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601.
JAMES A. DANOWSKI 《人类交流研究》1980,6(4):299-308
Prior laboratory research on group uniformity suggests the general hypothesis that as correspondence increases between the content on which communication networks and attitude-beliefs are defined, increasing group network connectivity is associated with increasing member uniformity. To test derived hypotheses, natural groups from a large organization are identified through communication network analysis on production (n= 17), innovation (n= 16), and maintenance (n= 16) content. As expected, production and innovation groups show relationships between connectivity and attitude-belief uniformity, with production the stronger of the two; maintenance groups show little association, perhaps due to a content definition restricted to interpersonal problems. The predicted positive relationship between connectivity and uniformity occurs for social-emotional variables in the production network. However, unexpectedly in both production and innovation networks personality variables become less uniform as connectivity increases. As suggested, task variables operate differently in association with connectivity in production and innovation networks, although the differences are more pronounced than expected; in production, uniformity on these variables is negatively associated with connectivity, while in innovation they are positively associated. 相似文献
602.
The purpose of these two studies was to redirect interest to the Neurological Impress Method, a multisensory approach to reading instruction that occurs between a teacher and a student, which has been largely forgotten in mainstream and special education circles over the past decades. In addition to its emphasis on oral reading, we included a comprehension component that we call the plus (+) to NIM Plus. In our first study, third through sixth-grade below-level readers in a San Diego county school participated in NIM tutoring. On each of the three measures—oral reading fluency, silent reading fluency, and comprehension—students performed statistically better after the five-week (3.3 hours) NIM training than they had at the beginning of the training. In oral reading fluency, the students' scores significantly increased from an average of 96.7 words correct per minute to 112 words correct per minute (p < .0001). In silent reading fluency measure, students' scores increased from an average of 132 words per minute to 154 words per minute (p < .002). On the comprehension assessment, students' scores increased from an average of 3.2 questions correct to 4.5 correct (p < .001). In our second study, which was conducted in an urban San Diego school, similar results were found; the students scored significantly higher on all three measures. In this second study, however, we focused on “glimpses” into the reasons why NIM Plus was so effective. The tutors who provided the NIM Plus training reported that NIM Plus helped both teacher and student to focus on prior knowledge, making connections between and among texts and the world, and overall construction of comprehension. Our findings support the idea that the NIM Plus is adaptable and that it requires further investigation, in experimental settings, as well as in schools and clinics. 相似文献
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JAMES W. SMITHER Associate Editor 《Personnel Psychology》2002,55(1):165-166