Retrieval Practice Benefits Deductive Inference     

Luke G. Eglington  Sean H. K. Kang 《Educational Psychology Review》2018,30(1):215-228

Retrieval practice has been shown to benefit learning. However, the benefit has sometimes been attenuated with more complex materials that require integrating multiple units of information. Critically, Tran et al. Psychonomic Bulletin & Review, 22, 135–140 (2015) found that retrieval practice improves sentence memory but not the drawing of inferences from the same sentences. In three experiments, we investigated whether this lack of benefit of retrieval practice for inferential ability was due to the presentation format of the material. Participants studied four sets of seven to nine related sentences by practicing retrieval for two sets and rereading the other two sets. A final test was given 2 days later. When sentences were presented one at a time during study/practice as in Tran et al., we found no effect of retrieval practice on a test requiring inferential reasoning. When sentences in a set were presented simultaneously during study/practice, retrieval practice in the form of fill-in-the-blank testing (experiments 1 and 2) and free recall (experiment 3) aided later deductive inference more than rereading. Our findings suggest that retrieval practice can improve deductive inference, but in order to optimize its utility, the format in which the material is presented during practice must not hinder relational processing of the individual sentences.  相似文献   

Differences in transitional needs of high school students with and without learning disabilities     

C A Dowdy  J K Carter  T E Smith 《Journal of learning disabilities》1990,23(6):343-348

Studies investigating the post-high-school vocational status of individuals with disabilities have frequently found that these individuals are more likely to be unemployed, underemployed, or employed part-time, when compared to nondisabled peers. Transition programs are needed for adolescents with disabilities to facilitate their vocational success. The current study surveyed 80 high school students with learning disabilities (LD) and 80 nondisabled (NLD) peers to determine their transitional needs. Results indicated that (a) more students with LD than NLD students are involved in transition programs; (b) career goals were established by the majority of both groups; (c) parents provided most of the assistance in making career decisions; and (d) twice as many NLD students as students with LD wanted to go to college, while twice as many students with LD as NLD students wanted to enter the job market. More students with LD than NLD students were aware of vocational rehabilitation (VR) services, but the number was still below 50%. The majority of the information about VR services came from the school.  相似文献   

Teacher's first words     

Dr. Mary K. Weir  Dr. Patricia J. Eggelston 《Early Childhood Education Journal》1975,3(2):17-21

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Biting Behaviors Among Preschoolers: A Review of the Literature and Survey of Practitioners     

Julia T. Reguero de Atiles  Dolores A. Stegelin  Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105

Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities?  相似文献   

A study of an adapted social–emotional learning: Small group curriculum in a school setting     

Jennifer H. Green  Rebecca E. Passarelli  Mills K. Smith‐Millman  Keshia Wagers  Anne E. Kalomiris  Madeline N. Scott 《Psychology in the schools》2019,56(1):109-125

Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research.  相似文献   

Writing flexibility in argumentative essays: a multidimensional analysis     

Allen  Laura K.  Likens  Aaron D.  McNamara  Danielle S. 《Reading and writing》2019,32(6):1607-1634

Reading and Writing - The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students....  相似文献   

Stability of overt Type A behaviors in children: results from a one-year longitudinal study     

K A Matthews  N E Avis 《Child development》1983,54(6):1507-1512

This paper describes the degree of similarity between repeated ratings (taken 1 year apart) of overt Type A behaviors in 2 samples totaling 633 children. The measure of overt Type A behaviors was the Matthews Youth Test for Health (MYTH), which was completed by the children's classroom teacher. Results showed that correlations between repeated MYTH ratings approximated .55 and in general increased somewhat with the children's school grade, although correlations between repeated ratings of competitive achievement behaviors of boys residing in an affluent eastern suburb were somewhat lower than above. The degree of similarity across 1 year in children's Type A behaviors is comparable to that found for adult Type A behaviors and for other cardiovascular risk factors in children. The discussion includes a consideration of assumptions underlying research on the origins of Type A behavior and suggests that etiological factors in the development of Type A might profitably be studied in primary school-aged children.  相似文献   

No comparison: Distance education finds a new use for ‘No significant difference’     

Barbara B. Lockee  John K. Burton  Lawrence H. Cross 《Educational technology research and development : ETR & D》1999,47(3):33-42

Media comparison studies have long been criticized as an inappropriate research design for measuring the effectiveness of instructional technology. However, a resurgence in their use has recently been noted in distance education for program evaluation purposes. An analysis of the research design will detail why such a methodology is an inappropriate approach to such an investigation. Increased access to such programming does not seem to serve as a satisfactory benefit for the implementation of distance education efforts. Stakeholders desire to prove that participants in distance-delivered courses receive the same quality of instruction off-campus as those involved in the traditional classroom setting. However, the desire to prove that the quality of such distributed offerings is equal to the quality of on-campus programming often results in comparisons of achievement between the two groups of student participants. Statistically, such a research design almost guarantees that the desired outcome will be attained—that indeed distance learners perform as well as campus-based students.  相似文献   

Security of attachment and preschool friendships   总被引：4，自引：0，他引：4  

K A Park  E Waters 《Child development》1989,60(5):1076-1081

Attachment theory proposes that the quality of the mother-child tie predicts the quality of a child's other close relationships. The purpose of this study was to test whether security of attachment to mother is related to the quality of a preschooler's best friendships. 33 4-year-old and their best friends participated (mean age = 46 months). Attachment Q-set data were collected to score security of mother-child attachment. Security data were used to classify the friend pairs as secure-secure or secure-insecure. Best friend dyads were observed for a 1-hour free-play session. Each pair's behavior was described with the Dyadic Relationships Q-set, a measure designed to describe the behavior of a pair of children. Secure-secure pairs were more harmonious, less controlling, more responsive, and happier than secure-insecure pairs. The results are related to previous work on attachment and social competence.  相似文献   

The black and deaf movements in America since 1960. Parallelism and an agenda for the future.     

R K Rittenhouse  C Johnson  B Overton  S Freeman  K Jaussi 《American annals of the deaf》1991,136(5):392-400

This paper traces the political and educational movements of both black and hearing-impaired Americans since 1960 and compares their common as well as disparate but equally significant experiences. The purpose of the comparisons is to identify problems and proven solutions that collectively suggest a strategy for the continuing movement of hearing-impaired people. The authors, through their ethnicity--three are black and two are white--and personal and professional experiences bring divergent but relevant points of view to the question of multicultural coalitions and their abilities to effect social change. Four principles or suggestions for advancing the agenda of hearing-impaired Americans are presented: (1) the need to define the issues that will continue to confront hearing-impaired Americans through the year 2000, (2) the need to enlarge the membership and participation of existing coalitions, (3) the need to address local, vocational, technical, and educational issues, and (4) the need to facilitate hearing-impaired networking groups within religious, social, business, and cultural organizations.  相似文献