Self-concept development and educational degree attainment

The present study explores changes in the academic, social, and artistic self-concept of college students over a nine-year period. While the findings demonstrate a positive relationship between the educational degree attainment levels of students and their formation of a more healthy self-concept, the findings further indicate that the relationship is not consistent for males and females. In general, the findings suggest that the collegiate experience does not diminish self-concept gender differences that exist at the time of matriculation. The degree to which changes in students' self-concept is related to selected aspects of their collegiate experience and characteristics of their undergraduate institutions is also explored. The findings indicate that changes in students' self-concept is related to their level of social and academic integration during their undergraduate careers and to the size and selectivity of colleges they attend. The implications of these findings for enhancing students' self-concept during the college years are discussed.     

Preparation,style, and format of doctoral dissertations in U.S. colleges and universities

While much criticism has been leveled at graduate education in major United States colleges and universities in the recent past, this study investigated the style and format variables related to preparation of the dissertation and associated matters. The results of this study indicate that a significant amount of introspective evaluation of the dissertation process and product has taken place over the last five years. Technological advances, quality concerns, and increased student involvement in the preparation process have been recognized and incorporated into new dissertation requirements, and a trend toward decentralized monitoring of dissertation preparation is evident from the results. Also presented are comparative information and data contrasting current practices with those reported in a 1975–76 survey of the same population. In both cases the response rate for the survey was greater than 85%, thus providing a very definitive picture of the current status of dissertation preparation.     

Maternal social support as a predictor of mother-child stress and stimulation

There is increasing interest in the role of social support in determining risk for child abuse and neglect. The present study assessed the relationship between maternal social support and two areas: stress in the mother-child relationship: and level of stimulation provided in the home. Maternal social support was assessed prenatally and at a two-year follow-up, while the latter variables were compiled at the two-year follow-up. The data were obtained from 38 urban, low SES (80% on public assistance) mothers and their 2-year-old children. Maternal social support correlated positively with level of stimulation and negatively with level of mother-child stress, and was the best predictor of both, relative to any SES, mother or child variables. In addition, high stress, low support mothers provided significantly less stimulation to their children. The theoretical implications for social support as a mediator variable as well as its implications for early identification and prevention efforts in abuse and neglect are discussed.     

AN EXAMINATION OF THE ASSUMPTION THAT THE EQUATING OF PARALLEL FORMS IS POPULATION-INDEPENDENT

Linear conversions were developed relating scores on two recent forms of the homogeneous GRE Quantitative Test (GRE-Q) and the specially constituted heterogeneous GRE Verbal-plus-Quantitative Test (GRE-V+Q), using randomly equivalent groups of about 13, 000 taking each form. Specially defined homogeneous subpopulations were then identified, and conversions between scores on the two forms were again calculated, this time based on l000-case samples drawn at random from the subpopulations. Finally, in order to develop empirical measures of equating error, I00 samples of 1, 000 cases each were drawn at random from the two total groups and used to calculate 100 conversions between scores on the two forms. The conversions based on the specially selected subpopulations were then compared with the total-group conversions and evaluated in terms of the empirical standard errors. The results showed that the conversions for the subpopulations agreed with the total-group conversion quite satisfactorily for the GRE-Q and almost as well for the GRE-V+Q. It was concluded that the data clearly support the assumption of population independence for homogeneous tests, but not quite so clearly for heterogeneous tests.     

The US-preexposure effect in honeybees

Signaled avoidance was studied in individual honeybees that visited the laboratory regularly to take sucrose solution from a target set on the sill of an open window. During feeding, substrate vibration or airstream was used to signal a brief shock that could be avoided by breaking off contact with the food for a few seconds. Aversive conditioning of the context was measured in terms of return time (the time between successive visits). In Experiment 1, experience with unsignaled shock was found to lengthen return time—which experience with signaled shock did not—and to impair performance in subsequent avoidance training with signaled shock (the US-preexposure effect). In Experiment 2, experience with unsignaled shock given after signaled avoidance training lengthened return time but had no effect on response to the signal in a subsequent extinction test. These results closely resemble the results obtained in analogous experiments with vertebrates.     

Video Presentations that have to Teach

To be successful, an instructional video presentation needs to be effective, valued, liked and efficient, and educationalists and designers should strive (explicitly and implicitly) to satisfy these criteria. In the interests of optimum teaching effect, a didactical distinction is recommended between video presentations that have to ‘instruct’, ‘explain’, ‘tell’ and ‘let encounter’. A schema or frame of reference is proposed, the use of which (it is claimed) can help to optimise communication between video producer, teacher and instructional designer     

Concurrent validity of the test of nonverbal intelligence with learning disabled children

Results of the TONI, WISC-R, and WRAT were compared for a sample of 66 learning disabled children: 51 males (32 white, 19 black) and 15 females (9 white, 6 black) whose mean age was 9–5 (SD = 1–10). The mean score of the TONI was significantly different from the Performance IQ. Nonsignificant differences were found between the TONI and Full Scale IQ and between the TONI and Verbal IQ. Correlation coefficients between the TONI and WISC-R ranged from a low of .35 for the Verbal IQ to .44 for both the Full Scale and Performance IQs. The correlation coefficients between the TONI and standard scores of the WRAT were .38, .27, and .23, for Reading, Spelling, and Arithmetic, respectively. Implications of these findings are discussed.     

Are mastery learning strategies beneficial for developing problem solving skills?

The purpose of the present study was to investigate instructional methods appropriate for developing problem solving skills (PSS) in a paramedical course. Three instructional methods were compared: Frontal Lecture Strategies (FLS), Mastery Learning Strategies (MLS) and Experiential Mastery Learning Strategies (EMLS) in which feedback corrective procedures were embedded within experiential learning situations. Results showed that FLS produced the highest scores on Lower Mental Process subtest while EMLS yielded the highest scores on all measures of problem solving skills. Several implications of this study for future research are suggested and discussed.