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981.
Frank M. Schneider 《Communication methods and measures》2017,11(1):49-75
Audiences’ movie evaluations have often been explored as effects of experiencing movies. However, little attention has been paid to the criteria viewers use when they evaluate a movie or its specific features. Adding to this, the present research introduces the idea of subjective movie evaluation criteria (SMEC), conceptualizes SMEC as the mental representation of important attitudes toward specific film features, and describes the scale construction for their measurement and its validation process. Findings from pilot work and 2 studies including over 1,500 participants provide first evidence that 8 dimensions—Story Verisimilitude, Story Innovation, Cinematography, Special Effects, Recommendation, Innocuousness, Light-heartedness, and Cognitive Stimulation—are largely determined by stable individual differences, substantially but differentially related to film-specific constructs and personality traits, and that the SMEC scales are reliable and valid instruments for measuring subjective movie evaluation criteria. 相似文献
982.
983.
Lynn Flowers Marianne Meyer James Lovato Frank Wood Rebecca Felton 《Annals of dyslexia》2001,51(1):49-71
There is persisting debate concerning the use of an ability-achievement discrepancy formula to define and identify learning
disabled—including reading disabled—students. This study employs mixed effects regression growth curve analysis to assess
the developmental course of discrepant and nondiscrepant readers (within poor readers) who were identified in third grade
and retested in fifth, eighth, and twelfth grades. The results showed that discrepancy status does not differentiate the developmental
course of basic reading skills (word identification or decoding), reading comprehension, or underlying cognitive abilities
(phonemic awareness and fluency) in poor readers. The ability-achievement discrepancy model is not supported. Educational
and legislative reasons for the persisting difficulties of poor readers are explored and recommendations for changes in public
policy are made.
Supported by National Institute of Child Health and Development (NICHD) PHS Grant No. P01 HD 21887 相似文献
984.
The effects of negative instances in the acquisition of the mathematical concepts of commutativity and associativity were examined. Two treatment levels for commutativity (positive instances or positive and negative instances) and the same treatment levels for associativity were crossed to form a 2 × 2 factorial design with 21 subjects per cell. Subjects were undergraduate elementary education majors. Criterion variables were number of correct responses, stimulus intervals, and postfeedback intervals. Results supported the contention that negative instances enhance concept acquisition but also appear to require more time during treatments. No evidence for a transfer effect for negative instances from one concept to another was found. 相似文献
985.
986.
A meta-analysis was undertaken to reexamine near- and far-transfer effects following working-memory training and to consider potential moderators more systematically. Forty-seven studies with 65 group comparisons were included in the meta-analysis. Results showed near-transfer effects to short-term and working-memory skills that were sustained at follow-up with effect sizes ranging from g = 0.37 to g = 0.72 for immediate transfer and g = 0.22 to g = 0.78 for long-term transfer. Far-transfer effects to other cognitive skills were small, limited to nonverbal (g = 0.14) and verbal (g = 0.16) ability and not sustained at follow-up. Several moderators (e.g., duration of training sessions, supervision during training) had an influence on transfer effects, including far-transfer effects. We present principles for how best to improve working memory through training in the narrow-task paradigm and conjecture how best to improve basic cognitive functions in complex activity contexts. 相似文献
987.
Frank M. Corrado 《The Journal of environmental education》2013,44(2):18-22
Abstract The purpose of this study was to evaluate an environmental education professional development course using Stake's Countenance Model as the organizational framework. A complex analysis of 10 course features using 8 evaluation instruments focused on congruence between what was intended to occur and what was actually observed to occur before, during, and after instruction. The Stake model demonstrated its effectiveness by facilitating a thorough examination of both quantitative and qualitative data during all phases of course execution. 相似文献
988.
Robert T. Ammerman Frank W. Putnam Mekibib Altaye Angelique R. Teeters Jack Stevens Judith B. Van Ginkel 《Child abuse & neglect》2013
Objectives
Depression is prevalent in mothers receiving home visiting. Little is known about the impact of treatment on associated features of maternal depression in this population. The purpose of this study was to examine the impact of a novel, adapted treatment for depressed mothers in home visiting on psychological distress and social functioning.Methods
In-Home Cognitive Behavioral Therapy (IH-CBT) was developed to treat depressed mothers in home visiting. A randomized clinical trial design was used in which subjects were 93 new mothers in a home visiting program. Mothers with major depressive disorder identified at 3 months postpartum were randomized into IH-CBT and ongoing home visiting (n = 47) or standard home visiting (SHV; n = 46) in which they received home visitation alone and could obtain treatment in the community. Measures of psychological distress, social support, and social network were measured at pre-treatment, post-treatment, and three-month follow-up. Clinical features of depression and home visiting parameters were examined as potential moderators.Results
Subjects receiving IH-CBT reported decreased psychological distress at post-treatment (ES = 0.77) and follow-up (ES = 0.73). Examination of types of psychological distress indicated broad improvements at both time points. Those receiving IH-CBT reported increased social support over time relative to those in the SHV condition. Effect sizes were modest at post-treatment (ES = 0.38) but increased at follow-up (ES = 0.65). Improvements were seen in affiliative and belonginess aspects of social support, in contrast to tangible support which was statistically non-significant. Findings were not moderated by clinical features of depression or home visiting parameters. No group differences were found in size of and involvement with social networks.Conclusions
IH-CBT is effective in reducing psychological distress and improving perceived social support in depressed mothers receiving home visiting. To the extent that mothers are better adjusted and feel socially supported, they are more available to their children and more amenable to home visiting services. IH-CBT is a feasible, readily adopted treatment that is compatible with multiple home visiting models. As a result it is a promising approach to help depressed mothers in home visiting. Additional interventions may be needed to support depressed mothers in building sizable and stable social networks. 相似文献989.
Frank Ventura 《International Journal of Science Education》2013,35(4):445-461
Drawing on a number of studies, this paper explores gender differentials in the choice of science subjects at secondary school level, factors influencing choice, differences in achievement and recruitment to science courses at a higher level in the particular educational context of the Maltese Islands. In this context all secondary schools are single‐sex, the state system is highly centralized, selection and streaming are widely practised, a high proportion of students (25%) attend private schools, and physics is compulsory. The results show that: more girls than boys study physics and biology at the lower secondary level (ages 11‐16); more boys study chemistry; achievement at this level is on a par in biology and chemistry; girls achieve slightly lower in physics. At the upper secondary level (ages 16‐18), almost equal numbers of boys and girls study biology and chemistry but boys predominate in physics. Girls avoid the option of physics and mathematics, a popular choice with boys. Consequently, at tertiary level very few girls opt for courses in engineering and prefer to subscribe to courses relating to medicine. 相似文献
990.