The Performance of Eyewitnesses with Intellectual Disabilities on Photographic Identification Line-ups     

Rachel Wilcock  Lucy Henry 《International Journal of Disability, Development & Education》2013,60(1):44-52

Despite the large number of people with intellectual disabilities (ID) and the fact they are more likely to be victims and witnesses of crime, only two published studies have investigated their performance on identification line-up parades. In the present study we examined the identification performance of adults with and without ID on both a perpetrator-present and a perpetrator-absent photographic line-up. In addition, we investigated factors that could explain any potential difficulties with identification performance, such as face recognition performance (as measured by a standardised test), eyewitness confidence, understanding of the purpose of a line-up, and memory for non-biased line-up instructions. In comparison with typical adults, participants with ID demonstrated poorer performance across both perpetrator-present and perpetrator-absent photographic line-ups, yet were more confident in the accuracy of their responses. In addition they had poorer face recognition performance, were less likely to understand the purpose of the line-up, and were less likely to remember the non-biased line-up instructions. This pattern of difficulties is discussed in relation to the development of future research and interventions.  相似文献   

Biomechanical characteristics of handballing maximally in Australian football     

Lucy Parrington  Kevin Ball  Clare MacMahon 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(4):307-319

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Adaptive Parenting Among Low-Income Black Mothers and Toddlers’ Regulation of Distress     

Erika L. Bocknek  Patricia A. Richardson  Lucy McGoron  Hasti Raveau  Iheoma U. Iruka 《Child development》2020,91(6):2178-2191

Parenting differs in purpose and strategy according to cultural background (Brooks-Gunn & Markman, 2005; Iruka, LaForett, & Odom, 2012). The current study tests a unique latent factor score, Adaptive Parenting, that represents culturally-relevant, positive parenting behaviors: maternal coping with stress through reframing, maternal scaffolding of toddlers’ learning during a low-stress task, and maternal commands during a high-stress task. Participants were Black mothers (N = 119; M_age = 27.78) and their 24- to 30-month-old toddlers. Families were part of a broader study examining family resilience among urban, low-income young children and their families. Results demonstrate that the proposed variables align on a single factor and positively predict toddlers’ emotion regulation. Findings are discussed in the context of Black culturally-specific parenting processes.  相似文献   

Does correction for guessing reduce students’ performance on multiple‐choice examinations? Yes? No? Sometimes?     

Lucy R. Betts  Tracey J. Elder  James Hartley  Mark Trueman 《Assessment & Evaluation in Higher Education》2009,34(1):1-15

Multiple‐choice (MC) examinations are becoming increasingly popular in higher education because they can be used effectively to assess breadth of knowledge in large cohorts of students. This present research investigated psychology students’ performance on, and experiences of, MC examinations with and without correction for guessing. In Study 1, data were collected from two cohorts of students across three psychology MC examinations. The results revealed that students scored higher, and left fewer questions unanswered, when there was no correction for guessing. Furthermore, when the correction for guessing was removed from the theory MC examination, students who were told there was no correction for guessing did better than those told there was a correction. In addition, there was limited evidence of gender differences, with female students performing significantly better on one MC examination than males. In Study 2, a further set of first‐year psychology students reported their experiences of correction for guessing on open‐book and closed‐book MC examinations. Students reported feeling less anxious and more confident on the open‐book MC examination. The findings of both of these studies have implications for instructors deciding whether or not correction for guessing is appropriate, and for the advice to be given to students preparing for MC examinations.  相似文献   

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs   总被引：1，自引：0，他引：1  

Sylvia Hurtado  Nolan L. Cabrera  Monica H. Lin  Lucy Arellano  Lorelle L. Espinosa 《Research in higher education》2009,50(2):189-214

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs.  相似文献   

Instructional leadership specifications for school executives: A preliminary validation study     

Ben M. Harris  Lucy Wilson 《Journal of Personnel Evaluation in Education》1991,5(1):21-30

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Student perceptions of a positive climate for learning: a case study     

Alexia Gillen  Angela Wright  Lucy Spink 《Educational Psychology in Practice》2011,27(1):65-82

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Dragon wings and butterfly wings: implicit gender binarism in early childhood     

Sarah Callahan  Lucy Nicholas 《Gender and education》2019,31(6):705-723

Despite explicit focus on addressing gender inequality in educational settings in Australia, without challenging gender binarism, inequality will persist. This article demonstrates the everyday and implicit means through which hierarchical gender binaries continue to be perpetuated. Observational fieldwork undertaken in three Australian early childhood settings with 13 members of staff and 53 children (ages 2–6) demonstrates how bi-gendered language, as well as wider discourses and practices, are being engaged in these settings. The data indicate that gender binarism continues to be (re)constructed and reinforced through subtle, but omnirelevant, invocations of gender. This happens in the constant categorisation and addressing of children by attributed gender alongside the hierarchisation of gendered attributes, and the sanctioned performativity of bi-gendered heteronormativity in play situations. This demonstrates how children continue to be encouraged into binary gendered practices in their most formative years and that this will, in turn, perpetuate gender inequalities.  相似文献   

Do we need to move from communication technology to user community? A new economic model of the journal as a club     

John Hartley  Jason Potts  Lucy Montgomery  Ellie Rennie  Cameron Neylon 《Learned Publishing》2019,32(1):27-35

Much of the argument around reforming, remaking, or preserving the traditions of scholarly publishing is built on economic principles, explicit or implicit. Can we afford open access (OA)? How do we pay for high‐quality services? Why does it cost so much? In this article, we argue that the sterility of much of this debate is a result of failure to tackle the question of what a journal is in economic terms. We offer a way through by demonstrating that a journal is a club and discuss the implications for the scholarly publishing industry. We use examples, ranging from OA to prestige journals, to explain why congestion is a problem for club‐based publications, and to discuss the importance of creative destruction for the maintenance of knowledge‐generating communities in publishing.  相似文献   

Publication Productivity among Doctoral Graduates of Educational Psychology Programs at Research Universities before and after the Year 2000     

Lucy Barnard-Brak  Terrill F. Saxon  Heather Johnson 《Educational Psychology Review》2011,23(1):65-73

Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among doctoral graduates of educational psychology programs at research universities before and after the year 2000.  相似文献