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81.
Brian E. Vaughn Susan Goldberg Leslie Atkinson Sharon Marcovitch Daune MacGregor Ronald Seifer 《Child development》1994,65(1):95-108
Researchers studying social-emotional development have argued that primary attachment relationships, established by the end of the first year of life, are important organizing factors that influence the trajectory of development throughout childhood. Central to this argument is a dimension of "attachment security," along which attachments differ. For normally developing infants and toddlers, attachment security is assessed using the Ainsworth Strange Situation. However, it is not clear that this procedure is appropriate for evaluating attachment security in atypical populations. In this report, 3 samples of children with Down Syndrome (total N = 138) were assessed using the Strange Situation. The procedures were scored according to traditional protocols. Although the 3 samples differed with respect to chronological and developmental age, they showed basic similarity with respect to attachment variables. However, developmentally younger children were more difficult to classify using the standard scoring rules. Scores and classifications for the sample were compared to scores from a sample of normally developing children tested at about 12 months of age. Significant differences with respect to the distributions of cases to classification categories and with respect to the interactive scale scores suggest that the Strange Situation may be measuring different aspects of behavior for children with Down Syndrome, even when they are tested at similar developmental age levels. 相似文献
82.
Greg Roberts Nancy Scammacca David J. Osman Colby Hall Sarojani S. Mohammed Sharon Vaughn 《Educational Psychology Review》2014,26(3):451-468
Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, Journal of Experimental Psychology: General 138(4):469–485, 2009)—successful learners use metacognitive elaborative rehearsal to process and make sense of incoming information even in the absence of structured opportunities or instructional prompts for elaborating. Levels of processing and cognitive load theories suggest that students in PACT classrooms may outperform students in comparison classes because PACT engages and supports deep cognitive processing (via elaboration and discussion) at the time of learning, allowing participants to better conserve and more consistently reallocate cognitive and metacognitive resources (compared to students in the non-treated group) for encoding content. In other words, PACT may moderate the relationship of metacognitive elaborative rehearsal and content retrieval. Extant data from years 1 (n?=?419) and 2 (n?=?704) of the PACT/RFU project suggests such an effect. As hypothesized, there were no mean differences in reported metacognitive rehearsal use across the groups because metacognitive elaborative rehearsal was not taught. However, regression coefficients for content recall on metacognitive elaboration were greater in the treatment group in both samples suggesting that an instructional emphasis on deep processing leads to better content recall. The findings are discussed in the context of the Common Core State Standards and the large-scale testing programs in place currently across the USA. 相似文献
83.
Reasons for Utilizing Mental Health Services as Predictors of College Students’ Alcohol Risk 下载免费PDF全文
Shannon R. Kenney Lucy E. Napper Joseph W. LaBrie Paige Vaughn 《Journal of College Counseling》2018,21(2):125-138
The authors examined college student drinkers’ (n = 153) reasons for seeking counseling services and risk for alcohol problems. Students seeking help for impulse‐ or anger‐related issues and depression were at heightened risk for alcohol problems. Only 10% of students sought alcohol‐related help despite high rates of hazardous alcohol use (80%) and dependence (39%). Targeted screening and intervention in college counseling centers may enable providers to effectively identify and treat students in need of alcohol treatment. 相似文献
84.
Vaughn S Wexler J Leroux A Roberts G Denton C Barth A Fletcher J 《Journal of learning disabilities》2012,45(6):515-525
The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment (N = 28) and comparison (N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties. 相似文献
85.
There is growing research interest in both the challenges and opportunities learners face in trying to represent scientific
understanding, processes and reasoning. These challenges are increasingly well understood by researchers, including integrating
verbal, visual and mathematical modes in science discourse, and making strong conceptual links between classroom experiences
and diverse 3D and 2D representations. However, a matching enhanced pedagogy of representation-rich learning opportunities,
including their theoretical justification, is much less clearly established. Our paper reports on part of a three-year project
to identify practical and theoretical issues entailed in developing a pedagogical framework to guide teacher understanding
and practices to maximize representational opportunities for learners to develop conceptual understandings in science. 相似文献
86.
87.
Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks. 相似文献
88.
Shawn Kent Jeanne Wanzek Elizabeth A. Swanson Sharon Vaughn 《Learning disabilities research & practice》2015,30(1):3-14
We examined the effectiveness of implementing team‐based learning (TBL) practices on content acquisition for 11th grade students with high‐incidence disabilities enrolled in general education social studies courses. TBL components focus on collaborative discourse within heterogeneous teams. TBL, which requires critical thinking and the application of content knowledge for problem‐solving, was implemented for three units of instruction. Results indicated no statistically significant differences between groups on a measure of content knowledge, although a moderate effect size was noted (ES = 0.50). Significant and large effects (ES = 1.01) favoring the TBL treatment were noted for items related to content‐area vocabulary. There were no significant differences on items measuring comprehension of historical events, facts, and issues (ES = 0.38). Practical implications for content‐area instruction are discussed. 相似文献
89.
Roger Whitehead J. Wilson Butz Bill Kozar Ross E. Vaughn 《Journal of sports sciences》2013,31(5):393-401
The suitability of Gray's (1975) three‐factor arousal theory as a model of human performance under stress was investigated in a study of basketball free‐throw shooting. Free‐throw attempts, made by members of an NCAA Division I men's varsity team, were videotaped during one full season. On the basis of Gray's theory, we predicted that increased stress (assumed to be present in games as opposed to practices) would be associated with longer pre‐shot preparations and a greater incidence of overthrow shots. The prediction was confirmed by the results. Moreover, we found that free‐throws were more frequently overthrown when attempted during crucial rather than non‐crucial game situations. Further tests of the utility of Gray's theory are suggested. 相似文献
90.