How Effective is Example Generation for Learning Declarative Concepts?

Declarative concepts (i.e., key terms and corresponding definitions for abstract concepts) represent foundational knowledge that students learn in many content domains. Thus, investigating techniques to enhance concept learning is of critical importance. Various theoretical accounts support the expectation that example generation will serve this purpose, but few studies have examined the efficacy of this technique. We conducted three experiments involving 487 undergraduates to investigate the effects of example generation on concept learning and examined factors that may moderate its effectiveness. Students read a short text that introduced eight concepts. Some students were then prompted to generate concrete examples of each concept followed by definition restudy, whereas others only restudied definitions for the same amount of time. Two days later, students completed final tests involving example generation and definition cued recall. Meta-analytic outcomes indicated that example generation yields moderate improvements in learning of declarative concepts, relative to restudy only. Each experiment also included additional groups to investigate potential moderators. Example generation tended to be more effective with spaced versus massed restudy. Despite strong correlations between the quality of examples generated during practice and final test performance, experimental manipulations that improved example quality did not improve learning. In sum, the current work establishes that example generation enhances concept learning and provides an important foundation for further investigating factors that moderate its benefits to learning.     

Open-Skilled Sport,Sport Intensity,Executive Function,and Academic Achievement in Grade School Children

ABSTRACT

Research Findings: The present study examines connections among participation in open- and closed-skilled sports; the metabolic intensity of each sport; and executive function (EF), literacy, and math achievement in a sample of 3rd-grade children. Utilizing data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, we categorized 15 youth sports (e.g., soccer, tennis, swimming, running track) as open or closed skilled and assigned them a metabolic intensity value. Results showed that the connection between sport intensity and EF was curvilinear, with a positive association between EF and sport intensity below 25 metabolic equivalents (METs) and a negative association with METs above 25. For math, results differed for the number of open-skilled sports and the intensity of a sport, with higher intensity associated with lower math scores and playing more open-skilled sports associated with higher math scores. Literacy skills were not significantly related to sport participation. Practice or Policy: The preschool years may offer a promising opportunity to encourage participation in both complex and intense physical activity. These findings highlight domain-specific connections among sports and EF and math achievement and offer insight into connections among sport intensity (METs), the type of sports children play, and cognitive development.     

Assessment of Attention‐Deficit/Hyperactivity Disorder (ADHD): A comparative evaluation of five,commonly used,published rating scales

ADHD is one of the most common referrals to school psychologists and child mental health providers. Although a best practice assessment of ADHD requires more than the use of rating scales, rating scales are one of the primary components in the assessment of ADHD. Therefore, the goal of this paper is to provide the reader with a critical and comparative evaluation of the five most commonly used, narrow‐band, published rating scales for the assessment of ADHD. Reviews were conducted in four main areas: content and use, standardization sample and norms, scores and interpretation, and psychometric properties. It was concluded the rating scales with the strongest standardization samples and evidence for reliability and validity are the ADDES, the ADHD‐IV, and the CRS‐R. In determining which of these to use, the prospective users may want to reflect on their goals for the assessment. The ACTeRS and the ADHDT are not recommended for use because they are lacking crucial information in their manuals and have less well‐documented evidence of reliability and validity. Conclusions and recommendations for scale usage are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 341–361, 2003.     

Technology Transfer and Patents: Implications for the Production of Scientific Knowledge

This article explores articulations between scientific publication and the patent system: (a) Previously patented work may function as inputs to lab activity, (b) patents may result from lab activity, (c) patents may delay scientific publication, and (d) issued patents may enhance a researcher's credibility. As patentable subject matter expands and as universities engage actively in technology transfer, researchers in cutting-edge subjects can no longer depend on pursuing inquiries in ignorance of the patent system.     

Self-managing groups and the professional lives of teachers: A case study

The purpose of the study was to examine how interdisciplinary teaching teams were used in a newly opened Midwestern middle school to produce a work environment different from the one found in most traditionally organized schools. Five salient features of the work environment are described: organization around interdisciplinary teams, shared leadership, focus on children, the influence of the principal, and integrated programming for children. The article includes an analysis of how interdisciplinary teaching teams at this school affected some traditionally problematic aspects of teachers' work. Interdisciplinary teams are discussed as one illustration of self-managing work groups in school organizations.An earlier version of this article was presented at the annual meeting of the American Educational Research Association, New Orleans, April 7, 1988.     

Homicide death rates in childhood in 23 developed countries: U.S. rates atypically high

World Health Organization vital statistics data were used to compare U.S. homicide death rates with those in 23 other developed countries. Using rank ordering and comparison with mean and median rates for the other countries, U.S. homicide rates for the general population were found to be exceptionally high among developed countries. Similarly, U.S. homicide death rates for infants and for 1–4-year-olds were atypically high. The U.S. infant homicide rates were also unusual because of a male predominance. After infancy, high female homicide rates in the U.S. were more unusual than the male rates. The atypically high homicide risk in the U.S. apparently begins in early childhood, affecting particularly male infants and females after infancy. The data and other cited information suggest that features of U.S. society may promote homicide in childhood. The scope and nature of the U.S. childhood homicide problem warrants a focused effort to develop specific preventive approaches.     

Covariates and Mixture Modeling: Results of a Simulation Study Exploring the Impact of Misspecified Effects on Class Enumeration

For some time, there have been differing recommendations about how and when to include covariates in the mixture model building process. Some have advocated the inclusion of covariates after enumeration, whereas others recommend including them early on in the modeling process. These conflicting recommendations have led to inconsistent practices and unease in trusting modeling results. In an attempt to resolve this discord, we conducted a Monte Carlo simulation to examine the impact of covariate exclusion and misspecification of covariate effects on the enumeration process. We considered population and analysis models with both direct and indirect paths from the covariates to the latent class indicators. As expected, misspecified covariate effects most commonly led to the overextraction of classes. Findings suggest that the number of classes could be reliably determined using the unconditional latent class model, thus our recommendation is that class enumeration be done prior to the inclusion of covariates.     

Mental effort and video-based learning: The relationship of preconceptions and the effects of interactive and covert practice

Recommendations for the design of interactive video materials are often based on the premise that interactive video may overcome learners' preconceptions of television as “easy.” This study investigated learner preconceptions of the difficulty of interactive video, instructional television, and television, and examined the effects of actively or covertly responding to practice questions on perceived mental effort, recall, and inferences. Seventy-one undergraduate students completed a questionnaire assessing their preconceptions of the difficulty of the three media, received their treatment, completed a questionnaire assessing perceived mental effort, then completed a recall and inference posttest. Before the lesson, the learners perceived it to be significantly easier to learn from interactive video than from instructional television and television, and significantly easier to learn from instructional television than from television. There were no significant differences in the mental effort ratings or inference scores among the three groups. The interactive video group recalled significantly more information than the television group. Possible reasons for findings and suggestions for further research are discussed.