Cognitive development and instructional theory

The foundations of the cognitive-developmental curriculum movement are briefly examined in this paper. The key features of this movement are the recommendations it makes in three areas: curriculum sequencing, curriculum content, and teaching strategies. Each of these areas is critically examined. It is concluded that the grounds for all proposals are purely theoretical. When the data are considered, they either contradict specific proposals or provide no direct evidence.     

Locus of control and tutor's instructional style as determinants of cross-age tutoring effectiveness

Junior high students serving as cross-age tutors taught their elementary school tutee an analogy lesson in the presence of observers who recorded tutor teaching behaviors and tutee learning as a function of students' internal-external control. Based upon results demonstrating that externals outperform internals when another person provides feedback regarding response accuracy, it was hypothesized that tutorial instruction would benefit external learners more than internal learners. Correlations between tutee externality and task performance (though in the expected direction) were not significant and failed to support the hypothesis. On the other hand, hypotheses regarding tutor behaviors were confirmed. As predicted, internal tutors expected to be more successful teachers, used more verbal and nonverbal cues in their teaching, expended more noticeable effort, and taught more analogies than external tutors. The implications of these results for the conduct of tutoring programs in schools was discussed.     

On inserting questions before or after segments of text

It has been concluded in all major reviews of adjunct question research that a group given questions after related text segments (postquestions) yields greater recall than a group given questions before related text segments (prequestions) or one not given any questions at all. However, closer examination of the earlier research and an analysis of recent research reveals that for certain types of verbatim questions and for certain high level questions, postquestions produce recall equivalent to or less than prequestions. Moreover, in many studies wherein postquestions exceed prequestions, the postquestion group equals the reading-only control group in recall of nonquestioned (incidental) material. Hence, despite frequent pronouncements to the contrary, no firm recommendation can be made regarding the optimal placement of adjunct questions in text material.     

A historical overview of educational psychology

A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s.     

Modification of attitudes of regular class children towards the handicapped for the purpose of achieving integration

Two experimental procedures for positively modifying the attitudes of regular classroom children towards the handicapped were conducted. In both studies, curriculum and/or experiences with the handicapped were introduced to randomly selected groups of regular class elementary children. The curriculum consisted of literature, filmstrips, and lectures about handicapped children, while the experiences consisted of controlled integrational activities. The results indicated that the procedures were partially successful in modifying the attitudes of regular class children towards the handicapped. It was concluded that techniques must be developed systematically for achieving more positive attitudes in regular class children if “mainstreaming” is to become an effective educational concept.     

A four-test short form of the WISC-R

A four-test short form of the WISC-R was developed on the basis of both rational and statistical criteria, using data from the representative standardization sample. The short-form comprised Arithmetic and Vocabulary from the Verbal Scale along with Picture Arrangement and Block Design from the Performance Scale. Various psychometric properties of the abbreviated battery were defined, and indicators of the short form's accuracy in predicting Full-Scale IQ (the standard error of estimate, effectiveness in classifying a child's intelligence level) were provided. A major topic of discussion was the use and abuse of short forms.     

学术期刊体制改革背景下的《办法》热议述要

包括高校学报在内的学术期刊,长期深陷于体制性、结构性矛盾的重围之中,改革势在必行,已成学界共识。但国家新闻出版总署《关于报刊编辑部体制改革的实施办法》的横空出世,却在期刊界、学术界产生了强烈反响,如潮热议至今未止。学者们主要围绕《办法》存在的纰漏、实施后可能产生的影响和出现的问题等,进行了多角度、全方位、立体式探讨。笔者对诸多观点进行概括性梳理与综合性解析,试图为进一步的研究提供参考。     

Collaborative issues in cross-national research

Although the topic of research collaboration receives infrequent comment, a well functioning collaborative process is crucial to the substantive success of intercultural research enterprises. The present report addresses this topic and focuses on two major sets of collaborative issues, the personal/ personnel and the structural/organizational. The issues are organized around the phases of the project at which they optimally should be considered and resolved.