Attention to semantic versus phonetic verbal attributes as a function of individual differences in arousal and learning strategy

It has been argued that deep processing of semantic information helps students to learn faster and perform better on classroom tests. Using paired associates tasks, it has been found that high arousal subjects make more errors when the response terms are phonetically similar. Subjects low on arousal make more errors when response words are semantically similar. If the encodings of semantic features are assumed to be “deeper” and more durable than the encodings of “shallow,” phonetic features, then studies have suggested that anxious students process shallowly and are thus at a disadvantage when learning information. The present study treats deep processing as a learning style and used the Synthesis—Analysis scale of the Inventory of Learning Processes to assess it. It is hypothesized that arousal would be negatively related to the learning style of deep processing. It is also hypothesized that the interaction obtained in earlier studies, i.e., greater susceptibility to semantic interference with low arousal and phonetic interference with high arousal, would occur only when Synthesis—Analysis scores are low. It is assumed that the habitual use of a deep processing strategy by students high on Synthesis—Analysis could counteract the limiting effect of arousal on cue utilization. The study provides support for both hypotheses.     

Examining contextual differences in the development of instructional leadership and school achievement

This study examined the generalizability of a principal instructional leadership model and its impact on school academic achievement across different school levels. The study tested the model across elementary and secondary school levels. The study also examined whether elementary school principals exert stronger instructional leadership influence over their school's academic achievement than high school principals. The results confirmed the fit of the same instructional leadership model to principals from both school levels. The results are discussed in terms of their theoretical and practical implications.     

Relationships between attitude and achievement among college biology students

The purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre- and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self-concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science.     

诗歌和全球英语

诗歌是学生把英语作为外语学习的重要媒介,它能增强学生对语言的拥有感,帮助建立学生与英语之间的情感纽带,还能用来评价语言技巧的发展过程。诗歌能表达学生学习过程中经历的内心冲突和取得的成就感。他们自然地运用文学技巧如暗喻、明喻、夸张、平行结构、首语重复法、结句反复和押韵来描述自己的情感。他们通过文化视野的拓展,对就业机会、认知工具和与语言之间关系的正确评价,使自己的自豪感、自信心和自尊心得到增强,学习的热情对学习产生了积极的影响。     

Infant Temperament Measured by Multiple Observations and Mother Report

Observers and mothers rated infant behavior ( n = 50) in the home on dimensions of temperament once a week for 8 weeks. Although week-to-week correlations were modest (intraclass correlations of .14–.36), aggregates of the 8 observations had high reliability for both observers and mothers. Mother reports were tied to our observation sessions by having mothers ( a ) rate their infants' behavior during the period when our observations were made and ( b ) use a questionnaire that mirrored the scoring system used for scoring the videotaped observation sessions. When direct observations were compared with mother reports (on the aggregated weekly reports and on 4 widely used questionnaires), little evidence of mother-observer correspondence was found. The interpretation of the large literature that has used maternal report is discussed, as well as the importance of direct observation of infant behavior when temperament is assessed.     

Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.     

Patents, venture capital, and software start-ups

This paper analyzes the relation between the patenting behavior of startup firms and the progress of those firms through the venture capital cycle. Linking data relating to venture capital financing of software startup firms with data concerning the patents obtained by those firms, we find significant and robust positive correlations between patenting and several variables measuring the firm's performance (including number of rounds, total investment, exit status, receipt of late stage financing, and longevity). The data also show that (1) only about one in four venture-backed software firms acquired even one patent during the period of the study; (2) patenting practices very considerably among the sub-sectors of the software industry; and (3) the relationship between patent metrics and firm performance depends less on the size of the patent portfolio than on the firm's receipt of at least one patent.     

Students’ attributions for their best and worst marks: Do they relate to achievement?

Research has found a relation between motivation and attributions for success and failure. However, few studies have clarified the relationship of attributions to school achievement and possible cultural differences in this relationship. To investigate this issue, 5333 secondary students (European, Asian, Maori, Pacific) rated four common attributions - ability, effort, task difficulty, and luck - and three social influences (teachers, peers, and family) for their best and worst marks. Motivation orientations were also measured. Several measures were significantly related to students’ GPA scores, most notably the motivation orientations Doing My Best and Doing Just Enough, but also attributions to effort, teacher, and peer influences. There were substantial differences for ethnicity, particularly between European students and Maori and Pacific students. The results support theories claiming that effort attributions motivate achievement but also support the benefits of a self-serving bias.     

Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates

Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age.