Stroop color-word test: A screening measure of selective attention to differentiate LD from non LD children     

Philip J. Lazarus  Robert P. Ludwig  Bonnie Aberson 《Psychology in the schools》1984,21(1):53-60

The Stroop Color-Word Test was used to measure selective attention in LD (N = 45) and nonLD (N = 50) children. Results indicated that LD children have a significant weakness in the process of selective attention when compared to nonLD children. On the Stroop, no significant sex differences were noted with nonLD children, although LD boys tended toward greater interference proneness in a trend that approached significance. Findings suggest that the Stroop is a parsimonious and effective screening measure in differentiating LD from nonLD children.  相似文献   

The New Politics of Old Age Policy, (3rd Ed.) Edited by Robert B. Hudson     

Bonnie B. Gauthier 《Educational gerontology》2015,41(12):942-943

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The Scaffolded Reading Experience: A Flexible Framework for Helping Students Get the Most Out of Text     

Michael F. Graves  Bonnie B. Graves 《Literacy》1995,29(1):29-34

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Sanctity,Savagery and Saracens in Capystranus: Fifteenth Century Christian-Ottoman Relations     

Bonnie Millar-Heggie 《Al-Masaq: Islam & the Medieval Mediterranean》2002,14(2):113-121

Capystranus has been considered by critics to be an accurate historical account of the 1456 siege of Belgrade by the Turks. This paper aims to dispel this misconception and to examine the representation of Christians and Saracens in the poem. It is an intriguing work that reflects fifteenth-century ideology and fears and is, above all, an exhortation for a new crusade to save Europe from the Turkish menace. The story of Christian triumph against the odds at Belgrade and the amplification of the role of the saintly Capystranus provides an ideal platform from which to expound these principles. The Saracens are thus depicted as the greatest adversaries of Christendom, following in the footsteps of the Jews, while Capystranus is heralded as a latterday Charlemagne. The publication of Capystranus in 1515 and the two subsequent reprints illustrate how there were many in England who were receptive to such concepts and possessed a deep-rooted fear and loathing of the Turks until well into the sixteenth century.  相似文献   

Predictors of Behavior Problems in Preschool Children of Inner-City Afro-American and Puerto Rican Adolescent Mothers   总被引：4，自引：0，他引：4  

Bonnie J. Leadbeater  Sandra J. Bishop 《Child development》1994,65(2):638-648

Maternal reports on the Child Behavior Checklist/2-3 (CBCL/2-3) were used to evaluate child, maternal, and environmental predictors of behavior problems in 83 preschool children of disadvantaged adolescent mothers. CBCL/2-3 scores correlated modestly with independent ratings of child difficult behaviors observed in videotaped mother-child play interactions. 13% of children had scores in the clinical range. Significant correlations were consistently found between CBCL/2-3 ratings and maternal depressive symptoms, social supports, and life stress—assessed 3 times during the first year postpartum. In hierarchical regression analyses, maternal depressive symptoms, residence with the adolescent's mother, and perceived emotional support from friends contributed most to the explained variance. A significant ethnicity and child gender interaction term also suggested that African American mothers of male children reported more behavioral problems. Findings evidence the heterogeneity of outcomes for children of disadvantaged adolescent mothers but also demonstrate how correlates of poverty negatively affect their socioemotional development.  相似文献   

Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries     

Ming Ming Chiu  Bonnie Wing-Yin Chow  Catherine Mcbride-Chang 《Learning and individual differences》2007,17(4):344-365

We examined whether strategies of memorization, transfer through elaboration, and metacognition accounted for reading, science, and mathematics achievement across 34 countries. 158,848 fifteen-year-olds completed a reading literacy test and a questionnaire. Of these students, 88,401 completed a science test, and 88,590 completed a mathematics test. We analyzed the data using multi-level regressions of Rasch-estimated test scores and modeled differences across countries and across schools. Students who reported using memorization strategies often scored lower in all subjects. Transfer through elaboration was not significantly linked to any achievement scores. Lastly, students reporting greater use of metacognitive strategies often scored higher. Compared to students in individualistic societies, to achievement scores of students in collective cultures were linked more strongly to schoolmates' use of metacognitive strategies and less strongly to their own use of metacognitive strategies. These results highlight how cultural contexts can moderate the links between adolescents' learning strategies and their academic achievement.  相似文献   

Top 20 Psychological Principles for PK–12 Education     

Joan M. Lucariello  Bonnie K. Nastasi  Carol Dwyer  Russell Skiba  Darlene DeMarie  Eric M. Anderman 《理论付诸实践》2016,55(2):86-93

This article describes an initiative undertaken by a coalition of psychologists (Coalition for Psychology in Schools and Education) from the American Psychological Association (APA) to identify the top 20 principles from psychological science relevant to teaching and learning in the classroom. This article identifies these principles and their basis in psychological science. In addition, it articulates each principle's relevance to teaching practices. The article lists all 20 principles and describes a subset of these by providing the information described previously.  相似文献   

Cost‐effective teaching of radiology with preclinical anatomy          下载免费PDF全文

James S. Wilson  Jacqueline Alvarez  Bonnie C. Davis  Andre J. Duerinckx 《Anatomical sciences education》2018,11(2):196-206

Graduating physicians in all subspecialties have an increased need for competency in radiology, particularly since the use of diagnostic imaging continues to grow. To integrate the teaching of radiology with anatomy during the first year of medical school at Howard University, a novel approach was developed to overcome the limitations of resources including funding, faculty, and curricular time. The resulting program relies on self‐study and peer‐to‐peer interactions to develop proficiency at manipulating free versions of medical image viewer software (using the DICOM standard), identifying normal anatomy in medical images, and applying critical thinking skills to understand common clinical conditions. An effective collaborative relationship between a radiologist and anatomist was necessary to develop and implement the program of anatomic–radiographic instruction which consists of five tiers: (1) initial exposure to anatomy through dissection which provides a foundation of knowledge; (2) study of annotated radiographs from atlases; (3) a radiology quiz open to group discussions; (4) small group study of clinical cases with diagnostic images; and (5) radiographic tests. Students took all quizzes and tests by working from image datasets preloaded on their personal computers, mimicking the approach by which radiologists analyze medical images. In addition to stimulating student support of a new teaching initiative, the strengths of Howard's program are that it can be introduced into an existing preclinical curriculum in almost any medical school with minimal disruption, it requires few additional resources to implement and run, and its design is consistent with the principles of modern education theory. Anat Sci Educ 11: 196–206. © 2017 American Association of Anatomists.  相似文献   

Engaging Bourdieu’s habitus with Chinese understandings of embodiment: Knowledge flows in Health and Physical Education in higher education in Hong Kong     

Bonnie Pang 《Educational Philosophy and Theory》2020,52(12):1256-1265

Abstract

This paper begins with a question: can concepts generated in the Chinese context in the sociocultural relations of the periphery contribute to the development of the social sciences in the field of Health and Physical Education (HPE) that have their roots in the metropole? Setting the scene in the Hong Kong Special Administrative Region (HKSAR), a postcolonial city reverted to the rule of the People’s Republic of China (PRC) in 1997, this paper aims to develop a critical sociology of HPE by having a dialogue among Continental philosophies (e.g., Bourdieu) and Chinese philosophies around embodiment concepts. Although HKSAR is a complex meeting point of Eastern and Western ideologies, the current HPE field tends to focus on Western and ‘scientific’ ways of knowing, such as the measurement of health and physical fitness, and often at the expense of sociocultural perspectives, social justice and diversity and inclusion in HPE. In other words, the (post) positivistic research paradigm underpins the HPE field. This paper argues that in order to reap the benefits of a more holistic health education for academics and students in HPE, it is vital to de-imperialise the positivistic ways of teaching and being in HPE. In doing so, this paper creates a space for Bourdieu’s habitus to meet Chinese perspectives on embodiment to engage in a dialogue for knowledge production that extends the current knowledge base in HPE.  相似文献   

Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems   总被引：2，自引：0，他引：2  

Dewey D  Crawford SG  Kaplan BJ 《Journal of learning disabilities》2003,36(1):87-95

This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with ADHD and combined ADHD + RD. Its inclusion resulted in a significant increase in the number of children correctly classified compared to the use of psychometric measures alone. The PRECAA correctly classified more children (66%) than did the standard psychometric measures (50%). In fact, a very high percentage of children with ADHD (81%) were correctly classified using the PRECAA. These findings suggest that the PRECAA may be a useful aid to clinicians in the identification of children with learning and attention problems.  相似文献