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141.
142.
Patricia J. Bauer Jennifer Wenner Patricia L. Dropik & Sandi S. Wewerka 《Monographs of the Society for Research in Child Development》2000,65(4):172-183
In addition to the variables of interest in this research (namely, age, delay, sequence type, mode of experience, and verbal reminders), children's performance may have been affected by a number of features of the research design. This Appendix is a report of the results of analyses of three potential influences on the children's performance. First, we examined the possibility that the particular experimenter who conducted the session might have affected the children's performance. Second, we examined the possibility that conclusions regarding children's recall of the event sequences were qualified by specific event sequence effects. Third, we examined the possibility that differences in the lengths of the child-controlled response periods might account for the patterns of effects observed. Although in each case some effects obtained, in no case did the findings present substantive qualifications to the major patterns described in the body of the text. 相似文献
143.
José Ferreira Marques Edwin L. Herr Bernhard Jenschke Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2001,1(3):223-224
Volume Contents
Contents Vol. 1 相似文献144.
145.
146.
Gustavo López Ospina 《Prospects》2000,30(1):31-40
147.
148.
In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative conditioning is not mediated by contingency learning. 相似文献
149.
Michelle R. Marchant Brock R. Solano Adam K. Fisher Paul Caldarella K. Richard Young Tyler L. Renshaw 《Psychology in the schools》2007,44(8):779-794
There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007. 相似文献
150.
Mario F. Letelier José A. Herrera Andrea M. Canales Rosario Carrasco Lorena L. López 《European Journal of Engineering Education》2003,28(3):275-286
Results are reported in this paper from a study aimed at evaluating significant competencies in final-year students of some engineering programmes in Chile. The study was carried out by a group of eight universities that were interested in exploring ways to assess learning outcomes such as those demanded by the recent Chilean accreditation system. The authors actively participated in all stages of the study, contributing directly to the design, application and results evaluation of some tests. A sample of 150 students was tested, under conditions that guaranteed the comparability of results. In this paper the authors present results relating to the evaluation of effective communication. The study was backed up by a conceptual model and some hypotheses that are explained and discussed in this work. 相似文献