,32(3):145-152
One hundred and sixty college students read three fictitious biographical passages according to either imagery-mnemonic or
no-strategy control instructions. In one mnemonic condition, subjects formed separate images involving each biographical name
and its associated facts: in another mnemonic condition, the biographical name and its associated facts were integrated within
a single composite image. Relative to an interference-control condition, integrated mnemonic subjects recalled more factual
information, whereas separate mnemonic subjects did not. In addition, the recall of integrated mnemonic subjects was statistically
no different from that of a noninterference control condition, whereas the recall of separate mnemonic subjects was lower.
Both theoretical and educational implications of the results are discussed.
The first author’s contribution to this work was supported by an Organized Research Grant from the Graduate School of Illinois
State University. The second author’s contribution was supported by the National Institute of Education under Grant No. NIE-G-81-0009
to the Wisconsin Center for Education Research and was facilitated by a Romnes Faculty Fellowship from the Graduate School
of the University of Wisconsin, Madison. 相似文献
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Allan B. de Guzman Les Paul Valdez Maverick B. Orpiana Nikki Angela F. Orantia Patrick Van E. Oledan Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340
According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement. 相似文献
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Melissa Tremblay Jacqueline Pei Denise Plesuk Aimee Muchortow Paula Mihai Rod Jordao 《International journal for the advancement of counseling》2017,39(1):82-97
There is a lack of systematic research on the training of clinicians toward providing counselling services and support to individuals with Fetal Alcohol Spectrum Disorder (FASD). The aim of this qualitative project was twofold: (1) to develop and pilot a clinical consultation process that would address clinicians’ reported need for greater communication and information sharing in serving clients affected by FASD; and (2) to build a model of FASD-informed clinical counselling practice by examining this consultation process and by capturing the experiences of clinicians who were involved. Findings from focus groups and meeting minutes are reported with respect to the model’s focus on reflection, communication, and action. 相似文献
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González-Forte Juan Manuel Fernández Ceneida Van Hoof Jo Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565
European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is... 相似文献
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In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their
word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between
6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the
scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade.
The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although
reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension
difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading
comprehension. 相似文献