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71.
W. J. McKeachie Yi-Guang Lin Cynthia Neigler Mendelson 《Contemporary educational psychology》1978,3(4):352-357
Students of six classes who had previously participated in a larger study of teaching styles were tested a year after completion of the course. The purpose of the follow-up was to determine whether or not the prior battery of tests, including a student evaluation of instructor form, the Introductory Psychology Criteria Test, an Attitude Toward Psychology Scale, and a knowledge test, administered in a large group setting independent of those used for grades by instructors, would be positively related to student performance on comparable tests given a year later. The follow-up measures included items from the above measures plus questions regarding experiences and readings related to psychology in the year since the students' introductory course and two brief experiments which the students were to critique. Results indicated that the end of the semester measures of teaching effectiveness in terms of student performance and attitudes were positively related to similar responses obtained a year later. 相似文献
72.
Sixty children between the ages of 3 and 5 participated in this study of children's ability to discriminate emotions in others. Twelve children were identified as neglected, and eight were identified as abused. Two additional groups of nonmaltreated children included one comparable on IQ and one with significantly higher intelligence. All children were given three tests: The Peabody Picture Vocabulary Test, the Borke Interpersonal Awareness Test and the Rothenberg Social Sensitivity Test. The results showed that normal children with the higher IQ were significantly better able to identify and discriminate other people's emotions from picture stories than were the other groups of children, who were not different from one another on any of the measures. Furthermore, when IQ was covaried in the ANOVAS, all group-differences disappeared. It was suggested that previous studies demonstrating inferior performance on measures of social cognition by maltreated children may have been due to the failure to control for IQ. 相似文献
73.
Olga Towstopiat 《Contemporary educational psychology》1984,9(4):333-352
The present article reviews the procedures that have been developed for measuring the reliability of human observers' judgments when making direct observations of behavior. Measures such as the percentage of agreement, Cohen's kappa, and phi have been used to measure observer agreement; however, these coefficients have serious limitations. In addition to specifying the deficiencies that exist with these excessively used reliability measures, the present article discusses recently developed univariate and multivariate agreement measures that are based on quasi-equiprobability and quasi-independence models and estimates. Improvements in precision are provided by such models and estimates since they (1) yield a probability based coefficient of agreement with a directly interpretable meaning, (2) correct for the proportion of “chance” agreement, and (3) allow the partitioning of the agreement and disagreement estimates within the models. 相似文献
74.
M.S.W. Martha L. Coulter Dr.P.H. M.D. Desmond K. Runyan Dr.P.H. Mark D. Everson Ph.D. Gail A. Edelsohn M.D. Nancy M.P. King J.D. 《Child abuse & neglect》1985,9(4):535-542
A child sexual abuse research project was designed which was dependent on referrals from local departments of social services. Significant differences in needs and goals existed between the referral sources and the research team. Modifications of project designs were necessary in the areas of subject recruitment, allocation of project resources, design and measurement, and analysis and reporting. These modifications resulted in a beneficial blend of service and research and produced a useful service in the setting of competent research. 相似文献
75.
Stuart Yager Roger T. Johnson David W. Johnson Bill Snider 《Contemporary educational psychology》1985,10(2):127-138
The effects of cooperative and individualistic learning contingencies on interpersonal attraction, social acceptability, and self-esteem between handicapped and nonhandicapped fourth-grade students were tracked and compared. Sixty-nine students were assigned to conditions on a stratified random basis controlling for handicap, sex, and age. They participated in the study for 45 min a day for 54 instructional days during science class. Nonhandicapped peer ratings of the social acceptability of each handicapped student and several attitude measures were obtained four separate times at 18-day intervals. The results indicate that continued use of cooperative learning contingencies promote positive growth in interpersonal attraction, social acceptability, and self-esteem between handicapped and nonhandicapped students. The results also indicate that when cooperative learning contingencies are replaced with individualized learning contingencies, decay in the above-mentioned variables occurs. 相似文献
76.
David Rindskopf 《Contemporary educational psychology》1984,9(2):104-121
Most theories in the social sciences involve relationships among constructs which are not directly observable. Behavioral measures exist of all constructs, such as intelligence, creativity, and other cognitive traits, aggressiveness, sociability, and other personality and affective characteristics; but these observed measures are usually assumed to be imperfect indicators of the (presumed) underlying construct. The imperfections exist because of errors of measurement and because the observed behavior may be influenced by other underlying constructs in addition to the one of primary interest. Statistical methods, called latent variable models, have been developed to provide rigorous tests of theories involving unobserved variables. This paper describes the major types of latent variable models, shows how they can be applied in educational research, and gives representative examples of their use from the literature. 相似文献
77.
王学斌 《山东教育学院学报》2007,22(6):1-5
何启、胡礼垣是近代香港著名政论家,二人在合著作品《新政真诠》中,提出向西方资本主义国家学习,以政治革新为核心,进行经济、文化、教育等方面的变革。在教育方面,二人主张推行以新政为中心的教育革新,开展以西方为模板的学校教育,见解独特,颇值探究。 相似文献
78.
Effects of metacognitive and elaborative activity on cooperative learning and transfer 总被引：1，自引：0，他引：1
Celia O. Larson Donald F. Dansereau Angela M. O'Donnell Velma I. Hythecker Judith G. Lambiotte Thomas R. Rocklin 《Contemporary educational psychology》1985,10(4):342-348
The effects of instructing pairs of students to engage in metacognitive activities (error correcting and key idea detection), elaborative activities (use of imagery, analogies, etc.), or neither during cooperative learning were examined for both initial cooperative learning and transfer to an individual learning task. The results suggest that metacognitive activity facilitates cooperative learning and elaborative activity facilitates transfer to individual learning. These findings have strong implications for the tailoring of cooperative learning strategies to instructional goals. 相似文献
79.
Kenneth A. Kiewra 《Contemporary educational psychology》1985,10(4):378-386
College students viewed a videotaped lecture with or without taking notes. Average performance between the two groups did not differ on an immediate test. The encoding effect of note taking was therefore unsupported. Two days later, note takers reviewed their notes while listeners reviewed the instructor's notes in preparation for the delayed exam. Subjects who reviewed the instructor's notes achieved significantly more, on factual items, than did subjects who reviewed their own relatively brief and unorganized notes. Thus, listening to a lecture and subsequently reviewing the instructor's notes prior to a delayed exam leads to relatively higher achievement than does the traditional method of taking and reviewing personal lecture notes. 相似文献
80.
德国科隆中央图书馆馆长汉内洛尔·福格特(Hannelore Vogt)博士在学术报告中介绍了科隆图书馆的概况、图书馆发展战略规划和实施细节、图书馆激励机制和员工发展。科隆图书馆的发展战略和面对网络信息化的应对措施、发展战略的行动领域及重点领域、发展战略的核心要点及解决方案、图书馆员工发展的实现途径对我国图书馆制定战略规划与开展图书馆服务具有借鉴价值。 相似文献