Online Government Resources for Financial Literacy     

Perveen Rustomfram  Bess Robinson 《Journal of Business & Finance Librarianship》2015,20(1-2):95-115

Freely accessible federal government websites provide children, parents, educators, young adults, adults, and seniors—even non-native English speakers—a wealth of information on financial topics as diverse as saving, budgeting, credit, paying for college, investing, purchasing a home, and end-of-life financial decisions. Libraries of all kinds could collaborate with a variety of community leaders and groups to educate their respective constituents in making informed financial decisions. This article presents and describes some of the many federal websites of use over a typical person's lifetime and offers suggestions for promoting these sources to various audiences.  相似文献   

Thank you     

Daniel H. Robinson 《Educational Psychology Review》2015,27(4):559-560

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Lessons from professional identity development literature: A qualitative content analysis     

Colette T. Dollarhide  Donna M. Gibson  Kayleena L. Brashear  Jenny Huynh  Bowen Marshall  Kristian Robinson 《Counselor Education & Supervision》2023,62(3):207-221

The development of a professional identity as a counselor is the result of training, practice, and integration into a community of professional counselors and is defined as the synthesis of personal and professional behaviors, values, ethics, and worldview. The research on this topic has been plentiful, but this systemic and systematic review of the research literature provides a comprehensive overview of this important concept for counselor training and supervision.  相似文献   

Effect of a mastery climate motor program on object control skills and perceived physical competence in preschoolers     

Robinson LE 《Research quarterly for exercise and sport》2011,82(2):355-359

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Unilateral dominance is not related to neuropsychological integrity   总被引：1，自引：0，他引：1  

F M Crinella  F W Beck  J W Robinson 《Child development》1971,42(6):2033-2054

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Tomorrow, and Tomorrow, and Tomorrow …     

Brent Robinson 《English in Education》1984,18(1):47-53

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Role of Mimeticism and Spatiality in Textual Recall     

Griffin MM  Robinson DH 《Contemporary educational psychology》2000,25(2):125-149

Four experiments were conducted to investigate the role of map spatiality and icon mimeticism in facilitating text recall. A secondary goal was to explore an assumption of the conjoint retention hypothesis, that the visuospatial component of working memory is involved in retrieving map information. We manipulated display conditions to evaluate the separate and combined effects of map spatiality and icon mimeticism on text recall. We also utilized a concurrent task paradigm to assess both the recognition of spatial displays and the recall of map feature information. The results of all four experiments point to the mimeticism of icons as the key attribute of maps for facilitating recall, rather than the spatial layout of the map when visual displays and text are presented simultaneously during encoding. We also found no evidence indicating that maps are processed in a more spatial manner than are lists. Copyright 2000 Academic Press.  相似文献   

Mitigating Illusory Results through Preregistration in Education     

Hunter Gehlbach  Carly D. Robinson 《Journal of research on educational effectiveness》2018,11(2):296-315

Like performance-enhancing drugs inflating apparent athletic achievements, several common social science practices contribute to the production of illusory results. In this article, we examine the processes that lead to illusory findings and describe their consequences. We borrow from an approach used increasingly by other disciplines—the norm of preregistering studies. Specifically, we examine how this practice of publicly posting documentation of one's prespecified hypotheses and other key decisions of a study prior to study implementation or data analysis could improve scientific integrity within education. In an attempt to develop initial guidelines to facilitate preregistrations in education, we discuss the types of studies that ought to be preregistered and the logistics of how educational researchers might execute preregistrations. We conclude with ideas for how researchers, reviewers, and the field of education more broadly might speed the adoption of this new norm.  相似文献   

Genetic Change and Continuity from Fourteen to Twenty Months: The MacArthur Longitudinal Twin Study   总被引：3，自引：0，他引：3  

Robert Plomin  Jerome Kagan  Robert N. Emde  J. Steven Reznick  Julia M. Braungart  JoAnn Robinson  Joseph Campos  Carolyn Zahn-Waxler  Robin Corley  David W. Fulker  J. C. DeFries 《Child development》1993,64(5):1354-1376

Genetic change as well as continuity was investigated within the domains of temperament, emotion, and cognition/language for 200 pairs of twins assessed at 14 and 20 months of age in the laboratory and home. The second year of life is marked by change rather than continuity: correlations from 14 to 20 months averaged about .30 for observational measures of temperament and emotion, about .40 for language measures, and about .50 for mental development. 2 types of genetic change were examined: changes in the magnitude of genetic influence (heritability) and genetic contributions to change from 14 to 20 months. In general, heritability estimates were similar at 14 and 20 months. Evidence for genetic influence on change from 14 to 20 months emerged for several measures, implying that heritability cannot be equated with stability. Analyses of continuity indicated that genetic factors are largely responsible for continuity from 14 to 20 months.  相似文献   

Characteristics,Academic and Post-university Outcomes of Students with a Disability at the University of Newcastle     

Phil Foreman  Ian Dempsey  Greg Robinson  Eric Manning 《高等教育研究与发展》2001,20(3):313-325

A cohort of 108 students with a disability, and a matched sample of students without a disability, were surveyed over a three-year period at the University of Newcastle. The purpose of the study was to examine the characteristics and academic outcomes for students with a disability because this group of students is significantly under-represented at Australian universities. Significant differences were found between some personal characteristics, academic performance, and outcomes following discontinuance or completion of study. The results are discussed within the context of disability legislation and policy in Australia.  相似文献