Difference score reliabilities within the RIAS-2 and WISC-V     

Ryan L. Farmer  Samuel Y. Kim 《Psychology in the schools》2020,57(8):1273-1288

Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS-2]) offer methods for computing subtest- and composite-level difference scores. This study uses data provided in the technical manual of the WISC-V and RIAS-2 to calculate reliability coefficients for difference scores. Subtest-level difference score reliabilities range from 0.59 to 0.99 for the RIAS-2 and from 0.53 to 0.87 for the WISC-V. Composite-level difference score reliabilities generally range from 0.23 to 0.95 for the RIAS-2 and from 0.36 to 0.87 for the WISC-V. Emphasis is placed on comparisons recommended by test publishers and a discussion of minimum requirements for interpretation of differences scores is provided.  相似文献   

Does spatial awareness training affect anatomy learning in medical students?     

Rene A. Gonzales  Gordon Ferns  Marc A. T. M. Vorstenbosch  Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720

Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.  相似文献   

我国大学生高水平排球队空间分布特征及影响因素研究*     

马茂森    李毅钧  张〓兵  杨玲 《广州体育学院学报》2020,(5):78-84

利用核密度分析、巴雷托截取法和多元回归分析等方法，对我国大学生高水平排球队空间分布特征和影响因素进行分析。主要结论有：大学生高水平排球队的数量呈波动上升趋势；在规模结构上，大学生高水平排球队数量规模的省际分布呈现倒“金字塔”结构，而配比规模的省际分布呈现“金字塔”结构，且极不平衡；在空间格局上，具有显著的区域差异，表现出东部区域较多；在集聚特征上，大学生高水平排球队主要分布在直辖市和省会城市，主要集聚在京津翼地区和长江流域，其他地区比较分散；在空间竞技实力上，具有显著的区域不平衡性，呈现“南弱北强”的特征；影响大学生高水平排球队空间分布的主要因素有高校招生条件、本科院校数量、经济发展实力和体育发展水平。  相似文献   

“流空间”视角下粤港澳大湾区空间布局分级特征研究   总被引：1，自引：0，他引：1  

杨思蓓  胡志华 《上海海事大学学报》2020,41(1):93-99

为加快粤港澳大湾区区域一体化进程,基于“流空间”视角,以粤港澳大湾区11个核心城市为研究对象,从客运流、经济流、信息流三个维度建立数理统计模型,分析粤港澳大湾区的交通、物流和经济信息化水平,并综合运用Jenks自然断裂点法和Moran散点图对粤港澳大湾区进行空间布局分级特征研究。研究结果表明:粤港澳大湾区有两个增长极——广州和深圳;粤港澳大湾区以珠江为界,珠江东西两岸分级明显;港珠澳大桥的连通有助于加强流要素空间互动,发挥更强的区域辐射和带动作用,扩大H-H连绵区的分布范围。  相似文献   

Using an interactive platform to recognize the intersection of social and spatial inequalities     

Lisa Poling  Travis Weiland 《Teaching Statistics》2020,42(3):108-116

With the creation of interactive tasks that allow students to explore spatial ways of knowing in conjunction with their other ways of knowing the world, we create a space where students can make sense of information as they organize these new ideas into their already existing schema. Through the use of a Common Online Data Analysis Platform (CODAP) and data from Public Use Microdata Areas (PUMA), students can explore the communities in which they live and work, critically examining opportunities and challenges within a defined space.  相似文献   

坦桑尼亚县域与城乡交通通达水平空间格局特征     

张家旗  陈爽  高群  ISMAEL A. Kimirei 《中国科学院大学学报》2019,36(6):766-773

坦桑尼亚是"一带一路"倡议通向非洲、辐射非洲内陆的重要门户，它在快速城市化过程中面临交通基础设施严重短缺问题。基于坦桑尼亚公路、铁路、机场、港口、人口和城市分布数据，运用GIS空间分析技术，结合交通通达指数模型，从县域与城乡两个层面对坦桑尼亚交通通达水平的空间格局特征进行定量分析。研究发现：1）坦桑尼亚县域交通通达水平空间分布极不均衡，高值连片区主要位于东北沿海和维多利亚湖沿岸，低值连片区主要位于中央铁路线中段以北、中央铁路线南部的广大地区；2）受地理区位、资源禀赋、殖民历史、政府政策等影响，城市与乡村地区之间的交通通达水平差异十分显著。研究结果有助于坦桑尼亚制定区域交通发展政策和优化资源配置，同时对中-坦产业精准对接和产能转移具有一定的促进意义。  相似文献   

质性评价:另一种学生学业评价方法     

苑毅 《教育教学论坛》2020,(19):360-361

量化评价是基于自然科学主义观点对学生学业开展评价,它将学生作为统一的整体忽略了个体之间的差异,而基于人文主义的质性评价则注重学生之间的个体差异。质性评价为职业教育中的学业评价提供了另一种好思路,值得研究和推广。  相似文献   

Libraries and Spatial Literacy: Toward Next-Generation Education     

Benjamin D. Branch 《College & Undergraduate Libraries》2014,21(1):109-114

The role of the library is to assist citizens in skills development critical to national interest and empowerment as literacy ambassadors, in general. Specifically, the work by the Federal Geographic Data Committee (1994) indicates that spatial literacy is for every citizen and not just a set of workforce specialists. Hence, the use of maps in decision making and problem solving will become fundamental to all professions, including library professionals. Thus, a spatial literacy awareness and rationale for such as standard job ability is discussed as a future librarian workforce proficiency and knowledge transfer medium.  相似文献   

中英亲属称谓差异对比分析     

陈元红 《浙江工贸职业技术学院学报》2011,11(1):68-72

中英两种语言都有其独特的亲属称谓体系。本文通过对父系与母系、姻亲和血亲、长幼关系以及泛化的中英亲属称谓差异的比较,探询其背后的文化因素,发现家庭类型、宗法观念、继嗣制、宗教信仰、价值取向、社会性质和政治生活等是造成两者差异的主要原因。通过探究,使我们更好地了解中西方文化,从而减少跨文化交际中所产生的困惑和误解,使跨文化交际顺利进行。  相似文献   

试论差异教学模式     

于晨 《湖北广播电视大学学报》2006,23(3):17-18

本文从学生的个性差异分析入手,探讨了差异教学思想、差异教学中的课程改革、差异教学中的分层次教学形式、差异教学环节的管理、差异教学的常用方法、创设人性化的教学环境等问题,旨在为教育教学提供一些借鉴意义。  相似文献