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The Fourth Edition of the Stanford-Binet and the WISC-R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28-point difference (p≥.0001) between the S-B Composite score and the WISC-R Full Scale score. Correlations between the four broad areas of the S-B and the three scales of the WISC-R ranged from .494 (S-B Abstract/Visual Reasoning with WISC-R Verbal) to .920 (S-B Composite with WISC-R Full Scale). All correlations were found to be significant. Implications of the research findings were discussed. 相似文献
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Jane Fedorowicz Janis L. Gogan Christine B. Williams 《Government Information Quarterly》2007,24(4):785
It is increasingly important for government agencies to collaborate across jurisdictional and functional boundaries. Interorganizational systems supporting interagency collaboration must accommodate a wide range of factors from the external environment and participating organizations as part of their design and operation. This paper presents the findings from a case study of CapWIN, a collaborative network created to enable first responders to share information across jurisdictional and functional boundaries as they work together during emergencies and other critical events. The study examines how aspects of the external environment and the agency context impeded or facilitated the CapWIN collaborative network and the interorganizational system (IOS) that supports it. We identify factors affecting information sharing and collaborative processes, and describe how these factors interact to enable and constrain an IOS. The paper concludes with suggestions for further research on the interplay of environmental, organizational, and technical aspects of interagency collaboration networks as they evolve over time. 相似文献
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Christine Comstock 《Child abuse & neglect》1983,7(1):127-128
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Nicol CJ 《Learning & behavior》2004,32(1):72-81
This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social
learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the
hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions
on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed
to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social
organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission
is strongly influenced by social relationships between birds. The practical implications of understanding the role of social
learning in the spread of injurious behaviors in this economically important species are briefly considered. 相似文献
59.
Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes. 相似文献
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