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1.
First graders' literacy and self-regulation gains: The effect of individualizing student instruction
Carol McDonald Connor Claire Cameron Ponitz Q. Monét Travis Frederick J. Morrison 《Journal of School Psychology》2010,48(5):433-455
We examined the effect of individualizing student instruction (ISI; N = 445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented. 相似文献
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Ottmar V. Lipp Kimberley M. Mallan Marilia Libera Mingshen Tan 《Behaviour research and therapy》2010,48(3):203-209
The current research assessed the effects of verbal instruction on affective and expectancy learning during repeated contingency reversals (Experiment 1) and during extinction (Experiment 2) in a picture-picture paradigm. Affective and expectancy learning displayed contingency reversal and extinction, but changes were slower for affective learning. Instructions facilitated reversal and extinction of expectancy learning but did not impact on affective learning. These findings suggest a differential susceptibility of affective and expectancy learning to verbal instruction and question previous reports that verbal instructions can accelerate the extinction of non-prepared fear learning in humans. 相似文献
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In social cognitive theory, self‐efficacy is domain‐specific. An alternative model, the cross‐domain influence model, would predict that self‐efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self‐efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally‐achieving children. The participants were 73 fifth‐grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the children's skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self‐efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self‐efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self‐efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self‐efficacy in the mathematics domain, and self‐efficacy beliefs in different domains were correlated. Self‐efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross‐Domain Influence Model for normal achieving children. 相似文献
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Bonnie A. Clough Sonia M. Nazareth Leanne M. Casey 《British Journal of Guidance & Counselling》2020,48(3):347-359
ABSTRACT International students may have less understanding and awareness of mental health issues and appear unlikely to seek help. The purpose of the current study was to construct and evaluate a brief online educational intervention designed to increase mental health literacy (MHL) and help-seeking among international tertiary students studying in Australia. The intervention was tested among 45 international tertiary students (undergraduate and postgraduate), who were randomly allocated to control and intervention conditions. The intervention led to significant improvements in help-seeking attitudes, particularly in stigmatising attitudes. No significant effects were found for MHL or help-seeking intentions. A brief educational intervention can improve help-seeking attitudes among international tertiary students. Future research may focus on establishing optimal intervention dosage. 相似文献
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Richard May Joanna Chick Samantha Manuel Rachel Jones 《Journal of applied behavior analysis》2019,52(3):667-681
The present study evaluated the emergence of second‐language intraverbals in typically developing young children following a small‐group teaching intervention. Choral responding was employed with a group of 6 primary school children (5‐6 years old) to teach first‐language tacts (e.g., “What is this in English?” [“Hospital”]) and related second‐language tacts (e.g., “What is this in Welsh?” [“Ysbyty”]). A multiple‐probe design across stimulus sets was used to evaluate subsequent emergence of untrained first‐to‐second‐language derived intraverbals (e.g., “What is hospital in Welsh?” [“Ysbyty”]) and untrained second‐to‐first‐language intraverbals (e.g.,”What is ysbyty in English?” [“Hospital”]). Data indicated that the choral responding intervention produced robust increases in derived intraverbal relations for 3 of the 6 participants. 相似文献
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《The British journal of educational psychology》2006,76(2):333-350
Background. Studies focusing on reading errors can help to understand how children learn to read and to structure key components of reading instruction. However, no prior studies have examined which letters might be a greater source of difficulty for beginning readers in Spanish. Aims. First, to examine the pattern of reading errors in beginning readers in a shallow orthography like Spanish with a particular focus on both the context‐dependant (c, g, r) and the visual similar (b, d, g, p, q) consonants. (The dual‐route cascade model is used as a theoretical framework for predictions.) Second, to examine the effect of visual similarity on orientation reversals, using upper and lower case letters. Sample. Ninety Spanish‐speaking children (45 in Grade 1 and 45 in Grade 2) participated in the study. Method. Children were required to read aloud both words and non‐words. Seven categories of errors were examined. To clarify the influence of visual similarity of easily confused consonants (b, d), upper and lower case letters were used. Results. We found that most reading errors (as a function of opportunity) were due to context‐dependant consonants (c, g, r), and a small proportion were due to the remaining consonants, or even the visually‐similar consonants. Further, visual similarity of reversible letters had a significant effect on orientation reversals. Finally, there was a significant influence of factors such as syllable frequency on the number of word errors. Conclusions. The implications of these findings for early reading instruction and future research are discussed. 相似文献
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Kota Kaneshige Sadahiko Nakajima Hiroshi Imada 《The Japanese psychological research》2001,43(2):91-97
In a water‐licking experiment with rats, the effects of the extinction of a first‐order conditioned stimulus (CS1) on the suppression of licking established for a second‐order conditioned stimulus (CS2) were explored. Extinction of the first‐order conditioned response (CR1) attenuated the conditioned suppression induced by CS2 when the rats had been allowed to lick water during the CR1 extinction phase. However, if water had been unavailable during the CR1 extinction phase, suppression by CS2 was not affected. The latter result is consistent with other studies of rats' conditioned suppression and suggests that the underlying mechanism of second‐order conditioning in this experiment is a connection between CS2 and the response elicited by CS1 rather than a CS2‐CS1 connection. The former result was interpreted as the CR1 extinction phase encouraging the rats to lick water despite the fear elicited by CS1, and thus, in testing, they licked despite the fear elicited by CS2. 相似文献
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Terry A. Cronan Sonia G. Cruz Rosa I. Arriaga Andrew J. Sarkin 《American journal of community psychology》1996,24(2):251-272
Effects of a community-based literacy program on 1−, 2−, and 3-year-old children's language and conceptual development were
assessed. University students were trained to teach Head Start parents effective methods for reading to their children. Families
were randomly assigned to receive 18, 3, or 0 instructional visits. Results indicated that parents in the 18-instructional-visit
program increased their participation in appropriate literacy behaviors such as reading to their children, teaching concepts
to their children, and using the library, more than parents in the 0-instructional-visit groups. Children in the 18-instructional-visit
program showed greater gains in language and conceptual development than children in the 0-instructional-visit group. Few
differences were found between children in the 3-visti and 0-instructional-visit groups. Thus, only a high-intensity community-based
intervention designed to train parents was effective in increasing emergent literacy in low-income ethnic children.
Supported by Commission on National and Community Service grant 92HELOCA0039, the Dr. Seuss Foundation, Head Start, and the
College of Sciences at San Diego State University. The authors gratefully acknowledge William A. Hillix, Leah K. Gensheimer,
and Larry Fenson for their helpful reviews of drafts of this article, Florence Goldman for her training of tutors in techniques
for developing emergent literacy, and the many students who assisted in the implementation and evaluation of this project. 相似文献
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Sean P. Peterson Nicole M. Rodriguez Tamara L. Pawich 《Journal of applied behavior analysis》2019,52(2):370-385
Despite its advantages, discrete‐trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable‐modeling condition. 相似文献
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We compared the effects of a high-probability (high-p) instruction sequence and a fixed-time (FT) schedule of reinforcement on the compliance of 2 typically developing children. A multielement experimental design with a reversal component was implemented according to a multiple baseline across participants arrangement. Both the high-p and FT conditions resulted in increased compliance for both participants during the multielement sessions. These results suggest that it may be possible to increase compliance without a response requirement of the type arranged in the high-p instruction sequence. 相似文献
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Phillip J. Belfiore Ph.D. Levan Lim M.Ed. Diane M. Browder Ph.D. 《Journal of Behavioral Education》1993,3(3):247-258
The purpose of this study was to demonstrate the applicability of Fitts' law in predicting the response duration of instruction-specific head movements for a person with severe multiple disabilities. Fitts' law is a motoric algorithm that calculates an index of difficulty (ID) for responses in relation to the variables of stimulus width and stimulus amplitude. Four functional tasks from the learner's current continuing education plans were targeted: photocopying, using a paint well, model painting, and communication symbol sequencing. For each of the four tasks, two sets of indices were calculated by (1) holding constant stimulus width while varying amplitude, and (2) holding constant stimulus amplitude while varying width. Results showed that response duration varied as a function of ID variation. 相似文献
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Increasing Psychological Literacy and Work Readiness of Australian Psychology Undergraduates through a Capstone and Work‐Integrated Learning Experience: Current Issues and What Needs to be Done 下载免费PDF全文
Kyra Hamilton Shirley A. Morrissey Lara J. Farrell Michelle C. Ellu Analise O'Donovan Tanja Weinbrecht Erin L. O'Connor 《Australian psychologist》2018,53(2):151-160
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Co‐occurrence of an object and affective stimuli does not always mean that the object and the stimuli are the same valence (e.g., false accusations that Richard is a crook). Contemporary theory posits that information about the (in)validity of co‐occurrence has stronger influence on deliberate than automatic evaluation. However, available evidence supports that hypothesis only when the (in)validity information is delayed. Further, the existing evidence is open to alternative methodological accounts. In six high‐powered experiments (total N = 1750), we modified previous procedures to minimize alternative explanations and examine whether delayed (in)validity information has a discrepant effect on automatic versus deliberate evaluation. Casting doubt on the generality of the hypothesis, we found more sensitivity of deliberate than automatic evaluation to delayed validity information only when automatic evaluation was measured with the Implicit Association Test and not with the evaluative priming task or the affective misattribution procedure. 相似文献
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Distributional information is a potential cue for learning syntactic categories. Recent studies demonstrate a developmental trajectory in the level of abstraction of distributional learning in young infants. Here we investigate the effect of prosody on infants' learning of adjacent relations between words. Twelve‐ to thirteen‐month‐old infants were exposed to an artificial language comprised of 3‐word‐sentences of the form aXb and cYd, where X and Y words differed in the number of syllables. Training sentences contained a prosodic boundary between either the first and the second word or the second and the third word. Subsequently, infants were tested on novel test sentences that contained new X and Y words and also contained a flat prosody with no grouping cues. Infants successfully discriminated between novel grammatical and ungrammatical sentences, suggesting that the learned adjacent relations can be abstracted across words and prosodic conditions. Under the conditions tested, prosody may be only a weak constraint on syntactic categorization. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献