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Comparisons of the WISC-R and PPVT-R were made with 37 students (25 boys, 12 girls). Pearson product moments (r) and two-tail f-tests were employed in the data analysis. The sample ranged in age from 6-2 to 14-6, with a mean age of 10-1, and SD=2.6. There were no significant differences between the WISC-R IQs and PPVT-R standard scores. The PPVT-R did not correlate significantly with the WISC-R IQ scales. 相似文献
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Infants who failed to complete a 2-day operant-conditioning task were compared with a stratified random sample of those who did on measures of infant temperament and several demographic characteristics. A discriminant-function analysis revealed that female infants who cried differed from female infants who did not cry on measures of duration of orienting and latency to approach sudden or novel stimuli. Reliable prediction of crying and noncrying could not, however, be made for males. No sex differences emerged in the incidence of crying or in the number of sessions completed. Partially successful females (i.e., those completing 1 of the 2 sessions) could reliably be discriminated from those who cried during the first session on measures of age at testing and maternal ratings of smiling behavior. The results of this study suggest that, as with habituation studies, subject loss in operant-conditioning studies is influenced by individual differences among the infants which may or may not adversely affect external validity. 相似文献
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武当山近50年考古新发现(续) 总被引:2,自引:0,他引:2
近50年的考古调查发掘表明,武当山不仅是我国著名的风景和道教圣地,而且也是我国罕见的一个历史悠久、蕴藏丰富的"文博之乡".从史前的动植物化石、新石器时代的遗址,到有史以来的历代古迹、墓葬和遗存,几乎可以勾画出自生命的起源、人类的诞生以及进入文明时代的一个清晰线索和图景. 相似文献
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Singer E 《Journal of learning disabilities》2005,38(5):411-423
This article reports on a study of children's narratives about the relationships between dyslexia and being teased at school and explores the dynamics between dyslexia, being bullied, self-esteem, and psychosocial problems. We reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexia. Most children with dyslexia protect themselves against teasing and feeling worthless by concealing both their emotions and their academic failures. Others, however, concentrate on their academic progress, and their self-esteem seems to be strengthened by fighting against dyslexia. 相似文献
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This ethnographic interview study examines the factors, challenges, people and events that impacted the teaching lives of new language arts teachers. Participants taught in urban, diverse, and underserved schools. We examine our findings related to the reputation of the school, the role of the school leaders, the role of other new teachers, teacher identity, and the impact of teacher preparation programs, which emerged as clear patterns from their interviews. Data on the school culture and personnel also revealed important information on the obstacles these teachers face and supports that sustain them. This study leads to potential future research to broaden our understanding of how to attract, support, and retain new teachers in the field of language arts education. 相似文献
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Robert N. Singer 《Research quarterly for exercise and sport》2013,84(2):284-286
Abstract In an effort to determine the better method of starting and running to the right, two methods, the jab step and the cross-over step, were compared. Thirty male students, 13–17 years old, were timed at four testing stations, 5, 11, 22, and 37 feet from the start. Reliabilities were very high. Analysis of variance revealed the cross-over step to be significantly faster than the jab step at each timing station. 相似文献
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Heather J. Brown Robert N. Singer James H. Cauraugh Georgann Lucariello 《Research quarterly for exercise and sport》2013,84(1):10-14
Abstract The effect of designated learning strategies and reflective versus impulsive cognitive styles on performance in a maze learning task was investigated. Twenty-four female subjects were randomly assigned to a strategy or control group. The strategies group was provided with three potentially effective strategies (imagery, rhythm, and feedback) as identified by an information processing task analysis procedure. The Matching Familiar Figures test further classified subjects within the two groups according to their preferred styles of responding. Eleven primary task trials were administered with direct view of maze and four related task trials were completed with an indirect view of it. Traversal speed and time in the incorrect pathways were analyzed with a 2 × 2 × 7 (Strategies × Cognitive Styles × Trial Blocks) repeated measures ANOVA. A significant three-way interaction was found for both dependent measures. As hypothesized, during the primary task the control reflective subjects traversed the maze more slowly than the control impulsive subjects. However, the strategies reflective subjects completed the maze with the same speed as strategies impulsives. The incorrect pathways × time interaction revealed that the control reflective subjects spent less time in the incorrect pathways during the related task than the control impulsives. No significant differences were found for strategies reflectives or impulsives. These findings indicate that, for this maze task that emphasized speed, the performance of reflective and impulsive subjects was facilitated by appropriate learning strategies. 相似文献