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181.
Seven participants received conditional discrimination training that established the 12 conditional relations A1B1, A2B2, A3B3, A1C1, A2C2, A3C3, D1E1, D2E2, D3E3, D1F1, D2F2, and D3F3. The A stimuli were pictures of faces portraying emotional expressions; the others were arbitrary forms. Correct responses resulted in presentations of class-specific reinforcers, Sr1, Sr2, and Sr3. After training, tests confirmed the formation of ABC and DEF equivalence classes. Further tests then documented the merger of the classes and the emergence of SrB, SrC, SrE, and SrF relations, showing that the class-specific reinforcers were equivalence class members. Finally, participants did Semantic Differential ratings that tested whether the emotional valence of the A stimuli transferred to the arbitrary forms, B and E. The results show that participants’ evaluations of the B and E stimuli were similar to evaluations of the A stimuli made by participants of a control group. This finding is considered as a demonstration that class-specific outcomes can mediate class merger phenomena and the transfer of functions through members of merged classes. 相似文献
182.
The research reported in this article investigated the effect of manufacturing strategy on organizational performance in the Malaysian electrical and electronic sector. It was revealed that a cost‐based strategy greatly affected the performance of organizations participating in this study. This result implied that a cost‐based strategy is still a dominant concern for manufacturing firms. The information gathered through this study is useful for strategy formulation and for understanding how a strategy can lead to improved organizational performance in general. 相似文献
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185.
Relationship between home literacy environment and reading achievement in children with reading disabilities 总被引:3,自引:0,他引:3
Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy activities and children's academic functioning was investigated with a sample of 65 elementary-age children with RD. The results indicated that children's home literacy activities were not significantly related to any of their academic abilities, whereas parents' home literacy activities were significantly related to children's passage comprehension and spelling scores. However, relationships between home literacy environment and reading may be different for children with and without RD. 相似文献
186.
April Bleske‐Rechek Nicole Zeug Rose Mary Webb 《Assessment & Evaluation in Higher Education》2007,32(2):89-105
We conducted correlational and performance discrepancy analyses on exam and achievement data taken from students in three psychology courses. Across courses, the same findings emerged. First, only a small fraction of students consistently performed more strongly on one type of assessment (e.g., multiple‐choice) than on another (e.g., short answer). Second, students’ multiple‐choice performance, above and beyond their short answer performance, accounted for variation in students’ standing on achievement measures unrelated to psychology (including high school class standing, American College Test score, and college grade point average). In contrast, students’ short answer performance, above and beyond their multiple‐choice performance, did not account for variation in students’ standing on those achievement measures. Our findings support the continued use of multiple‐choice items to assess student learning. 相似文献
187.
In 1983, the National Commission on Excellence in Education in the United States issued a report called A Nation at Risk: The Imperative for Educational Reform. This report and other policy initiatives such as the No Child Left Behind Legislation recommended that the individual states
institute assessments to hold schools accountable. This research explored the potential impact of impending standardised testing
on teaching science in elementary schools in one school district in Florida. We explored the teachers' concerns about the
upcoming high-stakes tests in science, possible impact on their curriculum and what changes, if any, will be made in the approach
to science teaching and learning in their classrooms. As the teachers look toward the implementation of high-stakes testing
in science, they have recognised the need to teach science. This recognition is not borne out of the importance of science
learning for elementary school children, but rather out of fear of failure and the effects of tangible rewards or punishments
that accompany high-stakes testing. In anticipation, the teachers are preparing to align their teaching to the science standards
while aggressively searching for test preparatory materials. Schools are also involved in professional development and structural
changes to facilitate teaching of science. 相似文献
188.
The study identified social, educational, and demographic characteristics of deaf postsecondary students who demonstrated strong reading and writing skills. Questionnaire information, information from institutional databases, and in-depth personal interviews were used to identify factors and characteristics that positively influenced the attainment of strong academic literacy skills. Among the areas investigated were school experiences, reading and writing experiences, study habits and attitudes, communication preferences, personality traits, and home and family background. Results of the study generally support previous work conducted with talented hearing youth. Several primary themes emerged from the study: heavy parental involvement in early education and educational decisions, differing modes of communication but extensive family communication, early exposure to and intensive experiences with reading and writing, an enjoyment of reading, a relatively limited social life, high parental and secondary school expectations, the importance of television, and positive self-image. 相似文献
189.
Meagan D. OMalley Leora Wolf‐Prusan Cecilia Lima Rodriguez Randy Xiong Mary Rose Swarts 《Psychology in the schools》2019,56(2):255-275
Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided. 相似文献
190.
Cirino PT Rashid FL Sevcik RA Lovett MW Frijters JC Wolf M Morris RD 《Journal of learning disabilities》2002,35(6):525-538
Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test-retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test-retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed. 相似文献