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61.
This article illustrates some ways in which observations of typically-developing infants can inform music therapy and other
work with children with disabilities. The research project that is described examines typical infant development with special
attention to musical relatedness and communication. Videotapes of sessions centering on musical play with typically-developing
infants and of music therapy sessions of children with multiple severe disabilities are examined in light of developmental
issues, conceptual frameworks, and relationships between typical development and developmental issues of children with disabilities.
Greenspan’s model of psychosocial development is used as a basis for analyzing observations.
This research was conducted over a period of several years. Portions of what is reported here were presented at the European
Music Therapy Congress, Naples, Italy (Wheeler and Stultz 2001) and the 10th World Congress of Music Therapy, Oxford, UK (Wheeler and Stultz 2002). Thanks to Elizabeth Rightmyer for very helpful feedback on the article. 相似文献
62.
63.
Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes 总被引:1,自引:0,他引:1
This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research
that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not
significantly contribute to important student outcomes, including research productivity [Green, S. G., and Bauer, T. N. (1995).
Personnel Psychology 48(3): 537–561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity,
career commitment, and self-efficacy of Ph.D. students in the ‘hard’ sciences was assessed, while controlling for indicators
of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy.
Mentoring was not significantly associated with commitment to a research career. 相似文献
64.
65.
A number of psychometricians have suggested that parallel analysis (PA) tends to yield more accurate results in determining the number of factors in comparison with other statistical methods. Nevertheless, all too often PA can suggest an incorrect number of factors, particularly in statistically unfavorable conditions (e.g., small sample sizes and low factor loadings). Because of this, researchers have recommended using multiple methods to make judgments about the number of factors to extract. Implicit in this recommendation is that, when the number of factors is chosen based on PA, uncertainty nevertheless exists. We propose a Bayesian parallel analysis (B-PA) method to incorporate the uncertainty with decisions about the number of factors. B-PA yields a probability distribution for the various possible numbers of factors. We implement and compare B-PA with a frequentist approach, revised parallel analysis (R-PA), in the contexts of real and simulated data. Results show that B-PA provides relevant information regarding the uncertainty in determining the number of factors, particularly under conditions with small sample sizes, low factor loadings, and less distinguishable factors. Even if the indicated number of factors with the highest probability is incorrect, B-PA can show a sizable probability of retaining the correct number of factors. Interestingly, when the mode of the distribution of the probabilities associated with different numbers of factors was treated as the number of factors to retain, B-PA was somewhat more accurate than R-PA in a majority of the conditions. 相似文献
66.
67.
J A Green 《Child development》1988,59(1):1-25
This article provides an introduction to loglinear analysis of cross-classification tables, including tables with nominal and ordinal variables. Loglinear models offer several advantages over the more commonly used chi-square test of independence, including the ability to analyze 3-, 4-, and higher-way interactions, the ability to determine whether the association between variables is linear or nonlinear, and the ability to interpret scale scores assigned to categories of an ordinal variable. After a review of the advantages of loglinear modeling, the chi-square test of independence is compared with the loglinear model of independence. This comparison serves to introduce the notation and terminology of loglinear modeling. The overall strategy of loglinear modeling is introduced next; then special loglinear models for ordinal data are reviewed. Each model discussed in the article is applied to data from the developmental literature. 相似文献
68.
Four pigeons were exposed to several nonindependent concurrent variable-interval schedules of reinforcement. One schedule component required a keypecking response; the other component required a treadlepressing response. The birds matched the ratio of their behavior (as measured by responses and time) between the two topographically different responses to the ratio of reinforcement in those two components. When additional foods not contingent on a keypeck or treadle-press were then added, the birds matched time spent in the components to total rates of food delivered in those components; response matching was somewhat disrupted. The matching law, developed under concurrent variable-interval schedules requiring similar responses, can thus account for choice behavior involving topographically different responses. 相似文献
69.
Jonathan Raper Nicholas Green 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):164-172
Experience gained in the construction of the world's first Geographical Information Systems tutor, ARCDEMO, emphasised the importance of accommodating different learning strategies. ARCDEMO, while highly successful, suffered from static graphical displays, a single pre-determined access path, and an overall design which restricted its scope in use. The Geographical Information System Tutor (GIST) was developed to address these problems using Apple's object-orientated HyperCard software. GIST incorporates a 'point-and-click' interface with graphical cues to initiate operations which include animated demonstrations, step-by-step illustrative graphics and graphical displays capable of user modification. The system was designed with two alternative access modes, serial or browsing , to allow different classes of user to work through the material in their preferred fashion. The use of GIST in undergraduate and short course teaching has shown how users respond well to the interface and find graphical explanations easy to follow. 相似文献
70.
Differences in College Access and Choice Among Racial/Ethnic Groups: Identifying Continuing Barriers
Hurtado Sylvia Inkelas Karen Kurotsuchi Briggs Charlotte Rhee Byung-Shik 《Research in higher education》1997,38(1):43-75
This study focuses on the college application behaviors of students from various racial/ethnic groups in order to understand differences in access and college choice. Student characteristics, predispositions, academic abilities, and income levels were taken into account in our analyses. We analyzed data from the National Education Longitudinal Study (NELS) and the Beginning Postsecondary Student Longitudinal Study (BPS) and found significant group differences in preparation behaviors, college application behavior (number of colleges to which students applied), and attendance at their first choice of institution. The results of this study call attention to the need for campuses to evaluate the potential effects of policy decisions that may impact student choice for different populations of students. 相似文献