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11.
Timothy C. Papadopoulos Athena Charalambous Androniki Kanari Maria Loizou 《European Journal of Psychology of Education - EJPE》2004,19(1):79-105
This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP:
PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending,
to kindergarten children at-rish for reading difficulties, in order to support the development of subsequent word reading
skills. As part of the first experiment, thirty children aged 5.1, matched on the basis of age, gender, parental education
levels, Non-verbal and Verbal IQ, were assigned to an experimental and a control group (15 in each group) and compared before
and after the four-week intervention on a set of phonological and cognitive (successive and simultaneous processing) measures.
The two groups of participants were screened to be significantly different at pre-test on the outcome measures. The results
of the first experiment indicated that the experimental group performed equally well with the control group on all the measures
of phonological and cognitive processing skills. Subsequent analysis focusing on aptitude-treatment interaction indicated
that the PREP program appeared to be optimally successful in improving phonological skills in cases where the cognitive profile
of the 5-year-olds matched the emphasis on successive information integration. The follow-up experiment examined the long-term
effects of PREP remediation. Results showed that both the experimental and control groups performed equally well on word reading
tasks and, more importantly, on the bridging PREP tasks, requiring knowledge of the alphabet and of letter-sound correspondences,
despite that neither of the groups had been previously trained on the latter. Discussion concludes that intervention including
inductive training on the distal cognitive processes, namely successive and simultaneous processing, appears to be effective
for enhancing early word-reading skills to kindergarten children at-risk for reading difficulties, even in the absence of
direct training of these skills in kindergarten. 相似文献
12.
Papadopoulos Timothy C. Spanoudis George Ktisti Christiana Fella Argyro 《European Journal of Psychology of Education - EJPE》2021,36(1):63-90
European Journal of Psychology of Education - We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was... 相似文献
13.
Dimitris Papadopoulos 《Culture, Theory & Critique》2013,54(2):165-179
Abstract This article rethinks the notion of articulation as formulated in the ‘studies‐discourse’: cultural studies, gender studies, science studies. I analyse the inner workings of the concept of articulation against the background of Luis Buñuel’s film Tristana. Using the language of Spanish cultural practices, Buñuel offers the negative story of an oppressive society. The film foregrounds the role of a primordial asymmetry between the sexes in obliging articulation. This is suggestive of how articulation is interwoven with, and undone by, a radical refusal which unveils the ongoing incommensurability and inevitable disparity between the world in which we dwell and a world which remains unvoiced in the ‘studies‐discourse’: World 2, an imperceptible world which questions the fantasy of an overall and limitless emancipation inherent in the mythology of liberalism. 相似文献
14.
Thanos Papadopoulos Teta Stamati Pawit Nopparuch 《International Journal of Information Management》2013
Weblogs have been used by organisations as both a communication means and a knowledge sharing tool. Traditionally, research has explored the use of weblogs and virtual communities for knowledge sharing. Nevertheless, relatively little has been published focusing on the factors that influence the intention to share knowledge in employee weblogs. This paper aims to address this gap based on a survey of 175 respondents. The results indicate that self-efficacy, perceived enjoyment, certain personal outcome expectations, and individual attitudes towards knowledge sharing are positively related to the intention of knowledge sharing in employee weblogs. 相似文献
15.
Panayiota Kendeou Timothy C. Papadopoulos Marianna Kotzapoulou 《Reading and writing》2013,26(2):189-204
The main aim of the present study was to empirically test the emergence of the Simple View of Reading (SVR) in a transparent orthography, and specifically in Greek. To do so, we examined whether the constituent components of the SVR could be identified in young, Greek-speaking children even before the beginning of formal reading instruction. Our investigation focused on Kindergarten children and examined the dissociation of decoding-related and language comprehension skills using Exploratory Factor Analysis. All children were administered a battery of decoding-related and comprehension measures. The analysis demonstrated that comprehension and decoding-related measures loaded as distinct factors in young Greek-speaking children and that the two factors were weakly correlated. The present findings provide important support for the validity of the SVR framework as a model of reading skills acquisition in a language with a transparent orthography, such as Greek. 相似文献
16.
Konstantinos Papadopoulos Theodosis Paralikas Marialena Barouti Elena Chronopoulou 《International Journal of Disability, Development & Education》2014,61(4):403-415
The exploratory study presented in this article looks into the possible differences in psychosocial aspects (self-esteem and locus of control) and aspects of psychopathology (depression, anxiety, melancholia, asthenia, and mania) amongst sighted adults and adults with visual impairments. Moreover, the study aims to examine the possible correlations between psychosocial aspects and aspects of psychopathology of adults with visual impairments. Furthermore, this study examines the possible relationships between the above psychological aspects and the individual features of the participants (age, gender, age at onset of visual impairments, how recent the loss of vision is, marital status, employment status, and ability of independent mobility). One hundred and forty-eight adults participated in the study: 55 adults with visual impairments and 93 sighted adults. The research was based upon the Rosenberg Self-Esteem Scale, Rotter’s Internal–External Locus of Control Scale, and the Symptoms Rating Scale for Depression and Anxiety. The results reveal correlations between psychosocial aspects and psychopathology of adults with visual impairments. Moreover, the individual features influence the psychosocial aspects and psychopathology of the participants. 相似文献
17.
Pantelis M. Papadopoulos Ioannis G. Stamelos Andreas Meiszner 《Education and Information Technologies》2013,18(2):381-397
This paper presents the results after four years of running of an instructional method that utilizes free/libre open source software (FLOSS) projects as tools for teaching software engineering in formal education. In the last four academic years, a total of 408 juniors majoring in Informatics (in a 4-year program) participated in the study, assuming the roles of requirements engineers, testers, developers, and designers/analysts. Students appreciated the benefits gained by the method and identified aspects that require further improvement. In the paper, we present (a) the details of our method, (b) students’ opinions as recorded through a questionnaire including both closed and open ended questions, and (c) conclusions on how the use of FLOSS projects can be applied, and be beneficial for the students. 相似文献
18.
Panayiota Kendeou Timothy C. Papadopoulos George Spanoudis 《Learning and Instruction》2012,22(5):354-367
In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock–Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti’s Verbal Efficiency Theory and examined the contribution of a set of skills that are important in early reading (i.e., rapid naming, phonological processing, orthographic processing, fluency, vocabulary, and working memory) to the three reading comprehension tests. Furthermore, because this set of skills undergo rapid development in the early years, we assessed them in two consecutive years, Grade 1 and Grade 2, before examining their prediction to the three reading comprehension tests in Grade 2. The findings showed that the three reading comprehension tests pose different demands to the young reader. Implications of these findings are discussed with respect to reading comprehension assessment and diagnosis of reading difficulties. 相似文献
19.
Pantelis M. Papadopoulos Stavros N. Demetriadis Ioannis G. Stamelos Ioannis A. Tsoukalas 《Educational technology research and development : ETR & D》2011,59(1):71-90
This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important
issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management
(SPM) cases for a week, using a web-based learning environment designed especially for this purpose. The first group (control)
studied the cases without any prompting. The second group (“writing mode”) studied the same cases, while prompted to provide
written answers to a set of knowledge integration prompts meant to engage students in deeper processing of the material. The
third group (“thinking mode”) studied the cases, while prompted only to think of possible answers to the same question prompts.
Results indicated that students in the writing condition group outperformed the others in both domain knowledge acquisition
and knowledge transfer post-test items. Several students in the thinking condition group skipped the question prompts, while
those that reported having reflected on the material were unable to achieve high performance comparable to the writing condition
group. Overall, the study provides evidence that the implementation of prompting techniques in technology-enhanced learning
environments may lead to improved outcomes, when combined with the requirement that students provide their answers in writing. 相似文献
20.
Anne A. G. Aune Chris Bishop Anthony N. Turner Kostas Papadopoulos Sarah Budd Mark Richardson 《Journal of sports sciences》2019,37(2):138-145
Foam rolling and eccentric exercise interventions have been demonstrated to improve range of motion (ROM). However, these two modalities have not been directly compared. Twenty-three academy soccer players (age: 18 ± 1; height: 1.74 ± 0.08 m; body mass: 69.3 ± 7.5 kg) were randomly allocated to either a foam rolling (FR) or eccentric exercise intervention designed to improve dorsiflexion ROM. Participants performed the intervention daily for a duration of four weeks. Measurements of dorsiflexion ROM, isometric plantar flexion torque and drop jump reactive strength index were taken at baseline (pre-intervention) and at three subsequent time-points (30-min post, 24-hours post and 4-weeks post). A significant time x group interaction effect was observed for dorsiflexion (P = 0.036), but not for torque or reactive strength index. For dorsiflexion, there was a significant increase in both acute (30-min; P < 0.001) and chronic (4-week; P < 0.001) ROM for the eccentric group, whilst FR exhibited only an acute improvement (P < 0.001). Eccentric training would appear a more efficacious modality than foam rolling for improving dorsiflexion ROM in elite academy soccer players. 相似文献