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941.
Michael F. Brown Daniel Mckeon Timothy Curley Brian Weston Constance Lambert Brian Lebowitz 《Learning & behavior》1998,26(3):264-271
Honeybees were tested in delayed conditional discrimination procedures (matching-to-sample and nonmatching-to-sample), using color stimuli presented on a video monitor. A small but reliable tendency to choose the color presented as the conditional cue was found, regardless of whether the contingencies reinforced or discouraged this tendency. The perseverative tendency occurred even with a delay of up to 1–2 min between the conditional cue and the choice. The tendency cannot be explained by changes in the associative value of the colors. Explanation of the results requires some form of working memory for color. 相似文献
942.
943.
944.
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
945.
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
946.
W. Brendan Reddy Daniel Langmeyer Paule A. Steichen Asch 《Psychology in the schools》1978,15(1):66-71
Alternative education emphasizes students' psychological development and academic achievement. The present paper reports a case study of the psychological correlates of students' adjustment to a small urban free school. It was expected that: (a) students would have high general self-concept, school selfimage, satisfaction, and involvement; (b) self-concept would discriminate between those high and low in school adjustment: and (c) there would be a positive relationship between school self-image, satisfaction, and involvement. Forty male and thirty female students voluntarily answered the New Morning Student Questionnaire (1972) and the Tennessee Self-Concept Scale (Fitts, 1965). Results showed that students were psychologically well adjusted; they had a somewhat higher self-concept than the norm for high school students; self-concept was a good predictor of school self-image and satisfaction; and there was a positive relationship between school self-image, satisfaction, and involvement. 相似文献
947.
The present study examined the effects of a token economy on off-task (nontarget) behavior occurring concurrently with the reinforcement of target behavior. The ability of a token economy to maintain its effectiveness for a long time period when utilized in a class for emotionally disturbed and learning disabled children was also investigated. Results indicated that while the token economy maintained its effectiveness in terms of increasing the frequency of target behaviors, the frequency of offtask or inappropriate behaviors also increased as the year progressed. Implications for using token economies with a special population are discussed. 相似文献
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949.
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
950.
Sang-Yeon Kim Scott S. Graham Seokhoon Ahn Michele K. Olson Daniel J. Card Molly M. Kessler 《Communication methods and measures》2016,10(4):217-232
This study demonstrates that NVivo, a popular research tool for content analysis, produces biased Cohen’s kappa as it calculates the reliability statistic at the character level, which is unsuitable for most content-analytic studies adopting a higher unit of analysis (e.g., sentence, paragraph). Based on empirical data and a statistical simulation, this study proposes a method of bias correction applicable to situations where two independent raters conduct binary coding. 相似文献