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31.
Genetic and Environmental Influences on Vocabulary IQ: Parental Education Level as Moderator 总被引:12,自引:0,他引:12
David C. Rowe Kristen C. Jacobson & Edwin J. C. G. Van den Oord 《Child development》1999,70(5):1151-1162
This article examines how parental education level moderates the genetic and environmental contributions to variation in verbal IQ. Data are from 1909 non-Hispanic Whites and African American sibling pairs from the National Longitudinal Study of Adolescent Health, which obtained nationally-based samples of identical (MZ) twins, fraternal (DZ) twins, full and half siblings, cousins (in the same household), and biologically unrelated siblings. In the whole sample, the variance estimate for heritability (h2 = .57, SE = .08) was greater than that for shared environment (c2 = .13, SE = .04). Both heritability and the shared environmental estimate were moderated, however, by level of parental education. Specifically, among more highly educated families, the average h2 = .74 (SE = .10) and the average c2 = .00 (SE = .05). Conversely, among less well-educated families, heritability decreased and shared environmental influences increased, yielding similar proportions of variance explained by genetic and environmental factors, average h2 = .26 (SE = .15), and average c2 = .23 (SE = .07). 相似文献
32.
In this article, the authors explicate a conceptual framework for analyzing the politics of personnel evaluation in an educational context. Using several elements of their framework, they discuss the politics of teacher evaluation in California in relation to the types of personnel evaluation decisions, the actors, their access to these decisions, their sources and level of power, and the outcomes related to their decisions. The authors further portray how politics enters into personnel evaluation at the district level by describing an actual case. 相似文献
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Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that
can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution
format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions
steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation
to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the
static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and
no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their
level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant
incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane
cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution
steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution
format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory
is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional
formats. 相似文献
35.
A structured team approach in learning introductory COBOL programming was empirically assessed with a sample of 215 undergraduate business administration majors. For each assigned program, students in the experimental group read and critiqued team members’ program listings. COBOL proficiency was measured by a final examination testing knowledge of language rules, ability to read a program, and the ability to write a program. Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning scores. For the program writing variable, a significant difference favoring the experimental group was found. The language rules variable showed no significant difference, while the reading variable did not satisfy the required assumptions of the proposed statistical model. However, the experimental group showed higher mean scores for both of these variables. The findings provide empirical support for incorporating team activities into the programming learning process to more effectively develop student proficiency in writing COBOL programs. 相似文献
36.
Adrian Thomas Edwin D. Vaughn Andrea Doyle Robert Bubb 《Journal of Experimental Education》2013,81(2):184-204
The authors assessed 3 of the currently available implicit association tests designed to measure attitudes toward persons with disabilities. The Revised Multiple Disability Implicit Association Test, the Implicit Association Test for Attitudes Toward Athletes With Disabilities, and the Disability Attitude Implicit Association Test were related to each other, demonstrating some consistency in measurement. They were mostly unrelated, however, to more traditional, explicit measures of attitudes toward persons with disabilities. In addition, although the implicit association tests were not related to socially desirable responding, the most psychometrically sound explicit measure (The Interaction With Disabled Persons Scale) was related to socially desirable responding. 相似文献
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Edwin Black 《Quarterly Journal of Speech》2013,99(4):361-374
A basic factor of Chaim Perelman's rhetorical theory is the concept of the universal audience. Unfortunately, the concept of the universal audience, which follows in the tradition of Rousseau's general will and Kant's categorical imperative, is open to many of the same criticisms leveled against the general will and the categorical imperative. 相似文献
40.
Pat M. Ryan Jr. J. Edwin Culbertson Richard Harris Robert P. Friedman Frances McCurdy 《Quarterly Journal of Speech》2013,99(4):447-455
BULWER AND MACREADY: A CHRONICLE OF THE EARLY VICTORIAN THEATRE. Edited by Charles H. Shattuck. Urbana: University of Illinois Press, 1958; pp vii+278. $5.75. THE KABUKI THEATRE. By Earle Ernst. New York: Grove Press, 1959; pp. xxiii+296. With 58 half‐tone illustrations. Paper $2.45. JAPANESE THEATRE. By Faubion Bowers. New York: Hill and Wang, 1959; pp. xxi+294. Paper $2.25. DIRECTING THE PLAY: FROM SELECTION TO OPENING NIGHT. John Wray Young. New York: Harper, 1958; pp. xiv+171. $3.50. THE ANATOMY OF AMERICAN POPULAR CULTURE, 1840–1861. By Carl Bode. Berkeley: University of California Press, 1959; pp. xxii+292. $6.00. ERNESTINE ROSE AND THE BATTLE FOR HUMAN RIGHTS. By Yuri Suhl. New York: Reynal, 1959; pp. x+310. $5.75. “SUNSET”; COX: IRREPRESSIBLE DEMOCRAT. By David Lindsey. Detroit: Wayne State University Press, 1959; pp. xx+323. $5.00. ROAD OF PROPAGANDA: THE SEMANTICS OF BIASED COMMUNICATION. By Karin Dovring. Introduction by Harold D. Lass‐well. New York: Philosophical Library, 1959; pp. 158. $4.75. PERSONALITY AND PERSUASIBILITY. By Irving L. Janis, Carl I. Hovlund, and others. New Haven: Yale University Press, 1959; xiv+333. $5.00. FALLACY: THE COUNTERFEIT OF ARGUMENT. By W. Ward Fearnside and William B. Holther. Englewood Cliffs, N. J.: Prentice‐Hall, 1959; pp. vi+218. Paper $1.95. TEACHING: A PSYCHOLOGICAL ANALYSIS. By C. M. Fleming. New York: John Wiley, 1958; pp. xiii+291. $5.00. THEORY AND TECHNIQUE OF INTERPRETATION. By Martin Cobin. Englewood Cliffs, N. J.: Prentice‐Hall, 1959; pp. xii+256. $4.50. CREATIVE DISCUSSION. By Rupert L. Cort‐right and George L. Hinds. New York: Macmillan, 1959; pp. xii+303. $4.50. REPRESENTATIVE AMERICAN SPEECHES: 1958–1959. The Reference Shelf, Vol. 31, No. 3. Edited by A. Craig Baird. New York: H. W. Wilson, 1959; pp. 195. $2.50. 相似文献