Combined online and in‐class pretesting improves exam performance in general psychology     

Arnold Lewis Glass  Gary Brill  Margaret Ingate 《教育心理学》2008,28(5):483-503

This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair were related to each other, so that knowing the answer to one question usually implied knowing the answer to the other. One question in each pair was included in an experimental condition, in which questions were presented online, in class, or both online and in class, before appearing in exams. These conditions were counter‐balanced across the sample. The control questions appeared only in exams. Providing a question online in advance of class, as well as in class, had a significant long‐term effect on the probability of knowing the answers to both experimental and control questions when they appeared in exams. These results demonstrate that coordinated online and in‐class instruction can significantly improve exam performance. These results are consistent with the hypothesis that distributed instruction creates more robust memory traces, rather than the hypothesis that it creates additional memory traces.  相似文献   

US teachers' and school counsellors' strategies for handling school bullying incidents     

Sheri Bauman  Ken Rigby  Kathleen Hoppa 《教育心理学》2008,28(7):837-856

A sample of 735 US teachers and school counsellors completed an online survey asking how likely they would be to use various strategies to respond to a hypothetical bullying incident. Analyses examined their use of five strategies: Ignoring the incident, Working with the bully, Working with the victim, Enlisting other adults, and Disciplining the bully. Differences in mean scores based on these strategies were found by gender of participant, the presence or absence of school anti‐bullying policies and programmes, and previous anti‐bullying training. Teachers and school counsellors differed on four of the five scale scores. Qualitative comment data add to the findings. Implications of the findings are discussed.  相似文献   

The relations among young children's peer-reported trustworthiness, inhibitory control, and preschool adjustment     

Rotenberg KJ  Michalik N  Eisenberg N  Betts LR 《Early childhood research quarterly》2008,23(2):288-298

Sixty-five (38 male and 27 female) preschool children (mean age = 5 years 1 month) completed measures of peers’ trustworthiness (promise keeping and secret keeping). Teachers rated the preschool children's inhibitory control, trustworthiness, and preschool adjustment. Structural Equation Modeling (SEM) yielded support for the hypothesized model. The expected positive paths were found from (1) gender to preschool adjustment and inhibitory control, (2) age to peer-reported trustworthiness, (3) peer-reported trustworthiness to preschool adjustment, (4) inhibitory control to peer-reported trustworthiness, and (5) inhibitory control to preschool adjustment. The findings confirmed the hypothesized development of trustworthiness with age and girls’ advantage over boys in inhibitory control and preschool adjustment. The findings supported the hypotheses that trustworthiness is associated with preschool adjustment and mediates, in part, the relation between inhibitory control and preschool adjustment.  相似文献   

Concerning the Telling of Painful Tales: The Case of Masks of the Sacred Bush     

Ken Yellis 《Curator: The Museum Journal》2012,55(2):139-151

Abstract The public seems more likely to take issue with what history museums say than with what art, anthropology, and natural history museums say. In part, this is because these disciplines are understood to be challenging, not least because of the often opaque language and methods designed to impart psychic distance from their content. Exhibitions in these disciplines work by equipping and requiring us to step back before we step in, thereby making it easier to process difficult subjects. One such exhibition which was potentially emotionally charged did not provoke controversy. Did the disciplines through which the story was approached remove the story temporarily from the highly charged slave narrative and place it in a different, less contested—because more reified—context, a different kind of narrative? If so, was that a constructive contribution or a missed opportunity?  相似文献   

Some correlates of personality disorder and conduct disorder in a child guidance clinic sample     

Herbert C. Quay  Robert L. Sprague  Harold S. Shulman  Arnold L. Miller 《Psychology in the schools》1966,3(1):44-47

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How to use the delphi technique to forecast training needs     

Ken Somers  Gus Baker  Clint Isbell 《Performance Improvement》1984,23(4):26-28

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An HPT success story     

Ken Fackler 《Performance Improvement》1995,34(9):10-11

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Looking back     

Ken McKiung 《Performance Improvement》1998,37(5):6-7

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Improving the precision of HPT interventions     

Ken Fackler 《Performance Improvement》1998,37(4):18-23

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The conspiracy: To have pfun     

Ken Ross 《Performance Improvement》1991,30(2):6-8

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