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Rosemary A. Rosser Sally Stevens Ensing John Mazzeo 《Contemporary educational psychology》1985,10(2):95-103
Children's ability to discriminate reflections and rotations of visual stimuli was examined within the confines of a mental rotation task. It was hypothesized that success would be affected by both characteristics of the stimulus and by the subtlety of the discrimination required. Forty 3- to 4-year-old children were directed to mentally rotate a stimulus a given number of degrees and to discriminate the appearance of the rotated stimulus from among a set of alternatives. Four stimuli differing in the number of visual orientation cues were utilized across 24 trials. A significant effect was found for number of orientation cues, and data indicated the difficulty children experienced detecting reflections, a task which bears close resemblance to the yes/no option in prototypic rotation studies. Children were only successful with a limited range of stimuli when discrimination of a reflected foil was not required. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young Children. 相似文献
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The promise of time-series designs for educational research and evaluation is reviewed. Ten time-series designs are presented and discussed in the context of threats to internal and external validity. The advantages and disadvantages of various visual and statistical data-analysis techniques are presented. It is argued that time-series research paradigms are useful when researchers (a) wish to involve a single subject in experimental research (individuals as units of analysis) or conduct program-evaluation studies (aggregates as units of analysis), (b) are interested in nearly continuous measurement, (c) cannot meet conventional design and statistical assumptions, or (d) wish to specify individual differences through N = 1 research strategies. It is also suggested that more research endeavors be devoted to combining unique characteristics of time-series research with conventional multi-unit paradigms. 相似文献
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Rosemary A. Rosser John Mazzeo Patricia F. Horan 《Contemporary educational psychology》1984,9(2):135-145
In this examination of young children's acquisition of geometric skills, spatial performances were conceptualized as specific combinations of actions applied within stimulus contexts. Since both actions and context can vary, a number of different combinations can be specified. In this study, the relationships among eight such combinations were examined and predicted patterns compared with observed ones. Fifty-four 3-, 4-, and 5-year-old children were presented with 24 geometric displays depicting a variety of geometric relations. Subjects were required to either match or recall the displays in both a reconstruction and a recognition task format thereby responding across different types of action demands. The geometric displays depicted information organized either around a single axis (horizontal or vertical) or around both axes, the variation in context. The results of a mixed design ANOVA revealed a good fit with the hypothesized predictions. The findings are discussed in terms of the development of spatial skills, information theory, and of skill generalization. 相似文献
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Maritza De La Trinidad 《History of education》2015,44(3):316-338
This essay traces the bilingual education movement that began in Tucson through the efforts of local teachers, university faculty and educational leaders. It is argued that Mexican Americans and their allies played a crucial role in promoting the merits of bilingual education at the local, state and national levels. Their advocacy of Spanish-for-Spanish-speakers programmes as a culturally relevant means of improving educational outcomes for Mexican American students led to a push for bilingual education with the support of the National Education Association. The work that educators from Tucson accomplished focused national attention on the education of Mexican Americans and ultimately contributed to the passage of the Bilingual Education Act of 1968. This legislation sparked a national movement to expand bilingual education programmes throughout the Southwest and other parts of the nation. 相似文献
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George P. Knight William Nelson Spencer Kagan Jann Gumbiner 《Contemporary educational psychology》1982,7(2):97-106
Researchers have suggested that the relatively poor academic performance of Mexican-American compared to Anglo-American children may result from cultural differences in cooperative-competitive social orientation. To test the relative contribution of cooperative-competitive social orientation as a personality predictor of school achievement, the cooperativeness-competitiveness, field independence, locus of control, self-esteem, and school achievement of 45 Anglo-American and 125 Mexican-American fourth, fifth, and sixth grade children were assessed. The results indicate (1) competitiveness is positively related to school achievement among the Anglo-American children but not the Mexican-American children; (2) among the Anglo-American children competitiveness is a better predictor of school achievement than field independence, locus of control, and self-esteem; (3) the personality variables are moderately but not independently related to school achievement within both cultural groups; and (4) the between-culture variance in the personality variables does not account for the between-culture variance in school achievement. Implications of the present results for understanding within- and between-group differences in school achievement are discussed. 相似文献
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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
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Thomas R. Kratochwill Roger A. Severson Dennis M. Demuth 《Contemporary educational psychology》1978,3(2):144-153
Results of two artificial letter learning experiments are reported. In Experiment 1, 229 preschool children were randomly assigned to one of five conditions: Two-dimensional small print size (2DS), two-dimensional large print size (2DL), two-dimensional large where subject traced stimuli mounted on cards (3DL), or three-dimensional large stimuli where subject was directed to manipulate stimuli during the first study trial (3DLM). Errors in the 3DLM condition were significantly less than in 2DS, 2DLT, and 3DL. Also, errors in the 2DL condition were significantly less than in 2DS. A replication experiment with kindergarten children failed to show any differences among the treatments. Results are discussed in terms of stimulus dimensions and motor involvement in children's letter learning. Implications for instruction and future research are noted. 相似文献
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The present experiment was conducted to determine the effectiveness of a self-modeling procedure and a self-modeling procedure combined with social reinforcement on the language acquisition of bilingual children. In the self-modeling condition the children were prompted to mimic portions of sentences on audiotape. These fragments were edited into complete sentences and served as models during instruction. Children in the self-modeling group displayed significantly more adjective usage and adopted more of the modeled content than children whose self-modeled responses were socially reinforced and children assigned to the two control conditions. 相似文献
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Visual perspective taking has attracted research interest as a result of Piagetian formulations regarding its ontogenesis. Some investigators have interpreted failure as a consequence of egocentrism while others have hypothesized task variables as the source of failure. The present study directly compared the effects of a picture selection response with a rotational one. Forty 3-year-olds and forty 4-year-olds were compared on the response modes. Half the children indicated perspective inferences by selecting from a set of photographs while the others rotated a replica. Children were tested on three nonegocentric perspectives. The data were analyzed with a 2(age) × 2(response mode) ANOVA. Significant effects were found for response mode and the age × response interaction. It was concluded that while both 3- and 4-year olds were able to demonstrate perspective-taking competence, the 3-year-olds performed better with the turning task; 4-year-olds were equally successful in either mode. 相似文献
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