排序方式： 共有63条查询结果，搜索用时 15 毫秒
21.
Ricarda Steinmayr Mattias Ziegler Birgit Träuble 《Learning and individual differences》2010,20(1):14-18
Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score and a quality of performance score in sustained attention as well as verbal, numerical, and general intelligence scores served as predictors. Achievement criteria were grades in math and German as well as Grade Point Average (GPA) obtained after testing. Both types of sustained attention scores were significantly related to school performance, but only the quality of performance score incrementally contributed to the prediction of school performance above and beyond intelligence. Overall differences in the sustained attention test significantly moderated the relationship between verbal intelligence and German grades. Quality of performance moderated the relationship between general intelligence and GPA as well as the one between numerical intelligence and math grades. The study elucidates the interplay between sustained attention, intelligence, and school performance in a non-clinical sample. 相似文献
22.
本文运用会话分析中的话轮交替模式来分析Alexandre Dumas fils的剧本《茶花女》第九章的一段对话,展示戏剧中人物性格。本文中具体分析话轮交替机制主要包括的三个方面,即话轮分配、话轮分布和话轮序列。 相似文献
23.
24.
Elisabeth Beyersmann Johannes C. Ziegler Jonathan Grainger 《Scientific Studies of Reading》2015,19(5):360-373
A letter-search task was used to test the hypothesis that affixes are chunked during morphological processing and that such chunking might operate differently for prefixes and suffixes. Participants had to detect a letter target that was embedded either in a prefix or suffix (e.g., ‘R’ in propoint or filmure) or in a non-prefix beginning or non-suffix ending (e.g., ‘R’ in cropoint or filmire). Prefixed and suffixed letter-strings comprised real stems and affixes but never formed a real word. Effects of letter cluster frequency were also investigated by manipulating the frequency of non-affix beginnings and endings. Letter search took longer in suffixes compared with non-suffix endings but not for prefixes compared with non-prefix beginnings. Moreover, performance was not affected by letter cluster frequency. We interpret our findings in the light of recent accounts of morpho-orthographic segmentation and the different function of prefixes and suffixes. 相似文献
25.
26.
Ziegler Esther Edelsbrunner Peter A. Stern Elsbeth 《European Journal of Psychology of Education - EJPE》2021,36(1):187-218
European Journal of Psychology of Education - Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material,... 相似文献
27.
Jane Banks Mary Beth Oliver Dhyana Ziegler Kara Jolliff Gould Robert G. Finney Mallory Wober 《广播与电子媒介杂志》2013,57(3):416-439
Douglas, S. J. (1994). Where the girls are: Growing up female with the mass mediay. New York: Times Books. 340 pages. Lang, A. (Ed.). (1994). Measuring psychological responses to media messages. Hillsdale, NJ: Lawrence Erlbaum. 244 pages. Cosby, C. O. (1994). Television's imageable influences: The self‐perceptions of young African Americans. Lanham, MD: University Press of America. 172 pages. Kern‐Foxworth, M. (1994). Aunt Jemima, Uncle Ben, and Rastus: Blacks in advertising, yesterday, today, and tomorrow. Westport, CT: Greenwood Press. 205 pages. Fiske, J. (1994). Media matters: Everyday culture and political change. Minneapolis, MN: University of Minnesota Press. 253 pages. Johnson, L. L. (1994). Toward competition in cable television. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 214 pages. Krattenmaker, T. G., & Powe, L. A., Jr. (1994). Regulating broadcast programming. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 369 pages. Moores, S. (1993). Interpreting audiences: The ethnography of media consumption. London: Sage. 140 pages. 相似文献
28.
Sherry Mee Bell R. Steve McCallum Mary Ziegler C. A. Davis MariBeth Coleman 《Annals of dyslexia》2013,63(3-4):187-200
The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts. 相似文献
29.
School counseling interns are on the boundary of communities of practice. This study explored how school counselors develop competence during internship experiences by analyzing an online dialogue taking place among a small group of interns. Feelings of being on the boundary intensified with unsatisfactory supervisor‐intern relationships (lack of mutuality of engagement) or when interns experienced a sense of powerlessness to effect change at their internship placements (negotiating their repertoire). As boundary dwellers, interns turned to peers to make sense of their experiences (accountability to the joint enterprise). Implications include the importance of the supervisor‐intern relationship and the relationships among internship peers. 相似文献
30.