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1.
Brian C. Poncy Kathryn E. Jaspers Paul R. Hansmann Levita Bui William B. Matthew 《Journal Of Applied School Psychology》2015,31(1):63-82
An alternating treatments design with a control condition was used to evaluate and compare the effects of two taped-problem interventions on addition fact fluency. Both taped-problem interventions were identical with the exception of the time delay between the auditory cue of the problem and the answer. One condition used a 2-s delay and the other condition used no delay. Results showed that both taped-problem conditions showed growth in student digits correct per minute scores and that the no-delay condition was slightly more efficient as the taped-problem no-delay procedure took approximately 33% less time. Discussion focuses on using comparative intervention designs to detect nuances in procedures to improve our understanding of math fact interventions that result in the highest learning rates. 相似文献
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Koen Put Johan Wagemans Arne Jaspers Werner F. Helsen 《Psychology of sport and exercise》2013,14(4):577-585
ObjectiveThe present study examined to what extent off-field offside decision-making training transfers to real-life offside situations.Design/methodsEighteen Belgian assistant referees were included in the experiment. Ten assistant referees (i.e., training group) were exposed to a pre- and posttest and, in between, four off-field offside training sessions via a web-based training protocol. The remaining eight assistant referees participated in the control group and only completed the pre- and posttest. During both test sessions, which were conducted separately for each group, both an on- and off-field offside decision-making test was completed.ResultsFirst, an increase in response accuracy and a decrease in flag errors were observed for the training group from pre- to posttest in both the on- and off-field offside test. Second, only the training group improved in the recall and recognition accuracy of the position of the receiving attacker at the moment of the pass.ConclusionsThis study demonstrates that perceptual-cognitive skill training results in a positive and direct transfer to on-field offside decisions. Therefore, the structure and the content of the current training intervention mimics the perceptual difficulties of real-match situations and can help the assistant referees to mediate and enhance their offside decision-making skills, both on- and off-field. 相似文献
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Brian C. Poncy Christopher H. Skinner Kathryn E. Jaspers 《Journal of Behavioral Education》2007,16(1):27-37
An adapted alternating treatments design was used to evaluate and compare the effects of two procedures designed to enhance
math fact accuracy and fluency in an elementary student with low cognitive functioning. Results showed that although the cover,
copy, compare (CCC) and the taped problems (TP) procedures both increased the student's math fact accuracy and fluency, TP
was more effective as it took less time to implement. Discussion focuses on the need to develop strategies and procedures
that allow students to acquire basic computation skills in a manner that will facilitate, as opposed to hinder, subsequent
levels of skill and concept development. 相似文献
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What roles do ethnicity, gender, and attitudes play in determining whether a person will be perceived as a unique individual versus a homogenized group member? Attitudes toward women’s roles have been found to predict Whites’ relative individuation of women and men; however, African Americans were found to individuate women and men equally, regardless of attitude (Stewart et al. 2000). Using a name–trait matching paradigm, the present research found that when targets were identified as African American, African American participants’ (18 male and 35 female college students) attitudes toward women’s roles predicted their individuation of men and women. These results suggest that an ethnic out-group homogeneity effect, rather than gender-egalitarian attitudes, contributed to the previous finding of equivalent individuation. 相似文献
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Kathryn E. Jaspers Robert L. Williams Christopher H. Skinner David Cihak R. Steve McCallum Dennis J. Ciancio 《Journal of Behavioral Education》2012,21(1):80-98
We used an adapted alternating treatments design to evaluate and compare the effects of 2 spelling interventions on spelling
acquisition and maintenance, word reading, and vocabulary in three first-grade students. The first intervention, Cover, Copy,
and Compare (CCC), involved having participants look at a word, cover it, write it, then compare the written response with
the original stimulus. For the second intervention, Cover, Copy, and Compare + Sentence Definition (CCC + SD), CCC was supplemented
with the experimenter reading a sentence containing the word and a brief definition of the word. Results showed that both
interventions increased participants’ spelling at an equivalent rate, which was greater than a control condition. All participants
showed greater gains in word reading in the 2 interventions than the control condition, and only 1 participant was better
able to define words learned in the CCC + SD condition relative to the CCC condition. 相似文献
7.
Merlijne Jaspers Andrea F. de Winter Jan K. Buitelaar Frank C. Verhulst Sijmen A. Reijneveld Catharina A. Hartman 《Journal of abnormal child psychology》2013,41(1):71-80
For clinically referred children with Autism Spectrum Disorder (ASD) or Attention Deficit/Hyperactivity Disorder (ADHD) several early indicators have been described. However, knowledge is lacking on early markers of less severe variants of ASD and ADHD from the general population. The aim of the present study is to identify early indicators of high risk groups for ASD and ADHD problems based on routine data from community pediatric services between infancy and age four. Data are from 1,816 participants who take part in Tracking Adolescents’ Individual Lives Survey (TRAILS), a longitudinal study. Information on early developmental factors was extracted from charts of routine Preventive Child Healthcare (PCH) visits. To assess ASD and ADHD problems, respectively, we used the Children’s Social Behavior Questionnaire (CSBQ) and the Child Behavior Checklist (CBCL), filled out by parents three times between the ages of 11 and 17. Note that these are parent ratings and not diagnostic instruments performed by trained clinicians. Male gender, low birth weight, low level of education of the mother, social, behavioral, language, psychomotor and eating problems significantly predicted ASD problems (odds ratios (OR) between 1.34 and 2.41). ADHD problems were also predicted by male gender and low level of education of the mother and by maternal smoking during pregnancy, good gross motor skills in first year, early attention and hyperactivity problems, and absence of parent-reported positive behavior (ORs between 1.36 and 1.74). Routine data on early childhood from PCH services are predictive for ASD and ADHD problems in adolescents in the general population. The PCH services are a useful setting to identify high risk groups, and to monitor them subsequently. 相似文献
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Briana Hautau Haley C. Turner Erin Carroll Kathryn Jaspers Katy Krohn Megan Parker Robert L. Williams 《Journal of Behavioral Education》2006,15(3):170-180
Students (N=153) in three equivalent sections of an undergraduate human development course compared pairs of related concepts via either written or oral discussion at the beginning of most class sessions. A writing-for-random-credit section achieved significantly higher ratings on the writing activities than did a writing-for-no-credit section. The writing-for-random-credit section also obtained significantly higher correlations between the writing ratings and scores on multiple-choice exam items related to the conceptual pairs (r=.74) and on total exam scores (r=.78) than did the writing-for-no-credit section (rs=.45 and .43, respectively). Finally, the writing-for-random-credit condition produced significantly higher scores on exam items related to the conceptual pairs than did the oral-discussion-only condition. Plus, effect-size comparisons showed weak to medium differences between exam scores under the writing-for-random-credit and the writing-for-no-credit condition. 相似文献
9.
Karl Jaspers 《Theoretical medicine and bioethics》1989,10(3):251-267
Translator's summary and notes: Karl Jaspers (1883–1969) argues that modern advances in the natural sciences and in technology have exerted transforming influence on the art of clinical medicine and on its ancient Hippocratic ideal, even though Plato's classical argument about slave physicians and free physicians retains essential relevance for the physician of today. Medicine should be rooted not only in science and technology, but in the humanity of the physician as well. Jaspers thus shows how, within the mind of every medical person, the researcher contests with the physician and the technician with the humanist. Jaspers therefore opposes all modern tendencies that regard men as abstractions. As a creative existentialist influenced by Kierkegaard, Nietzsche, and Husserl, he reasons that clinical medicine should always treat patients as irreducable individuals, and his thinking on psychotherapy argues for a realm of interiority, freedom, intelligibility, and existential communication that transcends the reach of the causal thinking of natural science. This essay, written in 1959, reflects Jaspers' lifelong preoccupation with the philosophical meaning of medicine (he received his MD degree in 1909) and the totality of the human person. It should significantly enhance our own comprehension of medical power, dangers, reasoning, and accomplishments. Key words have been added by the translator. 相似文献
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