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81.
This paper addresses the question of whether the institutional completeness of an ethnic community affects the communication acculturation patterns of the members of that ethnic community. The study examines the effects of institutional completeness upon the ethnic interpersonal and mass communication patterns. The research question was tested by applying some of the methods used in a study of a very institutionally complete ethnic group, the Chicago Korean community, studied by Young Kim, to a less institutionally complete ethnic group, the Greater Hartford Korean community. The results indicate that there are differences in some of the communication patterns which can be seen as evidence that the institutional completeness of an ethnic community influences certain aspects of the communication acculturation patterns of the immigrants within that community. 相似文献
82.
孙中山看到了西方文化的长处,也认识到了西方文化的种种弊端,主张根据中国的国情,取人之长补我之短,有选择性的借鉴与吸收西方文化。 相似文献
83.
Edward C. Caldwell Don H. Nix Percy D. Peckham 《Contemporary educational psychology》1981,6(2):127-134
Gibson and her colleagues have presented arguments and evidence suggesting that the most appropriate unit to teach in reading is neither the single letter nor the whole word but a higher-order unit determined from examining grapheme-phoneme correspondences. The present study employed a computer analysis of the most frequently occurring (approximately 18,000) words in the English language. All letter strings from two to seven letters in length (here after called ngrams) were output with all the words in which the ngram appeared printed beneath the ngram. In addition type and token frequencies of each ngram were calculated and printed in separate rank order and alphabetic lists. Preliminary analysis of the consistency of mappings of various ngrams suggests that many are potentially useful for reading instruction. Current research with the computer is designed to extend the preliminary analysis. 相似文献
84.
Lynn Curry 《Contemporary educational psychology》1984,9(2):171-184
Three experiments considered student commitment to school, IQ, and school organization type in relation to student task behavior and to school achievement. The first two correlational studies indicated the relationship between student commitment and student task behavior; the third study used student task behavior, student commitment, IQ, and school organization to predict achievement. This prediction equation was quite robust with a final R2 = .85. School achievement is predicted by intelligence and academic time on task in traditionally structured schools, and by intelligence and student commitment in open structured schools. Increasing the amount of teacher directed time would increase achievement in traditional schools, but decrease achievement in open schools. 相似文献
85.
H.E. Stanton 《Contemporary educational psychology》1977,2(2):99-107
The disadvantages of the conventional small group teaching method are discussed and two procedures designed to overcome these are outlined. Both procedures are variants on the single theme of dyadic interaction in which the two participants ask questions of each other. The writer's own experience with dyadic interaction as a teaching approach is outlined and a modification to the basic format is suggested. Use of the technique as a means of “breaking the ice” with a new group is also discussed. 相似文献
86.
This study investigated effects of seven demographic and psychological characteristics of teachers on their performances during student teaching. Student teachers' performances were examined in relation to their ages, prior student teaching experiences, scholastic aptitudes, attitudes toward teaching, moral reasoning abilities, conceptual levels, and degrees of ego development. Results indicate that student teachers' performances were dependent in a nontrivial way on their ego development and to a much lesser degree on other characteristics. 相似文献
87.
88.
John R. Bergan 《Contemporary educational psychology》1981,6(3):237-249
This study investigated the extent to which various latent class models adequately described some elementary rule-governed mathematical behaviors. Two hundred and eighty-three children were given a fraction concepts test in which they identified fractional parts of sets of objects. Results supported the adoption of a set of three-class models including a mastery class, a nonmastery class, and a transitional class to describe the data. 相似文献
89.
Claire E. Weinstein Walter E. Cubberly Frank W. Wicker Vicki L. Underwood Lynn K. Roney David C. Duty 《Contemporary educational psychology》1981,6(2):159-166
As various cognitive learning strategies have been identified and shown to be useful, the question of how best to teach an individual to use these techniques becomes important. Two studies compared simple instruction to more extended training. In Experiment 1 training was found superior to simple instructions with the method of loci for serial recall learning. Training in generalizable strategies involving imagery, verbal elaboration, and grouping was compared to simple instruction for a reading comprehension task in Experiment 2. Training was found to be more effective than instruction with a short-answer test over easy reading material, but not with difficult readings or multiple-choice tests. 相似文献
90.
Ann A. Abbott 《Contemporary educational psychology》1981,6(2):167-179
The purpose of this research was to investigate the relationship between self-perception and academic achievement among third grade black and white disadvantaged school children. Race, sex, IQ, self-perception, and student's perceptions of their teacher's perceptions were examined as sources of variance in academic achievement. Data from one-hundred-sixteen students were analyzed by means of stepwise multiple regression. Results suggest that self-perceptions account for more variance in academic achievement for students who are of the same sex and race as the teacher than for those who are not. Self-perceptions of black students in all black classrooms account for more variance in respect to achievement than do self-perceptions of black students in integrated classrooms. 相似文献