Book review     

Paula A. Cordeiro 《Journal of Personnel Evaluation in Education》1996,10(1):93-95

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Personal reactions to ‘strange’ situations: Attachment styles and acculturation attitudes of immigrants and majority members     

Jan Pieter Van Oudenhoven  Jacomijn Hofstra 《Int J Intercult Relat》2006,30(6):783

A growing number of studies examine the influence of individual factors on acculturation attitudes of immigrants, but few studies focus on majority members’ attitudes. In this paper, two studies are reported on the relation between attachment styles and acculturation attitudes of both immigrants (N=177) and majority members (N=243) in the Netherlands. Until now very few studies have associated cultural adjustment with attachment styles. This is remarkable, because attachment theory refers to interaction with others in new situations. Four different styles of attachment (the secure, dismissing, preoccupied and fearful attachment styles) are related to Berry's classification of acculturation attitudes. People, both immigrants and majority members, with a secure attachment style were positive towards integration, whereas people with a dismissing attachment style were not. Dismissing immigrants were more positive towards separation. Whereas both immigrants and majority members with a secure attachment style showed a similar pattern of correlations between attachment and acculturation, they seem to react quite differently, and even in opposite ways, when they have a preoccupied attachment style. Yet, the different reactions may be caused by the same psychological process: The existential ambivalence of preoccupied people may lead to diverse reactions.  相似文献   

Rethinking Americanization Abroad: Toward a Critical Alternative to Prevailing Paradigms     

Mel Van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2006,29(3):345-367

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Editorial     

Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2006,6(3):141-142

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Effective Engineering Information Literacy Instruction: A Systematic Literature Review     

Margaret Phillips  Amy Van Epps  Nastasha Johnson  Dave Zwicky 《The Journal of Academic Librarianship》2018,44(6):705-711

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WhatsApp as a Tool for Participation on Spanish Radio: A Preliminary Study of the Program Las Mañanas on RNE     

Flávia Gomes-Franco e Silva  Juliana Colussi  Paula Melani Rocha 《Journal of Radio & Audio Media》2018,25(1):77-91

This study was conducted in an environment of widespread use of social media and mobile applications in the mass media. The general goal of the study was to analyze the use of WhatsApp in cybermedia, specifically in radio. A case study was proposed to examine the use of WhatsApp on the program Las mañanas de RNE, broadcast by Spanish National Radio. It was found that the public was very accepting of the program’s initiative to solicit WhatsApp voice messages, beginning in November 2015. The case study used audio files of a direct broadcast that included specific times for audience participation. The use of WhatsApp was accepted by the audience, in addition to the use of the conventional telephone, as a tool well-suited to listener participation in radio programming. Finally, the study highlights the importance of interactive, participatory spaces in broadcasts through the creation of synergies with new forms of online participation.  相似文献   

Contemporary Westerns: Film and Television since 1990 Andrew Patrick Nelson,Editor. Lanham,MD: Scarecrow Press, 2013.          下载免费PDF全文

A. Bowdoin Van Riper 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):285-285

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Neuroanatomy Learning: Augmented Reality vs. Cross-Sections     

Dylan J.H.A. Henssen  Loes van den Heuvel  Guido De Jong  Marc A.T.M. Vorstenbosch  Anne-Marie van Cappellen van Walsum  Marianne M. Van den Hurk  Jan G.M. Kooloos  Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures.  相似文献   

The University Experiences of Students with Learning Disabilities     

Karla K. McGregor  Natalie Langenfeld  Sam Van Horne  Jacob Oleson  Matthew Anson  Wayne Jacobson 《Learning disabilities research & practice》2016,31(2):90-102

To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self‐reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and imposed by their skill levels. Students with self‐reported LD sensed more bias toward people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self‐reported LD. Approximately one‐third of students who self‐reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out‐of‐state students. Compared to students who self‐reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments.  相似文献   

The power of refutational text: changing intuitions about the interpretation of box plots     

Lem  Stephanie  Onghena  Patrick  Verschaffel  Lieven  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2017,32(4):537-550

European Journal of Psychology of Education - Graphicacy is an important skill in today’s society; however, the interpretation of graphs proofs to be more difficult than it might seem. In...  相似文献