Sex Roles - Appearance pressure from mass media and appearance social comparisons have been implicated in theory and research on disordered eating. However, mediating effects of upward and downward... 相似文献
Over the past two decades, researchers consistently demonstrated the importance of science teaching approaches and student self-efficacy in influencing their science achievement. These findings have become the foundation of science education reform. However, empirical supports of these relationships are limited to direct relationships and small-scale studies. Therefore, little is known about the mechanism of how teaching approaches and student self-efficacy affect student achievement. In order to fill these gaps, this study used a multilevel structural equation modeling approach to analyze the direct and indirect relationships between teaching approaches, student self-efficacy, and science achievement by using the data of US eighth grade students in the 2011 TIMSS assessment. The results indicated that none of the teaching approaches identified in this study were directly associated with student science achievement, but significant mediation effect was found between generic teaching and student science achievement through student self-efficacy. Implications of these results for US educational system and reform were discussed.
Four experiments sought to identify the processes underlying 2 classes of grouping effects that are readily produced with a hierarchical figure type known as ambiguous triangles. Previous work has shown that aligning small equilateral triangles in particular configurations can both facilitate and interfere with observers' ability to report the pointing direction of the individual triangles. We determined that selectively adapting the observer to low-frequency gratings of the same orientation as the aligned triangles markedly altered the interfering and facilitative effects of the global configuration only when an accuracy measure of performance was used. When a response latency measure was used, no effect of the same adaptation condition was found. Results are discussed in terms of multiple levels of grouping effects in the visual system and the differential sensitivity of these levels to basic neural adaptation. 相似文献
Texture gradients can reveal surface orientation in a manner similar to shape from shading, and therefore provide an important cue for object recognition. In this study, we tested whether a complex 3-D object, such as a face, can be identified from texture gradients alone. The stimuli were laser-scanned faces for which the texture element was a fractal-noise pattern mapped onto the 3-D surface. An eight-alternative forced choice task was used in which participants matched a face defined by texture gradients to one of eight faces defined by shape from shading (Experiment 1) or by texture gradients (Experiment 2). On average, participants scored 24% and 18%, respectively, above chance in these experiments. Although this performance was much poorer than the performance based entirely on shape-from-shading stimuli (Experiment 3), the results suggest that texture gradient information may be used to recover surface geometry of complex objects. 相似文献
Often quantitative data in the social sciences have only ordinal justification. Problems of interpretation can arise when least squares multiple regression (LSMR) is used with ordinal data. Two ordinal alternatives are discussed, dominance-based ordinal multiple regression (DOMR) and proportional odds multiple regression. The Q2 statistic is introduced for testing the omnibus null hypothesis in DOMR. A simulation study is discussed that examines the actual Type I error rate and power of Q2 in comparison to the LSMR omnibus F test under normality and non-normality. Results suggest that Q2 has favorable sampling properties as long as the sample size-to-predictors ratio is not too small, and Q2 can be a good alternative to the omnibus F test when the response variable is non-normal. 相似文献
The Parents Matter! Program (PMP) has developed three interventions for parents of 4th and 5th grade African-American children (9–12 years old). The overarching goal of all three interventions is to provide parents with knowledge, skills, and support for enhancing their efforts to raise healthy children. The interventions are: (1) Enhanced Communication and Parenting (five 2
-hour sessions), (2) Brief Communication and Parenting (single 2
-hour session), and (3) General Health (single 2
-hour session). This article discusses the development of these interventions, presents an overview of the content of each intervention, and discusses issues related to the facilitation/presentation of these interventions. 相似文献