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41.
Class Size and Student Achievement 总被引:3,自引:0,他引:3
Ronald G. Ehrenberg Dominic J. Brewer Adam Gamoran & J. Douglas Willms 《Psychological Science in the Public Interest》2001,2(1):1-30
Contents:
Introduction, p.1
Quasi-Experimental Studies, p.3
Experimental and Quasi-Experimental Studies, p.15
Why Does Class Size Matter? Inferences from Existing Research, p.20
Implications of the Class-Size Findings, p.25
References, p.26
Appendix, p.29 相似文献
Introduction, p.1
Quasi-Experimental Studies, p.3
Experimental and Quasi-Experimental Studies, p.15
Why Does Class Size Matter? Inferences from Existing Research, p.20
Implications of the Class-Size Findings, p.25
References, p.26
Appendix, p.29 相似文献
42.
Elizabeth W. Brewer 《Counseling and values》2001,45(2):83-93
The author invites counselors to consider integrating spiritual, philosophical, and psychological ideas regarding work and life to encourage client well‐being. The Vocational Souljourn Paradigm is a model that can be used with adult clients who are exploring their work and life choices in a holistic and spiritual context. The variables meaning, being, and doing and the work paths Job, occupation, career, and vocation are defined. The model explains how dynamic interactions of meaning, being, and doing can propel an individual into a particular work/life path. 相似文献
43.
Marilynn B. Brewer 《Political psychology》2001,22(1):115-125
Social identity is a concept that has been invented and reinvented across the social and behavioral science disciplines to provide a critical link between the psychology of the individual and the structure and function of social groups. This paper reviews the various definitions of social identity as it is used in different theoretical frameworks, drawing distinctions among person-based identities, relational (role-based) identities, group-based identities, and collective identities. The implications of these different conceptualizations of social identity for political psychology are discussed, with a call for integrative theory that draws on all four definitions interactively. 相似文献
44.
45.
This paper presents the results of an experiment which investigated elementary school children's conceptual knowledge about the earth. First-, 3rd-, and 5th- grade children were asked a series of questions about the shape of the earth. Children's responses to these questions revealed considerable apparent inconsistency. For example, many children said that the earth is round but also stated that it has an end or edge from which people could fall. A great deal of this apparent inconsistency could be explained by assuming that the children used, in a consistent fashion, a mental model of the earth other than the spherical earth model. Five alternative mental models of the earth were identified: the rectangular earth, the disc earth, the dual earth, the hollow sphere, and the flattened sphere. It is argued that these models are constrained by certain presuppositions which children form based on interpretations of their everyday experience. Some of these models (the rectangular earth and the disc earth) seem to be initial models children construct before they are exposed to the culturally accepted information that the earth is a sphere. In the process of knowledge acquisition, children appear to modify their initial models to make them more consistent with the culturally accepted model by gradually reinterpreting their presuppositions. Synthetic models (such as the hollow sphere and the flattened sphere) are generated by children as a solution to the problems arising from the inconsistency between their initial model of a flat earth and the culturally accepted, scientific model of a spherical earth. Children come to understand that the earth is a sphere only when the presuppositions that gave rise to their initial models have been reinterpreted. 相似文献
46.
Effects of postidentification feedback on eyewitness identification and nonidentification confidence
Two experiments investigated new dimensions of the effect of confirming feedback on eyewitness identification confidence using target-absent and target-present lineups and (previously unused) unbiased witness instructions (i.e., "offender not present" option highlighted). In Experiment 1, participants viewed a crime video and were later asked to try to identify the thief from an 8-person target-absent photo array. Feedback inflated witness confidence for both mistaken identifications and correct lineup rejections. With target-present lineups in Experiment 2, feedback inflated confidence for correct and mistaken identifications and lineup rejections. Although feedback had no influence on the confidence-accuracy correlation, it produced clear overconfidence. Confidence inflation varied with the confidence measure reference point (i.e., retrospective vs. current confidence) and identification response latency. 相似文献
47.
Researchers commonly use 2 models to explain contrast effects (CEs): the standard-of-comparison model and the set-reset model. The 2 models focus on the role of categorization to predict when a CE (instead of an assimilation effect) will happen, while minimizing the role of knowledge accessibility and relevance in determining whether any effect will occur. A 3rd model, the selective-accessibility model (F. Strack & T. Mussweiler, 1997), focuses on knowledge accessibility and relevance, but it is a model of assimilation effects in the anchoring bias. In the present study of CEs, the authors tested 3 predictions implied by the selective-accessibility model. The authors found a CE only when anchor- and target-rating dimensions matched and only in the 1st of multiple targets rated. The CE required a minimum amount of attention to the anchor. These results support the account that selective knowledge accessibility and relevance play an important role in CEs. 相似文献
48.
William F. Brewer 《Memory & cognition》1977,5(6):673-678
A sentence pragmatically implies another sentence when information in the first sentence leads the hearer to expect something that is neither explicitly stated nor necessarily implied by the original sentence. Thus,The safe-cracker put the match to the fuse pragmatically impliesThe safe-cracker lit the fuse. In a cued recall task with sentences containing pragmatic implications, 19% of the items were recalled correctly while 26% of the responses consisted of the pragmatic implications of the original sentences. The data were interpreted as demonstrating the strong interaction of the subjects’ long-term knowledge with the episodic memory for sentences task. 相似文献
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50.
Shawn K. Bishop James W. Moore Evan H. Dart Keith Radley Robyn Brewer Laura-Katherine Barker Laura Quintero Sarah Litten Angelina Gilfeather BreAnna Newborne Crystal Toche 《Journal of applied behavior analysis》2020,53(1):475-483
We replicated and extended the findings of Gervarter et al. (2016) by using prompting and reinforcement to produce increased vocal speech with 3 young children diagnosed with autism spectrum disorder (ASD) who used a speech generating device (SGD). We extended Gervarter et al. by adopting a more robust experimental design, conducting session-by-session preference assessments, and measuring the emergence of novel vocalizations. The frequency of vocalizations increased for all 3 participants after the introduction of an echoic prompt. These results suggest that SGD-based interventions may lead to increased vocal output for children with ASD. 相似文献