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451.
The role of children's metacognitive knowledge in their mathematics strategy use was studied by a longitudinal examination of second graders' effort attributions, metacognition for mathematics, and strategy use while solving mathematics problems. Children's correct use of retrieval, internal and external strategies, and the prevalence of strategy use were assessed in September and the following January. Effort attributions for success and failure were also assessed at both points in time. In January, metacognitive knowledge about mathematics strategies was measured. Second graders possess metacognitive knowledge about mathematics strategies, and this knowledge is correlated most strongly with the tendency to use internal strategies in September and correct internal strategy use in September. Effort attributions measured at both timepoints were significantly related to metacognition. Effort attributions in January also correlated with the tendency to use internal strategies in January. In general, the results are consistent with self-system theories, which posit that metacognition, motivation, and strategy use work together to promote learning. 相似文献
452.
The author describes a counselor intervention program used for facilitating the personal development of adolescents. Intervention occurred through activities that were designed for Black female adolescents in a secondary public school. Goals were met through structured developmental activities, counseling sessions, and organized network support. Results indicated the program was successful. 相似文献
453.
A number of studies manipulating the length of the interval between conditioning and testing indicate spontaneous recovery from overshadowing, suggesting that certain instances of overshadowing represent a deficit in memory retrieval rather than a failure of animals to form an association between the overshadowed stimulus and the US. The present series of experiments examined the influence of lengthening the retention interval on blocking, another stimulus selection phenomenon that is typically interpreted as an acquisition deficit. The results indicated that when subjects were tested shortly (3 days) after training conditioning to a taste blocked subsequent conditioning to an odor conditioned in compound with that taste (Experiment 1), whereas prior conditioning to an odor did not block subsequent conditioning to a taste conditioned in compound with that odor (Experiment 2). This pattern of results was essentially unchanged when testing occurred at a longer (21-day) retention interval. However, there was evidence of a US preexposure effect in Experiment 2 when subjects in the US ONLY control condition were tested at the 3-day retention interval, but not when testing occurred 21 days after conditioning. Experiments 3 and 4 examined whether this loss of the US preexposure effect over time might actually represent a change in the degree of contextual blocking as the retention interval is lengthened. Exposure to the conditioning context either during the interval between Phase 1 and Phase 2 of conditioning (Experiment 3) or prior to Phase 1 of conditioning (Experiment 4) alleviated this US preexposure effect suggesting that the loss of the US preexposure effect as the retention interval is lengthened observed in Experiment 2 is due to changes in the degree of blocking by contextual stimuli over time. The results are discussed in terms of differential susceptibility of forgetting of two functional roles played by a contextual stimuli in the current situation-context as a CS and context as a retrieval cue for other CS-US associations. 相似文献
454.
Steven Arneson Mary Millikin-Davies Joyce Hogan 《Journal of business and psychology》1993,7(4):459-473
Claims Examiners are critical for the profitability of large insurance companies. Mistakes in hiring these people can result in improperly processed claims and/or turnover, and this yields negative financial consequences for the company. This paper describes research evaluating the validity of selection procedures for the position of claims examiner at Blue Cross and Blue Shield of Oklahoma. A job analysis indicated that both cognitive skills and personal abilities are necessary for successful performance as a claims examiner. The job analysis also indicated that both subjective and objective criterion measures reflect important aspects of job performance. The criterion data included nine supervisory ratings, employee nominations, average percent of performance, absences, disciplinary actions, and sick leave. In a concurrent validation strategy, we tested a sample of experienced incumbents (N=50) using four cognitive ability tests (Basic Skills Tests: BST) and two measures of personality (Hogan Personality Inventory and PROFILE). Scales from two personality inventories were combined to form the Claims Examiner Inventory (CEI). Scores from the CEI and three of the four cognitive tests correlated significantly with the average percent of performance and six of the supervisory ratings, including the average supervisory rating. In addition to the cognitive measures, the personality measure contributed significantly to the prediction of percent of performance achieved with R=.64. These results are consistent with other research findings that support the use of both personality and cognitive measures as predictors of job performance. 相似文献
455.
Joyce E. Williams Robert G. Newby Hugo E. Kanitz 《Journal of multicultural counseling and development》1993,21(3):155-167
The authors compare Black and White college student alcohol and other drug use. Significant differences were noted showing alcohol abuse to be less of a problem for Black students. 相似文献
456.
Effects of response variability on the sensitivity of rule-governed behavior 总被引:2,自引:2,他引:0 下载免费PDF全文
Two experiments examined the relation between response variability and sensitivity to changes in reinforcement contingencies. In Experiment 1, two groups of college students were provided complete instructions regarding a button-pressing task; the instructions stated “press the button 40 times for each point” (exchangeable for money). Two additional groups received incomplete instructions that omitted the pattern of responding required for reinforcement under the same schedule. Sensitivity was tested in one completely instructed and one incompletely instructed group after responding had met a stability criterion, and for the remaining two groups after a short exposure to the original schedule. The three groups of subjects whose responding was completely instructed or who had met the stability criterion showed little variability at the moment of change in the reinforcement schedule. The responding of these three groups also was insensitive to the contingency change. Incompletely instructed short-exposure responding was more variable at the moment of schedule change and was sensitive to the new contingency in four of six cases. In Experiment 2, completely and incompletely instructed responding first met a stability criterion. This was followed by a test that showed no sensitivity to a contingency change. A strategic instruction was then presented that stated variable responding would work best. Five of 6 subjects showed increased variability after this instruction, and all 6 showed sensitivity to contingency change. The findings are discussed from a selectionist perspective that describes response acquisition as a process of variation, selection, and maintenance. From this perspective, sensitivity to contingency changes is described as a function of variables that produce response variability. 相似文献
457.
At present there is a “crisis” in psychology in South Africa. A mental health investigation has been initiated and a national task force appointed in order to reform the profession in all its aspects. These events are the result of a deep sense of unease about the mission, relevance and image of the profession and an awareness that mainstream psychology is irrelevant to the nature and needs of the majority black population. Presently psychology in South Africa is at a crossroads. This paper identifies the mental health needs of the majority black population and suggests professional training programmes for future psychologists and the utilisation of services and resources in delivery systems. The article also re-defines the psychologist's role in a divided and traumatised society. 相似文献
458.
Joyce Ellen Kennedy 《Journal of Academic Ethics》2005,3(2-4):143-158
Ethical dilemmas are often not discussed in the dissemination of educational research. While the ethical guidelines for research
seem clear at first glance, a closer look at the intimate nature of qualitative research reveals that there are many ambiguities
or ‘grey’ areas where researchers must rely on their personal value systems. This article discusses the challenges faced by
an experienced educator, although novice researcher, in considering the ethical parameters of her own research with adolescents
with hearing loss. In particular, the grey ethical areas identified by the researcher include: (a) vulnerable population;
(b) researcher role confusion; (c) consent; (d) privacy, confidentiality, and anonymity; as well as (e) the nature of risk.
Based on the author’s own reflections on beginning the research process, the article presents possible pitfalls and ways of
overcoming the possibility of becoming immobilized by the ethical enigmas of research. 相似文献
459.
Do Community Characteristics Relate to Young Adult College Students’ Credit Card Debt? The Hypothesized Role of Collective Institutional Efficacy 下载免费PDF全文
Terri Friedline Stacia West Nehemiah Rosell Joyce Serido Soyeon Shim 《American journal of community psychology》2017,59(1-2):80-93
This study examines the extent of emergent, outstanding credit card debt among young adult college students and investigates whether any associations existed between this credit card debt and the characteristics of the communities in which these students grew up or lived. Using data (N = 748) from a longitudinal survey and merging community characteristics measured at the zip code level, we confirmed that a community's unemployment rate, average total debt, average credit score, and number of bank branch offices were associated with a young adult college student's acquisition and accumulation of credit card debt. For example, a community's higher unemployment rate and lower number of bank branches were associated with a young adult college student's greater accumulated debt. Community characteristics had the strongest associations with credit card debt, especially after controlling for individual characteristics (i.e., a young adult college student's race and financial independence) and familial characteristics (i.e., their parents’ income and parents’ discussions of financial matters while growing up at home). The findings may help to understand the unique roles that communities play in shaping children and young adults’ financial capability, and how communities can be better capacitated to support the financial goals of their residents. 相似文献
460.
Renante Rondina II Kaitlin Curtiss Jed A. Meltzer Morgan D. Barense Jennifer D. Ryan 《Memory (Hove, England)》2017,25(4):436-449
Episodic memories are comprised of details of “where” and “when”; spatial and temporal relations, respectively. However, evidence from behavioural, neuropsychological, and neuroimaging studies has provided mixed interpretations about how memories for spatial and temporal relations are organised—they may be hierarchical, fully interactive, or independent. In the current study, we examined the interaction of memory for spatial and temporal relations. Using explicit reports and eye-tracking, we assessed younger and older adults’ memory for spatial and temporal relations of objects that were presented singly across time in unique spatial locations. Explicit change detection of spatial relations was affected by a change in temporal relations, but explicit change detection of temporal relations was not affected by a change in spatial relations. Younger and older adults showed eye movement evidence of incidental memory for temporal relations, but only younger adults showed eye movement evidence of incidental memory for spatial relations. Together, these findings point towards a hierarchical organisation of relational memory. The implications of these findings are discussed in the context of the neural mechanisms that may support such a hierarchical organisation of memory. 相似文献