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991.
992.
This paper analyzes recent work in psychology on the nature of the representation of complex forms of knowledge with the goal of understanding how theories are represented. The analysis suggests that, as a psychological form of representation, theories are mental structures that include theoretical entities (usually nonobservable), relationships among the theoretical entities, and relationships of the theoretical entities to the phenomena of some domain. A theory explains the phenomena in its domain by providing a conceptual framework for the phenomena that leads to a feeling of understanding in the reader/hearer. The explanatory conceptual framework goes beyond the original phenomena, integrates diverse aspects of the world, and shows how the original phenomena follow from the framework. This analysis is used to argue that mental models are the subclass of theories that use causal/mechanical explanatory frameworks. In addition, an argument is made for a new psychologism in the philosophy of science, in which the mental representation of scientific theories must be taken into account. 相似文献
993.
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words. 相似文献
994.
Patrick T. Davies Jesse L. Coe Rochelle F. Hentges Melissa L. Sturge-Apple Michael T. Ripple 《Child development》2020,91(2):508-526
This study examined temperament dimensions of emotion as precursors of children's social information processing (SIP) of stressful peer events. Two hundred and forty-three preschool children (M = 4.60 years) and their primary caregivers participated in two measurement occasions spaced 2 years apart. Observations of temperamental anger, fearful distress, positive affect, and effortful control were assessed in multiple laboratory tasks across two visits at Wave 1. SIP assessments from vignettes of peer challenges were repeated across two waves and included: eye tracking measures of attention to peer emotion displays, hostile attribution bias, hostile solutions, and subjective distress. Findings from structural equation models with inclusion of autoregressive controls indicated that effortful control, fear, and anger predicted subsequent changes in specific SIP dimensions. 相似文献
995.
Testing programs are often interested in using a student growth measure. This article presents analytic derivations of the accuracy of common student growth measures on both the raw scale of the test and the percentile rank scale in terms of the proportional reduction in mean squared error and the squared correlation between the estimator and target. The study contrasts the accuracy of the growth measures against that of current status measures—current test scores and their percentile ranks. Key findings include the extent that status measures are more accurate than any of the growth measures and that alternative methods to estimate growth could be more accurate than the currently used methods. Our findings highlight the importance for evaluating the statistical properties of growth measures along with other concerns for states that are debating the reporting of growth. Our results also point out that assessing the accuracy of growth measures requires the specification of quantities of interest in terms of latent achievement rather than observed test scores, which is common practice for developing status measures but essentially never done by testing programs for growth measures. 相似文献
996.
As the research base for school crisis intervention and prevention expands, the need for well-developed tools to assess school readiness in the event of a crisis increases. This paper describes how the Comprehensive Crisis Plan Checklist (CCPC) was updated to reflect advances in crisis management and crisis planning. An extensive literature search and pilot study were used to refine existing items and create new items for the checklist. The Comprehensive Crisis Plan Checklist, 2nd Edition (CCPC-2) has 102 items separated into three sections: prevention, intervention, and postvention. The CCPC-2 can be used by crisis teams to create new crisis plans or evaluate existing ones. Users are encouraged to carefully consider the inclusion of all items and articulate why individual items are not necessarily based on their specific needs. The CCPC-2 was given to 10 pairs of raters to evaluate school-based crisis plans; average interrater reliability was 89.04%. Discussion focuses on item analysis and how to use the checklist within a school setting. 相似文献
997.
Rene A. Gonzales Gordon Ferns Marc A. T. M. Vorstenbosch Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720
Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support. 相似文献
998.
Despite the widespread use of school‐based abuse prevention programs, few studies support their effectiveness in helping children avoid victimization. Most studies that evaluate prevention programs measure changes in children's knowledge and not subsequent behavior. Further, the link between knowledge, behavior, and the ability to avoid or reduce victimization has not been established. In this study the impact of a school‐based prevention program was assessed by surveying students at a high school in southern California where students from feeder elementary and junior high schools were known to have had abuse prevention programs available to them. Data were collected anonymously on 137 high school students during their Health class. A quasi‐experimental design was utilized, comparing the 72 students who had attended one or more school‐based abuse prevention program with the 65 who stated they had not participated in a prevention program. Demographic similarities between the two groups were established. Students who attended prevention programs were more knowledgeable about abuse concepts and reported fewer incidents of abuse. However, the effectiveness of students' responses to abuse, even when they were using strategies taught by the prevention programs, was variable. Questions about the effectiveness of these strategies with familial and nonfamilial abuse are discussed. © 2001 John Wiley & Sons, Inc. 相似文献
999.
Dielectrophoretic properties of DNA have been determined by measuring capacitance changes between planar microelectrodes. DNA sizes ranged from 100 bp to 48 kbp, DNA concentrations from below 0.1 to 70 μg∕ml. Dielectrophoretic spectra exhibited maximum response around 3 kHz and 3 MHz. The strongest response was found for very long DNA (above 10 kbp) and for short 100 bp fragments, which corresponds to the persistence length of DNA. The method allows for an uncomplicated, automatic acquisition of the dielectrophoretic properties of submicroscopical objects without the need for labeling protocols or optical accessibility. 相似文献
1000.
Although sport management researchers have produced findings with regard to diversity in the leadership positions of college athletics, this examination has focused separately on gender (Inglis et al., 1996, Inglis et al., 2000; Inglis, Danylchuk, & Pastore, 2000; Knoppers et al., 1991, National Collegiate Athletic Association, 2009a, Sartore and Cunningham, 2007) or race (Cunningham and Sagas, 2004a, Cunningham and Sagas, 2004b, Cunningham et al., 2001, Cunningham et al., 2006). The current study, framed by intersectionality, identifies barriers contributing to the under-representation of Black women in head coaching jobs in Division I women's basketball in the United States. The assistant coaches cited access discrimination, lack of support, and prevalent stereotypes as barriers. In negotiating these barriers, the women discussed the importance of networking, mentoring and presenting “a proper image” for big-time athletics. To eradicate these barriers, the women recommended expanding job pools; more mentoring by athletic department personnel; and more development programs offered for young Black females. 相似文献