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981.
982.
This study examined the effects of race of examiner and type of reinforcement upon the WISC-R performance of lower-class black children. A total of 120 black males were selected and assigned to either a white or black examiner to form two groups. Within each group, children were given no reinforcement, tangible reinforcement, traditional social reinforcement, or culturally relevant social reinforcement after each correct response. Children given tangible rewards, regardless of race of examiner, obtained significantly higher scores than did children given no reinforcement or children given traditional social reinforcement. Also, children given culturally relevant social reinforcement by a black examiner obtained significantly higher scores than did children given culturally relevant reinforcement by the white examiner. 相似文献
983.
A sample of 63 gifted elementary-school students was administered the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration for comparative purposes and to test Koppitz hypothesis that gifted students have advanced visual-motor development. Group results revealed no significant differences between the two tests, that they did correlate significantly, and that younger students in particular had advanced visual-motor development when tested using these two tools. 相似文献
984.
985.
986.
随着素质教育的推进与高等教育走向大众化,高等数学这门基础课程的教学工作面临了巨大的压力。为保证教学质量更好的完成教学工作,笔者提出了关于认清课程开设意义、树立统一合理的教学理念,从学生心理特点出发开展有效教学和立足长远注重课程建设与完善三方面的想法并给出了详细的分析。 相似文献
987.
Stanley F. Vasa Frederick C. Wendel Allen L. Steckelberg 《Psychology in the schools》1984,21(4):447-449
The content validity of the Light's Retention Scale (LRS) was examined by assessing the use of selected retention criteria from the scale. Results indicated that several criteria were not typically considered in retention decisions and the remaining criteria varied widely in their use. Suggestions for limitations on use of the LRS were included. 相似文献
988.
989.
Raw scores on the 16 K-ABC subtests and the total raw scores on the sequential and simultaneous processing scales and the achievement scale were correlated with age in months for two separate samples, each subdivided by race and sex: the K-ABC standardization sample (N = 2000) and an additional group of blacks and whites tested during the development of the K-ABC sociocultural norms (N = 615). Within each sample, the highest and lowest correlations from all race/sex groups were contrasted across all K-ABC subtests and scales. All correlations between age and raw scores were statistically significant (p ⩽ .05). No significant differences occurred in the magnitude of these relationships as a function of race/sex grouping, supporting the construct validity of the K-ABC as a developmental measure of children's aptitude and achievement for blacks, whites, Hispanics, males, and females. 相似文献
990.