Enhancing Spelling Performance in Students with Learning Disabilities

The present study, using a single subject adapted alternating treatments design, compared the effects of two spelling strategies (cover, copy, compare, and copy-only) used to enhance spelling performance in 2, third-grade students with learning disabilities. The cover, copy compare (CCC) method required the students to say the word, point to the word, repeat the word, cover the word, print the word, compare the word to the correct model, and correct errors if necessary. The copy-only method required the students to say the word, point to the word, repeat the word, and print the word. Overall, the CCC strategy was more effective in words learned and words retained. Results are discussed in light of CCC requiring a self-evaluation/self-correction component not required in the more traditional method of instruction. By incorporating a simple, self-management component to spelling instruction, teachers may improve spelling performance in the classroom.     

Student Learning Outcomes for Biblical Studies in the Liberal Arts

What is the role of biblical studies in a liberal arts curriculum? At the 2009 North American Society of Biblical Literature conference, a panel of seven Bible scholars provided brief analyses and arguments about the appropriate goals of teaching biblical studies in undergraduate contexts in this historical moment. They consider and critique the notion of specific Student Learning Outcomes or Objectives (SLOs) for courses about the Bible. In the process they address questions such as: what is the relative importance of “coverage” (biblical literacy, disciplinary knowledge and methods, and the historical creation of the biblical texts) versus modern and historical reception and uses of these texts? In their contributions, the authors analyze ways that a biblical studies course can develop the critical reading and writing skills that are the hallmark of undergraduate education. Some authors find these skills furthered by not bracketing from study the normative truth claims in the texts and instead strategically and critically encouraging the identity work and religious seeking associated with religious uses of these texts. Others call attention to the institutional and classroom power dynamics which inform and are constituted by the current student learning outcomes movement.     

Feedback Facilitates the Acquisition and Retention of Numerical Fact Series by Elementary School Students with Mathematics Learning Disabilities

The Psychological Record - The effects of feedback to assist elementary school students classified as either normally achieving (NA) or with a mathematics learning disability (MLD) in acquiring the...     

A Learning Abilities Program for Learning Disabled Students

This report describes a treatment program for learning disabled soldiers who have completed their basic training and are experiencing academic difficulties as they begin their Advanced Individual Training. Rationale for the evaluation/treatment techniques used as well as suggested class room modifications are described.     

After the Facts: Alternative Student Evaluation for Active Learning Pedagogies in the Undergraduate Biblical Studies Classroom

After laying a theoretical basis for an active learning orientation in the classroom, the co‐authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio‐based assessment of student learning allows students a range of ways to demonstrate their mastery of the material. Examples are provided of components of student portfolios from their undergraduate classes.     

Proposal for Centers for the Study of Biblical Psychotherapy

This paper describes the need for a Biblically based psychotherapy to replace a psychotherapy dominated by Greek mythology. Centers for Biblical Psychotherapy are proposed and sample curriculae are discussed.     

Effects of Retention Interval on Latent Inhibition and Perceptual Learning

Repeated, non-reinforced preexposure to a context slowed development of conditioned freezing to that context when it was subsequently paired with footshock (latent inhibition) and enhanced discriminability of that context from a similar context (perceptual learning) whether assessed by a generalization test or by explicit discrimination training. Latent inhibition was eliminated by a delay between conditioning sessions and test (Experiments 1a and 1b) and reduced by a delay between preexposure and conditioning (Experiment 2). However, perceptual learning was unaffected by either of these intervals (Experimnets 1b and 2). These results are discussed in terms their impact on theories that have latent inhibition as a possible mechanism of perceptual learning, and on theories of latent inhibition that consider the retardation of conditioned responding to be the result of an acquisition failure.     

Retention and Recall: Incidental Learning of Visual and Auditory Material

This study examined the effect on observer agreement of switching from a system of overt reliability assessment to two successive systems of covert reliability measurement. A primary purpose was to see whether agreement obtained with the use of covert data checks would improve over time if observers were provided with accurate feedback regarding their level of agreement. Seventeen undergraduate psychology students served as Ss. They observed instructional interactions between preschool children and their teachers. During the two week “overt” check period (Phase I), observers were aware of when their observations were being “checked” by a previously designated reliability assessor. In the subsequent covert phases (weeks 3–7) this information was not available to them during the observational sessions. When covert monitoring was implemented, agreement rates initially dropped significantly below the “overt” measurement phase. Gradually agreement rates improved until, in weeks 6 and 7, they were not significantly different from the initial overt measures. Es should be aware that an overt check on observer agreement may not reflect the true reliability of an observational system. However, when observers are given accurate feedback on their level of agreement, they are able significantly to improve their vigilance and consistency in the use of the observational system.     

大学生学习动机问卷的初步编制

本研究结合开放式问卷所获资料,在文献研究的基础上建构了大学生学习动机的维度,编制了大学生学习动机问卷,并将之施测于427名大学生。问卷的因素分析结果表明：（1）大学生学习动机归并为求知兴趣、能力追求、声誉获取和利他取向四个维度;（2）自编大学生学习动机问卷的信度和效度指标均达到了心理测量学要求。     

Attribution Processes and Stages of Adult Life Development Among Adult University Students1

This study investigated the relationship between stages of adult life development and causal attributions for attending college among a sample of nontraditional students. It was hypothesized that the meaning of attending school is reflected in the kinds of attributions that are given for attending school. It was also hypothesized that internal attributions are more common at later stages of adult life development. The findings confirmed the existence of internal and external (career and situational) cognitive attributional dimensions, with the internal dimension being the strongest. Coherent stages of adult life development were identified, which corresponded to a transitional stage, an early adult stage, and a mid-adult stage. Students in the transitional stage were less likely to give external situational attributions, and students in the mid-life stage were more likely to give external situational attributions. There was also a tendency for internal attributions to increase during the mid-life phase, although the relationship was not highly significant. The findings are discussed in the context of attribution theory and adult life development theory as well as in terms of implications for educational policy.     

Western Theory,Indigenous Religion,and Local Material: Enhancing Learning Motivation among Students of Religious Studies in the Asian Context

One of the difficulties in teaching religious studies in Asia is that many religious theories and case studies are closely related to Western countries and therefore the knowledge and teaching material have a strong Western cultural bias. The cultural differences make teaching rather difficult and, most importantly, lower students' motivation to learn. To deal with the problem, this researcher attempted to introduce material on indigenous religions in various subjects in order to test whether such material would enhance student motivation. The material included newspaper articles, articles in books and journals, television programs, and documentary films. This paper is the result of an experiment in education and personal reflection on the use of indigenous religious materials in teaching religious studies in the Asian context.     

Efficacy of Two Mathematics Interventions for Enhancing Fluency with Elementary Students

An alternating treatments design was used to evaluate two curriculum-based mathematics interventions designed to enhance fluency with three elementary school students. Results indicate that both the Math to Mastery (MTM) intervention and the Cover, Copy, Compare (CCC) intervention were effective at increasing mathematics fluency, as measured by digits correct per min, for all students. However, MTM was more effective than CCC for two of the three students. Follow-up data taken 6 and 18 days following termination of the intervention phase indicated that all participants achieving mastery performance maintained mastery levels across both interventions.     

The New Learning Environment and Adult Developmental Needs

The link between an adult's learning capabilities and an organization's learning and adaptation is highlighted in this study of workers in a new training program. Studies have found that worker productivity differences are rooted in psychological factors. The most successful firms have supportive workplace psychologies that foster perspective transformation, yield high productivity, high involvement, high job satisfaction, low cost, and high profits. This study suggests the importance of workers having a whole-organization perspective. The findings of this study are generalizable to other organizations making the transition from training to learning in which individuals learn to continuously grow, develop, and problem solve to the benefit of all.