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181.
Michael F. Brown Jonathan A. Moore Catherine H. Brown Kristen D. Langheld 《Learning & behavior》1997,25(4):473-484
Honeybees foraged from six locations, each of which was baited with sugar solution prior to each experimental trial. Under a variety of conditions, bees exhibited a small but reliable tendency to avoid revisits to locations that they had visited earlier during the experimental trial. These results replicate those of Brown and Demas (1994), who concluded that bees use working memory to discriminate previously visited locations from those not yet visited. The present experiments included procedures that allowed alternatives to this explanation to be more completely ruled out. The extent of spatial working memory performance exhibited by honeybees in these experiments appears to be limited by a process other than working memory capacity, perhaps the ability of bees to discriminate among several locations in close proximity to one another. 相似文献
182.
Research into sighted children’s reading shows that letter recognition skill predicts phonological awareness skill. Congenitally–blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross–sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read. 相似文献
183.
This study compared principal and self ratings of performance of guidance functions for practicing counselors who did not have teaching experience. The sample consisted of 43 counselors and their principals from throughout the United States. The ratings indicate better-than-average initial counselor acceptance by administrators, teachers, students, and parents with the degree of acceptance being greater after they had counseled for a while. Principal and self ratings differed significantly on initial acceptance by students and present acceptance by other counselors. Ratings of acceptance by both school psychologists and social workers were below average. There was no significant difference in counselor and principal ratings of counselor understanding of various school procedures and policies or of their ability to perform basic guidance activities. A majority of the principals who had worked with the counselors with non-teaching backgrounds indicated they would recommend the hiring of such a person to their school board. 相似文献
184.
G. Lindsey Davis Donna M. Mertens Lawrence D. Patterson Roger O. Lambson Sam Brown 《Research in higher education》1976,4(3):209-217
This study was designed to determine the predictive validity of selected admissions variables used by the University of Kentucky College of Medicine. Data for the study were collected from 586 students admitted to the M.D. program from 1961 to 1968. These students were categorized into one of three groups (Successful [SUCC], Successful with Extended Study [SWES], and Lost to Medicine [LTM]) based upon their performance in medical school. A two-way analysis of variance and the use of a post hoc Scheffé method of multiple comparisons indicated significant differences between the SUCC group and the combined SWES and LTM groups. Therefore, the data revealed the predictive ability of two admissions variables and suggested the need for additional research into the subjective variables used in the admissions process. 相似文献
185.
Brody GH Murry VM Gerrard M Gibbons FX Molgaard V McNair L Brown AC Wills TA Spoth RL Luo Z Chen YF Neubaum-Carlan E 《Child development》2004,75(3):900-917
A randomized prevention trial contrasted families who took part in the Strong African American Families Program (SAAF), a preventive intervention for rural African American mothers and their 11-year-olds, with control families. SAAF is based on a contextual model positing that regulated, communicative parenting causes changes in factors protecting youths from early alcohol use and sexual activity. Parenting variables included involvement-vigilance, racial socialization, communication about sex, and clear expectations for alcohol use. Youth protective factors included negative attitudes about early alcohol use and sexual activity, negative images of drinking youths, resistance efficacy, a goal-directed future orientation, and acceptance of parental influence. Intervention-induced changes in parenting mediated the effect of intervention group influences on changes in protective factors over a 7-month period. 相似文献
186.
187.
Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their achievement emotions using inventories with previously developed Chinese versions. While pre-existing models were not replicated, exploratory techniques developed well-fitting measurement models for each inventory and a structural equation model showed that significant variance in achievement emotions was elicited by certain beliefs about assessment. Positive emotions of pride and enjoyment depended primarily on conceptions that assessment (1) contributed to student moral and skill development, (2) was accurate, and (3) was not for evaluating schools or teachers. Negative emotions of anger and shame depended primarily on conceptions that assessment was (1) for evaluating schools and teachers and (2) not for improving teaching and learning. Thus, student emotional responses to assessment in China logically depend on beliefs that assessment reliably relates to developing their own learning, skills, and moral character. 相似文献
188.
Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献
189.
Dennis Raphael Ivan Brown Rebecca Renwick 《International Journal of Disability, Development & Education》1999,46(2):157-168
Results that bear upon the psychometric properties of the Quality of Life Instrument Package are presented. The reliability and validity of quality of life data from a probability sample of 500 persons with developmental disabilities in Ontario were assessed. The data indicate that most of the instruments found in the package met acceptable psychometric standards. In some cases, specific domain scores need to be interpreted with caution. The Full Version of the instrument seems appropriate for ongoing practical program planning with clients. The Short Version seems especially appropriate for evaluation and monitoring purposes. 相似文献
190.
We apply the comparative techniques originated by Wolpin, K.I. (1977, Education and screening, American Economic Review, 67, 949–958) and Psacharopoulos (1979, On the weak versus the strong version of the screening hypothesis, Economics Letters, 4, 181–185) to discriminate between the ‘weak' and ‘strong' screening hypotheses. Controlling for sample selection, we find evidence for weak but not strong screening in the Italian labour market. [JEL J3, J24, J41] 相似文献