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ADHD: a psychological response to an evolving concept. (Report of a Working Party of the British Psychological Society) 总被引：1，自引：0，他引：1
Reason R;Working Party of the British Psychological Society 《Journal of learning disabilities》1999,32(1):85-91
The British Psychological Society is the only national organization of psychologists within the United Kingdom representing all aspects of psychology and all subspecialisms within psychology. It is both a learned scientific society and a professional association. To address the concept of attention-deficit/hyperactivity disorder (ADHD), the Professional Affairs Board of the Society convened a Working Party, consisting of individuals nominated by subsystems of the Society because of their recognized professional and academic expertise. They covered a range of specialisms, including educational, clinical, criminological, neurological, and cognitive psychology. A report by the Working Party was published in September 1996. It had two main aims: first, to outline the research that was relevant to current understanding of the notion of ADHD from an historical, psychological, and biological perspective, and, second, to consider implications for practice in the light of the information obtained. The focus was predominantly on children, although it was recognized that problems could persist into adulthood. The intention was to write a report for professionals that also would be accessible to a wider audience. This article is a highly abridged version of the report. It omits the references to research reviews and research studies contained in the full account. Selected extracts are included in order to justify the conclusions and the recommendations that are made and to inform a North American audience of developments in the United Kingdom. 相似文献
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Their article raises important questions concerning the lack of attention to issues of equal opportunity in the literature on specific learning difficulties. The authors identify five objectives for professional practice and research. 相似文献
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It is widely agreed that methods for evaluating the persistence of literacy difficulties require further development and research. This paper considers the use of single-case experimental design and reports an intervention study that involves monitoring the learning of eight children. The research examines to what extent the children make progress on the 'probe tests' based on the teaching programmes and, if progress is made, how it is reflected in scores on the Phonological Assessment Battery, British Ability Scale tests of reading and spelling, and the Neale Analysis of Reading Ability. The advantages and pitfalls of single-case experimental design are discussed in the light of this research . 相似文献
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A comparison of the effects of scopolamine hydrobromide on working memory and reference memory in White Carneaux pigeons was undertaken by means of a modified delayed matching-to-sample procedure. Performance on working-memory trials was disrupted by decreases in sample duration and intertriai interval and by increases in delay interval. Performance on reference memory trials was not disrupted by any of these parametric manipulations. In Experiment 1, the pigeons received injections of scopolamine hydrobromide (0.01, 0.05, or 0.1 mg/kg), scopolamine methyl bromide (0.1 mg/kg), or saline prior to test sessions. In Experiment 2, the pigeons received injections of scopolamine hydrobromide (0.01 or 0.03 mg/kg), scopolamine methyl bromide (0.03 mg/kg), or saline. In both experiments, scopolamine hydrobromide had greater disruptive effects on working-memory trials than on reference-memory trials. The centrally active form of scopolamine disrupted working-memory trial accuracy more than the peripherally active form. However, no drug dose × delay interval interaction was obtained. Thus, the interference on working-memory-trial accuracy produced by central cholinergic blockade would not appear to be due to alterations in the active maintenance of information during the delay interval. 相似文献
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Robert D. Reason Patrick T. Terenzini Robert J. Domingo 《Research in higher education》2006,47(2):149-175
Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college
(Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco:
Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it
to their second year at the institution where they began. This study, part of a national effort to transform how colleges
and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students
and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic,
and policy factors that individually and collectively shape students’ development of academic competence in their first year
of college.
*Paper presented at the meeting of the Association for Institutional Research, June 6, 2005 San Diego, CA. This study was
supported by grants from the Atlantic Philanthropies and the Lumina Foundation for Education to the Policy Center for the
First Year of College, Brevard, NC. The opinions expressed herein do not necessarily reflect the opinions or policies of those
foundations or the Policy Center, and no official endorsement should be inferred. 相似文献
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David B. Knight Lisa R. Lattuca Ezekiel W. Kimball Robert D. Reason 《Innovative Higher Education》2013,38(2):143-158
Though the number of interdisciplinary undergraduate programs has increased rapidly over the past several decades, little empirical research has characterized such programs. In this article we report on our investigation of the characteristics of interdisciplinary programs and develop typologies to describe the multiple ways in which such programs are structured with respect to curricular and organizational features. Using cluster analysis, we show differences in both curricular structures and organizational features across programs, irrespective of the program’s content focus. This typology will guide future research to explore differences in student learning outcomes across the interdisciplinary program types. 相似文献
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Samuel Rea 《Journal of The Franklin Institute》1926,201(6):671-689
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Taking the view that pictures are not a transparent but rather a deforming mirror of reality, shaping representations of the world bound up with the interests of the social institutions within which pictures are circulated and read, our aim is to explore what view of nature and of the human-nature relationship is built in Greek natural science school textbooks. The particular textbooks analysed have been recently introduced (in 2006 and 2007) into Greek education. The pictorial analysis suggests that a ??baroque?? view of nature and of the human-nature relationship predominantly emerges, according to which nature is constantly in motion, and therefore random and unpredictable natural change could be ??normal??. Natural environments are viewed in materialistic terms, being transformed by humans and serving as a resource. A comparison with our analysis of the older textbooks written in the early 1980s (Korfiatis et al. 2004) seems to indicate important conceptual differences between the two series of textbooks. The ??romantic?? and ??classic?? views of nature in the old textbooks could express the vigour, the optimism and the innocence characterising industrial societies (or in the process of industrialisation) about human interventions in the environment. Conversely, the ??baroque?? view found in the new textbooks probably marks the scepticism of post-industrial societies about natural phenomena. 相似文献