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11.
Pieter C. Duker Robert Didden Hubert Korzilius Mark Van Acht Paul Van Acht 《International Journal of Disability, Development & Education》1996,43(3):197-202
Knowledge of the literature among professionals in the area of problem behaviours and developmental disabilities is most likely soon out of date as several hundred useful studies appear each year. A literature database may be a useful tool for clinicians and researchers to conveniently retrieve needed information, preventing them from collecting, reading, processing, and storing all the available material. This report describes a database (i.e., Database Problem Behavior) encompassing information that goes far beyond presenting abstracts only. The third version of the database encompasses 885 empirical studies on the (functional) analysis, and behavioural and pharmacological treatment of problem behaviours (e.g., self‐injurious behaviour, aggressive behaviour, depression) for persons with developmental disabilities. 相似文献
12.
The use of student evaluations of teaching performance has been an important but controversial tool in the improvement of teaching quality during the past few decades. Although student evaluations of teaching are implemented in many faculties, not everyone is convinced of the desirability and utility of these ratings. In this paper, we present the results of a study with regard to the existence of a higher‐order factor that might influence students' perceptions of teaching and, thus, explain the variance in teacher rating scales. A second question concerns the effect of students' grades on teacher ratings and of other factors influencing this relationship (for instance, students' overall grades). 相似文献
13.
Reading-disabled children seem to have considerable difficulties in acquiring phonological recoding skills, which are considered to be very important in becoming a proficient reader. It is hypothesized that speech feedback may support the development of phonological recoding skills. The aim of the present study is to investigate the use of speech feedback during independent word reading and its effects on the remediation of reading skill. Three different conditions for independent practice were employed. For 17 subjects high-quality digitized speech was available on call. When speech feedback was requested either whole-word sound was provided (n = 8) or segmented-word sound was presented (n = 9). A control group (n=14) did not receive speech feedback at all. In a posttest both practised and nonpractised words were presented. Both help call behaviour during practice and changes in reading rate and accuracy from pretest to posttest were analyzed. It was found that speech feedback requests were not dependent on word difficulty. More calls for whole-word sound were made than for segmented-word sound, while latency times for whole-word sound requests were shorter than for segmented-word sound requests. Both forms of speech feedback were equally effective in reading practice words which were initially read incorrectly. However, there was a tendency for the learning effect on nonpractised initially hard-to-read words to be largest when segmented-word sound had been available. It is concluded that, whenever the goal of reading instruction is to memorize particular words, whole-word sound as well as segmented-word sound can be used. However, when more productive skills are aimed at, the most promising way of giving support is to present segmented-word sound, although only a nonsignificant tendency for transfer was found in the present study. 相似文献
14.
Remediation of a serious lack in reading fluency often takes the form of repeated reading exercises. The present study examines whether transfer of training effects to untrained (neighbour) words can be enhanced by training with an orthographic focus as compared with emphasising semantics. The effect of oral versus silent reading during training is studied as well. Two groups of reading‐disabled children (mean age=7 years, 11 months) were given repeated reading training with limited exposure duration (350 ms) in which 15 target words were repeated 20 times in exercises focused on either orthography (N=26) or semantics (N=25). The children were required to either read the target words aloud or perform the exercises silently, but this requirement appeared to have no effect on the training results. The results show that untrained neighbour words benefited more from training targets with an orthographic focus than from exercises with a semantic emphasis. 相似文献
15.
Omid Noroozi Maria C. Busstra Martin Mulder Harm J. A. Biemans Hilde Tobi Anouk Geelen Pieter van’t Veer Mohammad Chizari 《Educational technology research and development : ETR & D》2012,60(2):193-221
This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation
(information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and
type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student
knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment
in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction
than those who received information only before each cluster. The students within the two separate information presentation
conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion
or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster,
online discussion led to better results than personal discussion. When supportive information had been presented during the
learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction.
Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the
learning task clusters in IDLM. 相似文献
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17.
Yegermal Tesfaw Atalay Daan Witters Steven Vermeir Nicolas Vergauwe Pieter Verboven Bart Nicola? Jeroen Lammertyn 《Biomicrofluidics》2009,3(4)
An electrokinetic driven microfluidic lab-on-a-chip was developed for glucose quantification using double-enzyme assay. The enzymatic glucose assay involves the two-step oxidation of glucose, which was catalyzed by hexokinase and glucose-6-phosphate dehydrogenase, with the concomitant reduction of NADP+ to NADPH. A fluorescence microscopy setup was used to monitor the different processes (fluid flow and enzymatic reaction) in the microfluidic chip. A two-dimensional finite element model was applied to understand the different aspects of design and to improve the performance of the device without extensive prototyping. To our knowledge this is the first work to exploit numerical simulation for understanding a multisubstrate double-enzyme on-chip assay. The assay is very complex to implement in electrokinetically driven continuous system due to the involvement of many species, which has different transport velocity. With the help of numerical simulation, the design parameters, flow rate, enzyme concentration, and reactor length, were optimized. The results from the simulation were in close agreement with the experimental results. A linear relation exists for glucose concentrations from 0.01 to 0.10 g l−1. The reaction time and the amount of enzymes required were drastically reduced compared to off-chip microplate analysis. 相似文献
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20.
Xiuli Tong Catherine McBride‐Chang Anita M.‐Y. Wong Hua Shu Pieter Reitsma Judith Rispens 《Journal of Research in Reading》2011,34(3):315-332
This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese. 相似文献