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11.
Deborah King Kundert
David E. McIntosh
Agnes E. Shine
Raymond S. Dean
《Journal of School Psychology》1991,29(4):353-360This investigation examined the proportion of school-identified learning-disabled (LD) students who scored in the impaired range on the Halstead Reitan Neuropsychological Battery for Children (HNBC) over a 20-year period. A difference was noted in findings for periods before and after the passage of federal legislation (Public Law 94-142); specifically, the proportion of LD students who scored in the impaired range on neuropsychological tests was significantly higher prior to than after this law. A similar pattern of impaired performance across the different tests was noted before and after the legislation. The implications of these results for theorists and practitioners are discussed. 相似文献
12.
A simple dc shock-generating device is described. The principle of operation relies upon the mutual inductance effect between the primary and secondary coils of a transformer. 相似文献
13.
Normative data are presented for Southern black children on two objective personality inventories for children: the Missouri Children's Picture Series (MCPS), a child picture-sorting task, and the Missouri Children's Behavior Checklist (MBCL), a parent rating scale. The MCPS was administered to 615 black children attending public schools in a low socioeconomic area of the southeast United States. Parents returned the MBCL on 437 of the children. Means and standard deviations on eight MCPS personality scales and six MCBL behavior rating scales are presented for black males and females at ages 5 through 16, and effects of age, sex, and various scale intercorrelations are discussed. Results suggest systematic age and sex differences on the various scales for black children that are quite atypical when compared with the MCPS in other samples. Various empirical questions regarding the validity of these instruments when used with Southern black children are raised. 相似文献
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The present study investigated nighttime fears in normal school children aged 4 to 12 yr (N=176). Children and their parents were interviewed about the frequency, content, origins, coping behaviors and severity of children's nighttime fears. Results showed that 73.3% of the children reported nighttime fears, indicating that these fears are quite prevalent. Inspection of the developmental course of nighttime fears revealed that these fears are common among 4- to 6-year-olds, become even more frequent in 7- to 9-year-olds and then remain relatively stable in 10- to 12-year-olds. Inspection of the origins of nighttime fears revealed that most of the children (i.e., almost 80%) attributed their fear to negative information; conditioning and modeling were endorsed less frequently (25.6% and 13.2%, respectively). A substantial percentage of the children (24.0%) indicated that learning experiences had not played a role in the acquisition of their nighttime fears. Children reported a variety of coping strategies in order to deal with their nighttime fears and generally rated these strategies as helpful in reducing anxiety. Furthermore, children's nighttime fears were associated with moderate levels of anxiety. Moreover, in about 10% of the children, nighttime fears were related to one or more DSM-III-R anxiety disorders. Finally, parental reports of children's nighttime fears substantially deviated from children's reports. Most importantly, parents provided a marked underestimation of the frequency of nighttime fears, at least as reported by their children. 相似文献
17.
Cultures shape the types of goals that students pursue in the classroom. However, research in achievement goal theory seems
to have neglected this cultural aspect with its exclusive focus on individualistically-based goals such as mastery and performance
goals. This emphasis on mastery and performance goals may reflect Western individualist psychological thinking. Thus, social
goals, which may be more salient in collectivist cultures, are relatively neglected. There is a dearth of studies investigating
the role of social goals in academic motivation, and the few studies that did explore them are somewhat problematic. This
paper reviews research done within the achievement goal theory, considers the need for more studies on social goals, and concludes
with the argument that social goals are important in understanding student motivation especially in collectivist cultures. 相似文献
18.
Neuropsychology Review - Graph theory is a branch of mathematics that allows for the characterization of complex networks, and has rapidly grown in popularity in network neuroscience in recent... 相似文献
19.
Social Psychology of Education - There is a heated debate about the efficacy of growth mindsets in predicting achievement and other key learning-related outcomes with some studies supporting and... 相似文献
20.
Nalipay Ma. Jenina N. King Ronnel B. Mordeno Imelu G. Chai Ching-Sing Jong Morris Siu-yung 《Social Psychology of Education》2021,24(6):1663-1684
Social Psychology of Education - Past research on mindsets has mostly focused on studying students’ beliefs about the malleability of their intelligence or teachers’ beliefs about the... 相似文献