Behavior psychology in the schools: Innovations in evaluation,support, and consultation     

Jolie M. Alric  Lea A. Theodore  Melissa A. Bray 《Psychology in the schools》2004,41(3):404-405

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Prolonged duration of the “novelty effect” following prolonged exposure to a single discriminandum     

R. E. Franken  G. P. Bray 《Learning & behavior》1973,1(3):233-236

Rats were exposed for approximately 1 month to a single stimulus mounted on the home cage wall. During discrimination training, half of the Ss had the exposed figure as the positive stimulus and half the exposed figure as the negative stimulus. Control Ss had no pattern mounted on the wall. The results indicate that when the exposed figure was the positive stimulus, the Ss made significantly more errors than the control Ss. but when the exposed figure was the negative stimulus, the Ss made significantly fewer errors. These results are consistent with the exploratory literature, which suggests that exposure to a stimulus will reduce the invitational properties of that stimulus relative to a more novel stimulus and thereby will affect the probability of selecting one stimulus over another, at least for a period of time, in a discrimination task.  相似文献   

School factors underlying demand for private supplementary tutoring in English: urban and rural variations in Bangladesh     

Rafsan Mahmud  Mark Bray 《Asia Pacific Journal of Education》2017,37(3):299-309

Private supplementary tutoring has long existed in Bangladesh, as elsewhere in the world, but in recent decades has become much more visible. Much tutoring “shadows” or reproduces formal schooling as fee-based academic teaching outside school hours. This paper focuses on school factors that shape demand for private supplementary tutoring in English at the secondary level, drawing on data gained from both quantitative and qualitative methods. The paper is especially concerned with urban and rural variations, noting that rates of tutoring are greater in urban areas but that many factors converge to create similarities. Private tutoring in English is highly demanded because English is a compulsory course; and in addition to being a subject in its own right, it assists in the learning of other subjects. While private tutoring may support the academic learning of some pupils, it also has problematic dimensions. As such, the spread of tutoring across urban and rural areas is not necessarily to be welcomed.  相似文献   

Pre- and Postnatal Women's Leisure Time Physical Activity Patterns     

Anita G. Cramp  Steven R. Bray 《Research quarterly for exercise and sport》2013,84(3):403-411

The purpose of this study was to examine women's leisure time physical activity (LTPA) before pregnancy, during pregnancy, and through the first 7 months postnatal. Pre- and postnatal women (n = 309) completed the 12-month Modifiable Activity Questionnaire and demographic information. Multilevel modeling was used to estimate a growth curve representing the average change in LTPA over time and intraindividual variations in the average growth curve over time. Growth curve estimates for the linear, quadratic, and cubic trends were significant (p < .05), indicating that LTPA declined during pregnancy but then increased following birth. The results also demonstrated that the individual trajectories of LTPA varied substantially from the average growth curve. One demographic predictor variable (having other children at home) was significant (p < .05).  相似文献   

Pre-competition imagery,self-efficacy and performance in collegiate golfers     

Mark R. Beauchamp  Steven R. Bray  John G. Albinson 《Journal of sports sciences》2013,31(9):697-705

In this study, we examined the relationships between self-efficacy, pre-competition imagery use and performance. A modified version of the Sport Imagery Questionnaire was used to assess both the motivational and cognitive functions of imagery used by 51 varsity golfers during the hour before a Provincial University Golf Championship. In line with Martin and co-workers' model of imagery use in sport, we hypothesized that self-efficacy would be positively related to motivational general-mastery imagery use and motivational generalmastery imagery use would be predictive of golf performance. Also, consistent with theorizing by Bandura, we hypothesized that self-efficacy would predict golf performance, but that the relationship between self-efficacy and performance would be mediated by imagery use. The results of hierarchical multiple regression analyses revealed that pre-competition motivational general-mastery imagery accounted for significant variance in both self-efficacy (adjusted R 2 = 0.26, P ? 0.01) and performance (adjusted R 2 = 0.31, P ? 0.01). The results also indicated that self-efficacy was predictive of golf performance and that motivational general-mastery imagery use mediated the relationship between self-efficacy and performance. The results are discussed in relation to athletes' pre-competition preparation and intervention.  相似文献   

Epistemic Beliefs and Conceptual Understanding in Biotechnology: A Case Study     

Carina M. Rebello  Marcelle A. Siegel  Stephen B. Witzig  Sharyn K. Freyermuth  Bruce A. McClure 《Research in Science Education》2012,42(2):353-371

The purpose of this investigation was to explore students’ epistemic beliefs and conceptual understanding of biotechnology. Epistemic beliefs can influence reasoning, how individuals evaluate information, and informed decision making abilities. These skills are important for an informed citizenry that will participate in debates regarding areas in science such as biotechnology. We report on an in-depth case study analysis of three undergraduate, non-science majors in a biotechnology course designed for non-biochemistry majors. We selected participants who performed above average and below average on the first in-class exam. Data from multiple sources—interviews, exams, and a concept instrument—were used to construct (a) individual profiles and (b) a cross-case analysis of our participants’ conceptual development and epistemic beliefs from two different theoretical perspectives—Women’s Ways of Knowing and the Reflective Judgment Model. Two independent trained researchers coded all case records independently for both theoretical perspectives, with resultant initial Cohen’s kappa values above .715 (substantial agreement), and then reached consensus on the codes. Results indicate that a student with more sophisticated epistemology demonstrated greater conceptual understandings at the end of the course than a student with less sophisticated epistemology, even though the latter performed higher initially. Also a student with a less sophisticated epistemology and low initial conceptual performance does not demonstrate gains in their overall conceptual understanding. Results suggest the need for instructional interventions fostering epistemological development of learners in order to facilitate their conceptual growth.  相似文献   

Education for pupils with profound disabilities: Issues of policy,curriculum, teaching methods,and evaluation     

Anne Bray  Judy Macarthur  keith D. Ballard 《欧洲特需教育杂志》2013,28(4):207-224

ABSTRACT

This paper discusses some issues in the education of pupils who have profound disabilities. Following an examination of policy and curriculum issues, we review recent research on teaching methods. In particular, we look critically at the concepts and methods of behavioural psychology and its influence in this field of education. We then examine the issue of evaluation of educational outcomes using illustrations from current research at a special school for adolescents with profound disabilities. Finally, we suggest some directions for future research which place the education of persons who have profound disabilities clearly within the mainstream of educational thinking and research endeavour.  相似文献   

Teaching Science Through Drama: an empirical investigation     

Robert J. Alban Metcalfe  Suzanne Abbott  Paul Bray  Joan Exley  David Wisnia 《Research in Science & Technological Education》2013,31(1):77-81

An investigation was carried out into the effectiveness of teaching one element of a Science syllabus, using Drama in place of conventional practical work. No statistically significant differences were detected in factual recall, but significantly more ‘meaningful’ learning appeared to have taken place when Drama was used. Psychological and educational implications of this finding are discussed.  相似文献   

Application of the contextual model to school‐based counseling: Why does it work?     

Erin Sullivan  Thomas J. Kehle  Melissa A. Bray 《Psychology in the schools》2009,46(3):299-305

There is considerable support for the effectiveness of psychotherapies regardless of their individual theoretical underpinnings. They all evidence substantial positive outcomes, particularly if they contain common elements. These include a therapeutic relationship within an appropriate setting, a rationale for why the client is unhappy or distressed and in need of therapy, and procedures for effecting positive change. We interpret these common elements as a process of learning that promotes the client's independence, friendship formation and maintenance, competence, and physical health. © 2009 Wiley Periodicals, Inc.  相似文献   

Improving homework accuracy: Interdependent group contingencies and randomized components     

Danielle Reinhardt  Lea A. Theodore  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2009,46(5):471-488

Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc.  相似文献