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921.
922.
Emma Blakey Danielle Matthews Lucy Cragg Jessica Buck David Cameron Ben Higgins Lisa Pepper Ellen Ridley Emma Sullivan Daniel J. Carroll 《Child development》2020,91(5):1594-1614
The socioeconomic attainment gap in mathematics starts early and increases over time. This study aimed to examine why this gap exists. Four-year-olds from diverse backgrounds were randomly allocated to a brief intervention designed to improve executive functions (N = 87) or to an active control group (N = 88). The study was preregistered and followed CONSORT guidelines. Executive functions and mathematical skills were measured at baseline, 1 week, 3 months, 6 months, and 1 year posttraining. Executive functions mediated the relation between socioeconomic status and mathematical skills. Children improved over training, but this did not transfer to untrained executive functions or mathematics. Executive functions may explain socioeconomic attainment gaps, but cognitive training directly targeting executive functions is not an effective way to narrow this gap. 相似文献
923.
Keith C. Herman Caroline G. Hodgson Colleen L. Eddy Daniel R. Cohen Wendy M. Reinke Lori Burrell Elizabeth C. Mcfarlane Anne K. Duggan 《Child development》2020,91(2):e331-e344
The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed. 相似文献
924.
According to Density wave theory,catastrophes can berelated to spiralarmsingalaxy.Eachtime solar system entered into the spiralarms corresponds to impactevents,respectively.The spiralarms would impose an influence on Earth and the solarsystem. 相似文献
925.
Daniel Boothby 《Research Policy》2010,39(5):650-661
Advanced technologies are commonly thought to be complementary to skills. Firms that adopt new technologies (for example, computer-aided design and control) and at the same time invest in skills (for example, training in computer literacy and technical skills) are expected to realize greater productivity gains than those that do not. To validate this expectation, this paper first identifies the combinations of technologies and types of training that are commonly undertaken by firms, presumably as part of their strategies to effectively utilize the adopted technologies and to improve their economic performance. This paper then estimates the relationship between these common technology-training combinations and productivity performance. It shows that these combinations are associated with higher productivity. 相似文献
926.
Daniel Peterson Helen S. Steger John R. Slate Craig H. Jones Cora Coulter 《Psychology in the schools》1991,28(3):205-208
A random sample of 55 WRAT-R protocols, completed by nine practitioners for a metropolitan school district in the South, was analyzed for examiner errors. All nine practitioners made errors, which occurred on 95% of the protocols and averaged 3.0 errors per protocol. The most frequent errors included failures to obtain a correct ceiling or basal, and failures to record examinees' responses. Correction of the examiner errors resulted in changes in 11 standard scores, and 3 additional changes in grade equivalent scores. These results indicate that WRAT-R administration and scoring are not as objective as assumed by the test developers, and that examiner errors on this test can adversely affect diagnostic decisions. 相似文献
927.
The present article emphasizes the compatibility of behavioral psychology and behavioral interventions in the classroom with today's demands for educational excellence and accountability by classroom teachers. Teacher resistance to the implementation of behavioral interventions is discussed with respect to various misconceptions involving perceived practical obstacles. Misconceptions are corrected and practical suggestions for implementing behavioral interventions are provided. The use of behavioral interventions to achieve accountability and improved student performance is emphasized. 相似文献
928.
Daniel H. Tingstrom 《Psychology in the schools》1989,26(2):188-194
The extent to which information provided within the context of regular coursework affects acceptability ratings by prospective teachers of four common behavioral interventions (DRI, home-based reinforcement, ignoring, and time-out) was investigated. General learning principles as well as information about the specific interventions were covered in an educational psychology class (experimental group, n = 34), while control subjects (n = 39) did not receive these lectures. Prelecture acceptability ratings showed no differences between experimental subjects and controls, while postlecture ratings indicated significant increases in acceptability of all interventions except DRI for the experimental group. No increases were evidenced for control subjects. Implications for trainers and consultants are discussed. 相似文献
929.
930.
Numerous attempts to develop short forms of Wechsler scales of measurement have been proposed in the psychological literature over the last three decades. In this paper, the three major strategies for development of short forms are described, and an overview of the available validity data is presented. Cautions for the clinical use of short forms and related recommendations for future validity research are offered. It is concluded that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited at this time. 相似文献