The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison     

Sarah von der Mühlen  Tobias Richter  Sebastian Schmid  Elisabeth Marie Schmidt  Kirsten Berthold 《Reading and writing》2016,29(8):1677-1698

Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.  相似文献   

Analyzing Different Types of Moderated Method Effects in Confirmatory Factor Models for Structurally Different Methods     

Tobias Koch  Augustin Kelava  Michael Eid 《Structural equation modeling》2018,25(2):179-200

An extension of two confirmatory factor models for multitrait-multimethod measurement designs with structurally different methods to the analysis of latent interaction effects is presented: the nonlinear latent difference (NL-LD) model and the nonlinear correlated trait–correlated method-minus-one (NL-CTC[M – 1]) model. Both models are compared with regard to (a) the psychometric definition of the latent variables, (b) the capabilities of explaining latent method effects, and (c) the analysis of latent interaction effects. Using the latent moderated structural equation approach, we show how moderated method effects can be examined in the NL-CTC(M – 1) model. This fine-grained analysis of method effects is not feasible using the classical NL-LD model. We propose an extended version of the NL-LD model, which recovers the results of the NL-CTC(M – 1) model. The different versions of the nonlinear multimethod models are illustrated using real data from a multirater study. Finally, the advantages and challenges of incorporating latent interaction effects in complex CFA–MTMM models are discussed.  相似文献   

Connecting Classroom Science with Everyday Life: Teachers’ Attempts and Students’ Insights     

Tobias Irish  Nam-Hwa Kang 《International Journal of Science and Mathematics Education》2018,16(7):1227-1245

This multiple case study examines how teachers request students’ use of their content knowledge and conceptual understandings from out-of-school experiences while reasoning about science concepts and the ways in which students perceive and respond to these requests. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students appreciate the usefulness of making relevant connections between their in-school and out-of-school learning, but seldom do so during science lessons. We also found that teachers’ attempts to facilitate these types of connections during classroom discourse events involved the use of analogies, examples, or questions. Finally, the findings also indicate that students often recognize teachers’ requests but seldom relate to these requests in the way the teacher intends.  相似文献   

Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence?     

Diana Raufelder  Nicola Neumann  Martin Domin  Robert C. Lorenz  Tobias Gleich  Sabrina Golde  Lydia Romund  Anne Beck  Frances Hoferichter 《Child development》2021,92(6):2213-2223

Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, M_age at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated.  相似文献   

“Science-trained professionals”—A new breed for the new century     

Sheila Tobias 《Journal of Science Education and Technology》1996,5(3):167-169

If students of science are to have more career options in the future, the people who hire and work with them are going to have to know more science and more about what scientists do. That's one of the conclusions of a recent study of the perceptions and realities that young and mid-career physical scientists are having to cope with in a post-cold war environment. It's also the conclusion of a survey of CEO's from 500 of the Fortune 1000 companies in the U.S, undertaken in September and October 1995 by the Johnson School of Management at Cornell. Corporations are becoming more and more concerned about science and technological illiteracy on the part of their managers.Sheila Tobias is not a scientist or a mathematician, but the author of seven books on science and mathematics education. Her most recent, in collaboration with policy analyst Daryl Chubin and physicist Kevin Aylesworth, is Rethinking Science as a Career: Perceptions and Realities in the Physical Sciences, available from Research Corporation, 101 N. Wilmot Road, Tucson, Arizona for $2.50 per copy. In 1995–1996, she is spending three months at the University of Amsterdam as a visiting consultant in physics and science and society.  相似文献   

An Examination of Message Elaboration as a Moderator of Psychological Reactance     

Tobias Reynolds-Tylus 《Communication Research Reports》2019,36(2):158-169

The current study advances the literature on psychological reactance theory by examining the moderating role of message elaboration on the reactance process. Participants (N = 512) were randomly assigned to a message condition (freedom-threatening vs. non-freedom-threatening language) in a between-subjects quasi-experimental design. Message elaboration was not manipulated but rather varied naturally. Two topics were examined (energy conservation and organ donation). Results demonstrated that freedom-threatening language was positively associated with perceived freedom threat for both topics. No interaction effect of message elaboration and freedom-threatening language on perceived freedom threat was observed for either topic. Findings are discussed in terms of the theoretical and practical contributions of the current study.  相似文献   

Dynamische Probleml?sekompetenz     

Dipl.-Gwl. Stephan Abele  Dr. Samuel Greiff  Tobias Gschwendtner  Sascha Wüstenberg  Reinhold Nickolaus  Alexander Nitzschke  Joachim Funke 《Zeitschrift für Erziehungswissenschaft》2012,15(2):363-391

This article is about the importance and validity of dynamic problem solving (DPS) in predicting technical problem solving performances. In addition to DPS, fluid intelligence and technical knowledge were included in the study. Assessing DPS and fluid intelligence simultaneously also allowed for testing the empirical distinction between both constructs. Results are based on data of a sample of car mechatronics (n?=?129) and electronics technicians (n?=?88) and showed that DPS and fluid intelligence were empirically separable. In the first sample (electronics technicians) DPS explained technical problem solving performance best, although fluid intelligence showed incremental validity too. In the second sample (car mechatronics) fluid intelligence was weakly related to the criterion whereas DPS was not at all. When technical knowledge was added to the prediction, both DPS and fluid intelligence did not predict technical problem solving performance. However, in the sample of the electronics technicians fluid intelligence indirectly affected the criterion through technical knowledge. A discussion of the somewhat contradictory results, the different results patterns in the two samples and a theoretical explanation of the results are provided.  相似文献   

Reduction of mental distress in the dissection course by introducing the body donor experience through anatomical demonstrations of organ systems     

Anja Böckers  Christoph Baader  Ulrich Kai Fassnacht  Wolfgang Öchsner  Tobias Maria Böckers 《Anatomical sciences education》2012,5(6):321-329

The practice of dissection teaches students not only the foundations of anatomical knowledge but also encourages the development of professional competencies. Yet, the dissection of cadavers in the gross anatomy course can be a stress factor for medical students. There are a minor proportion of students who demonstrate strong emotional reactions in anticipation of being confronted with a cadaver. Therefore, in 2008, the authors implemented a voluntary course entitled, “Anatomical demonstrations of organ systems” (AD‐OS) in advance of the dissection course to ease this psychological burden. The question of whether attendees of AD‐OS showed less mental distress at the start of the dissection course compared with those that had not or only infrequently visited AD‐OS was addressed. AD‐OS attendees assessed their expected mental distress using a five‐point Likert scale before starting the dissection course and a second time at the end of their first day, after they had been confronted with a cadaver. AD‐OS was evaluated as excellent and the majority of students participated actively during teaching sessions. Overall, female students showed higher levels of mental distress. AD‐OS attendees assessed themselves as being less burdened by mental distress than members of the control group. Longitudinal analysis revealed that students who visited AD‐OS showed a marked decrease of their mental distress level, comparing prospective and retrospective ratings. This was significantly (P < 0.001; Z = ?6.061) different from nonattendees or those who visited AD‐OS only infrequently. AD‐OS satisfied its intended teaching goals and proved that a step‐by‐step introduction of dissection through anatomical demonstrations helped to reduce the mental distress of students. Future studies are planned to measure mental distress with objective instruments. Anat Sci Educ © 2012 American Association of Anatomists.  相似文献   

Corporal punishment and children's externalizing problems: A cross-sectional study of Tanzanian primary school aged children     

Tobias Hecker  Katharin Hermenau  Dorothea Isele  Thomas Elbert 《Child abuse & neglect》2014

The adverse effect of harsh corporal punishment on mental health and psychosocial functioning in children has been repeatedly suggested by studies in industrialized countries. Nevertheless, corporal punishment has remained common practice not only in many homes, but is also regularly practiced in schools, particularly in low-income countries, as a measure to maintain discipline. Proponents of corporal punishment have argued that the differences in culture and industrial development might also be reflected in a positive relationship between the use of corporal punishment and improving behavioral problems in low-income nations. In the present study we assessed the occurrence of corporal punishment at home and in school in Tanzanian primary school students. We also examined the association between corporal punishment and externalizing problems. The 409 children (52% boys) from grade 2 to 7 had a mean age of 10.49 (SD = 1.89) years. Nearly all children had experienced corporal punishment at some point during their lifetime both in family and school contexts. Half of the respondents reported having experienced corporal punishment within the last year from a family member. A multiple sequential regression analysis revealed that corporal punishment by parents or by caregivers was positively related to children's externalizing problems. The present study provides evidence that Tanzanian children of primary school age are frequently exposed to extreme levels of corporal punishment, with detrimental consequences for externalizing behavior. Our findings emphasize the need to inform parents, teachers and governmental organizations, especially in low-income countries, about the adverse consequences of using corporal punishment be it at home or at school.  相似文献   

Adapting tests of sign language assessment for other sign languages--a review of linguistic, cultural, and psychometric problems     

Haug T  Mann W 《Journal of deaf studies and deaf education》2008,13(1):138-147

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