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291.
Learning disabled, emotionally disturbed, and unclassified male students (N = 123) originally tested with the Elizur Test of Psycho-Organicity (ETPO) when they were 6 to 11 years of age by Brooks (1) and Jackson (7), were followed-up and reassessed four years later. The test-retest reliability of the total ETPO score was .70, and subtest reliabilities ranged from .47 to .62. The pattern of subtest intercorrelations also remained stable over the four year interval. It was concluded that the ETPO is sufficiently stable for use with school-aged boys, though individual subtest scores should be used with caution. 相似文献
292.
The neurocognitive development of moral and conventional judgments was examined. Event‐related potentials were recorded while 24 adolescents (13 years) and 30 young adults (20 years) read scenarios with 1 of 3 endings: moral violations, conventional violations, or neutral acts. Participants judged whether the act was acceptable or unacceptable when a rule was assumed or removed. Across age, reaction times were faster for moral than conventional violations when a rule was assumed. Adolescents had larger N2 amplitudes than adults for moral and neutral, but not conventional, acts. N2 amplitudes were larger when a rule was removed than assumed for moral, but not conventional, violations. These findings suggest that the neurocognitive mechanisms underlying moral and conventional judgments continue to develop beyond early adolescence. 相似文献
293.
The authors model the class size and teaching load decisions of academic departments in terms of a departmental utility function. Utility is postulated to be asymmetric around class size and teaching load norms, and variables for curricular structure, disciplinary domain, and institutional type are taken into account. Maximization of the utility function produces decision rules for the number of sections to be offered for each course, and hence the faculty's overall teaching load. A nonlinear estimator is developed for the decision rules' parameters and applied to data from four liberal arts colleges and two research universities. Results are consistent with theories about faculty discretionary time and with expectations about the effects of curricular structure on class size. The paper concludes with a discussion about the effects of enrollment uncertainty on faculty load decisions. 相似文献
294.
David Donald Malcolm 《Counselor Education & Supervision》1971,10(2):171-179
If school counseling is to be a career commitment, not a temporary or occasional assignment, the school counselor must possess some special expertise that enables him to make a unique contribution to the school. It follows that counselor educators should identify this special expertise as precisely as possible and then offer an instructional program designed to develop it. Since such special expertise is not likely to be acquired without extensive and intensive training, the instructional program will ordinarily require a minimum of two years of full-time study. This position paper elaborates the rationale for the above beliefs and attempts to suggest directions in which they may lead. 相似文献
295.
296.
We investigated the contributions of stressful life events and resources (social support and social problem-solving skills) to predicting changes in children's adjustment. At Time 1, 361 third through fifth graders completed measures of social support and social problem-solving skills. Their parents completed a stressful life events scale and a child behavior rating measure. The children's teachers provided ratings of behavioral and academic adjustment. 2-year follow-up data (Time 2) were obtained for approximately half of the sample on the same measures. Time 1 stressful life events and resources showed some significant but modest zero-order correlations with the Time 2 adjustment indices. Hierarchical multiple regressions revealed prospective effects for Time 1 social support on later teacher-rated competencies and grade-point average. In addition, increases over time in social support and social problem-solving skills (a composite score) were significantly related to improvement in behavioral and academic adjustment, whereas stressful life events were not predictive of adjustment. 相似文献
297.
298.
This research investigated students' understanding of electrochemistry following a 7–9-week course of instruction. A list of conceptual and propositional knowledge statements was formulated, and this provided the framework for semistructured interviews that were conducted with 32 students in their final year of high school chemistry, following instruction in electrochemistry. Three misconceptions identified in this study and five which have been reported earlier are incorporated into an alternative framework about electric current. The framework is grounded on the notion that a current always involves drifting electrons, even in solution. Another area where students' misconceptions were prevalent was in relation to the sign of the anode and cathode. Students who thought the anode was negatively charged believed cations would move toward it, and those who thought it was positively charged were unable to explain why electrons move away from it. Electrolytic cells also proved troublesome for students. Many students did not associate the positions of the anode and cathode with the polarity of the applied electromotive force (e.m.f.). Other students attempted to reverse features of electrochemical cells and apply the reversals to electrolytic cells. The implications of the research relate to students' interpretation of the language that is used to describe scientific phenomena and the tendency for students to overgeneralize, due to comments made by teachers or statements in textbooks. 相似文献
299.
300.
David E. Clementson 《Communication Studies》2018,69(5):522-544
This article explores people’s susceptibility to political deception. Participants watched a news interview in which a politician either answered all the questions or deceptively evaded a question. In Study 1 (n = 202), deception is perceived through the dodge being irrelevant for voters who do not identify with the politician. In Study 2 (n = 618), partisan voters consider the politician more deceptive, and acting more deceptively, when the politician has their opposing party affiliation, independent of whether he dodges. When the politician shares their party identification, voters identify with the politician more and consider his responses more relevant. Findings are consistent with theoretical positions of identification, the cooperative principle, and social identity. 相似文献