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971.
972.
Researchers have increasingly investigated the role played by metacognition in students' learning and performance. Metacognition is comprised of metacognitive knowledge and metacognitive experiences, and both components of metacognition are viewed as being important to learning and performance in academic settings. Metacognitive experiences involve, in part, students' awareness of progress on cognitive tasks. Such awareness is critical to learning, for students may fail to spend additional time reviewing or studying material if they believe they have understood the material adequately. In the present study we examined Taiwanese students' ability to assess their comprehension of passages following reading as well as their ability to predict the number of questions they would be able to answer about passage content. Following an actual test on the material, students were asked to assess how many questions they felt they answered correctly about a passage (postdiction). Students were able to predict comprehension and test performance at better than chance levels and were more accurate at postdiction than prediction. Students with better performance, as measured by comprehension test scores, were better at both prediction and postdiction of comprehension performance. However, students' self-assessments of general calibration ability did not relate to their test performance. The metacomprehension skills of Taiwanese students were quite similar to those previously found for western students, but also diverged in some respects. 相似文献
973.
Rocio Rosales Karen Stone Ruth Anne Rehfeldt 《Journal of applied behavior analysis》2009,42(3):541-549
The effectiveness of a behavioral skills training (BST) package to teach the implementation of the first three phases of the picture exchange communication system (PECS) was evaluated with 3 adults who had no history teaching any functional communication system. A multiple baseline design across participants was used to evaluate the effectiveness of the training package, which consisted of a video, written and verbal instructions, modeling, rehearsal, and feedback. Results showed significant improvements relative to baseline in a short amount of training time and that skills generalized to a learner with a severe developmental disability. Skills were maintained at 1 month follow‐up for 1 participant. 相似文献
974.
F. Charles Mace Kevin L. Prager Karen Thomas Jane Kochy Tim J. Dyer Lora Perry Duncan Pritchard 《Journal of applied behavior analysis》2009,42(1):177-183
We evaluated the evocative effects of four conditions (high‐ and low‐preference activities, low and divided attention) and stimulant medication on the behavior of a 16‐year‐old boy with attention deficit hyperactivity disorder and moderate mental retardation. All behavior (activity engagement, activity changes, inappropriate touching, rude behaviors, and physical aggression) improved with stimulant medication in most conditions, but undesirable behaviors were not reduced to acceptable levels in all conditions. This finding suggests that stimulant medication may be a valuable adjunct to function‐based interventions. 相似文献
975.
Karen Umemoto Charlene K. Baker Susana Helm Tai-An Miao Deborah A. Goebert Earl S. Hishinuma 《American journal of community psychology》2009,44(3-4):221-232
Youth violence is a serious public health problem affecting communities across the United States. The use of a social ecological approach has helped reduce its prevalence. However, those who have put the approach into practice often face challenges to effective implementation. Addressing social ecology in all its complexity presents one obstacle; the ability of private non-profit and public agencies to sustain such comprehensive efforts presents another. Here, we provide an example of our efforts to prevent youth violence. We worked with the Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) and two communities on O`ahu. We provide a case example from the Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) of our work, in collaboration with two communities on O`ahu, to develop and implement a youth violence prevention initiative that is becoming both comprehensive and sustainable. We illustrate the incremental nature of what it means to be comprehensive and we underscore the importance of reaching sustainability as the project unfolds. 相似文献
976.
In this small qualitative grounded theory study (21 interviews and focus groups with a total of 26 participants) investigating the understandings of and attitudes toward suicide and self‐harm of Aboriginal peoples in a coastal region of New South Wales, Australia, we found that cultural factors particular to these communities influence the way such behavior is defined in an Aboriginal context. A continuation of certain “traditional” cultural forms of self‐harm behavior was evident in participant definitions, notably the practice of female hair cutting, also described as a mourning ritual, which appears to serve as a marker both to the individual and others. 相似文献
977.
Karen Detlefsen 《Philosophy Compass》2009,4(3):421-438
It has often been noted that Margaret Cavendish discusses God in her writings on natural philosophy far more than one might think she ought to given her explicit claim that a study of God belongs to theology which is to be kept strictly separate from studies in natural philosophy. In this article, I examine one way in which God enters substantially into her natural philosophy, namely the role he plays in her particular version of teleology. I conclude that, while Cavendish has some resources with which to partially alleviate this tension, she is nonetheless left with a significant difficulty. 相似文献
978.
Evidence-based programs have struggled for acceptance in human service settings. Information gleaned from these experiences indicates that implementation is the missing link in the science to service chain. The science and practice of implementation is progressing and can inform approaches to full and effective uses of youth violence prevention programs nationally. Implementation Teams that know (a) innovations, (b) implementation best practices, and (c) improvement cycles are essential to mobilizing support for successful uses of evidence-based programs on a socially significant scale. The next wave of development in implementation science and practice is underway: establishing infrastructures for implementation to make implementation expertise available to communities nationally. Good science, implemented well in practice, can benefit all human services, including youth violence prevention. 相似文献
979.
Emotional eaters tend to eat more when emotionally aroused and their food‐related actions are associated with lack of control. Two studies tested the hypothesis that implicit measures of attitudes would be more strongly associated with the dietary behaviour of emotional eaters. In both Study 1 (N = 32) and Study 2 (N = 101), participants completed the DEBQ sub‐scale of emotional eating and implicit measures of attitude, explicit attitude and behaviour measures concerning chocolate consumption. In both studies, high emotional eaters were more likely than low emotional eaters to eat in line with their implicit measures of attitudes. The relationship between implicit measures of attitudes and food intake varies as a function of emotional eating style. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
980.
This study investigated whether gesturing classes (baby sign) affected parental frustration and stress, as advertised by many commercial products. The participants were 178 mother–infant dyads, divided into a gesture group (n=89) and a non‐gesture group (n=89), based on whether they had attended baby sign classes or not. Mothers completed a background demographics questionnaire and the Parenting Stress Index. Gesturing mothers had higher total stress scores, with higher scores on the child domain, despite having similar backgrounds to non‐gesturing mothers. There was no relationship between the frequency or duration of gesture use and stress scores. It is suggested that gesturing mothers had higher pre‐existing stress and were attracted to gesture classes because of the promoted benefits, which include stress reduction, although class attendance did not alleviate their stress. The possibility that attending gesturing classes made mothers view their infant in a more negative way, due to their heightened expectations not being met, is also discussed. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献