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Naomi Schimmel 《Reading Psychology》2017,38(4):390-416
This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders’ reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and correlational statistics. Results revealed that silent reading was stronger for narrative passages in retell measures, but there was no difference for comprehension questions. The expository passages revealed no difference between the reading modes. Comprehension of narrative texts was consistently stronger than expository texts in both silent and oral reading. 相似文献
125.
Children acquiring languages with noun classes (grammatical gender) have ample statistical information available that characterizes the distribution of nouns into these classes, but their use of this information to classify novel nouns differs from the predictions made by an optimal Bayesian classifier. We use rational analysis to investigate the hypothesis that children are classifying nouns optimally with respect to a distribution that does not match the surface distribution of statistical features in their input. We propose three ways in which children's apparent statistical insensitivity might arise, and find that all three provide ways to account for the difference between children's behavior and the optimal classifier. A fourth model combines two of these proposals and finds that children's insensitivity is best modeled as a bias to ignore certain features during classification, rather than an inability to encode those features during learning. These results provide insight into children's developing knowledge of noun classes and highlight the complex ways in which statistical information from the input interacts with children's learning processes. 相似文献
126.
Donna M. Garcia Michael T. Schmitt Nyla R. Branscombe Naomi Ellemers 《European journal of social psychology》2010,40(5):733-745
Our goal was to identify factors that shape women's responses to ingroup members who protest gender discrimination. We predicted and found that women who perceived gender discrimination as pervasive regarded a protest response as being more appropriate than a no protest response and expressed greater liking and less anger towards a female lawyer who protested rather than did not protest an unfair promotion decision. Further, beliefs about the appropriateness of the response to discrimination contributed to evaluations of the protesting lawyer. Perceptions that the complaint was an appropriate response to the promotion decision led to more positive evaluations of an ingroup discrimination protester. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
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Aims: This study (1) profiled the well‐being of first year students entering one UK university, and (2) explored whether initial well‐being and year end academic performance were correlated. Method: A total of 117 students (mean age 21, 67% female) completed the Rosenberg Self‐Esteem Scale, Clinical Outcomes in Routine Evaluation‐General Population, and Liebowitz Social Anxiety Scale; academic achievement data were collected from academic records. Results: Almost a quarter of the sample reported quasi‐clinical levels of psychological distress and moderate to very severe social anxiety. Quasi‐clinical levels of psychological distress were associated with low self‐esteem and social anxiety. No statistically significant links were found between well‐being as assessed at the beginning of the first year and academic achievement at the end of the first year. Discussion: The failure to find a link in this study between initial well‐being and academic performance at the end of the first year suggests that further investigation is required to understand how academic achievement is related to student well‐being. 相似文献
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Ayelet Erez Ed Sleebos Mario Mikulincer Marinus H. Van Ijzendoorn Naomi Ellemers Pieter M. Kroonenberg 《European journal of social psychology》2009,39(5):734-746
The current study examines attachment‐style differences in responses to inductions of group respect and disrespect. Participants completed a scale assessing attachment anxiety and avoidance, performed group tasks, and received high, average, or low respect feedback from group members. Then we assessed commitment to this group, actual effort expenditure on behalf of the group, and money donation to the group. For participants scoring relatively high on attachment anxiety, high group respect heightened group commitment and effort expenditure on behalf of the group, whereas group disrespect led to lower group commitment but to more money donation to the group and higher effort expenditure. Participants who scored relatively low on attachment anxiety were not significantly affected by group respect or disrespect. The implications of attachment theory for group dynamics were discussed. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
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This paper offers an explanation of how collaboration leads to abstract and flexible problem solving. We asked the individual and paired subjects to indicate 3/4 of 2/3 of the area of a square sheet of paper and found that (1) they primarily folded or partitioned the paper rather than algorithmically calculating the answer, (2) they strongly tendened to backtrack and confirm their proto‐plans on externalized traces such as creases on the paper, and (3) only the paired subjects shifted to the mathematical strategy in their second trials. Based on these results, we propose that two factors, individuals' activeness in choosing and confirming the initial strategies and the frequent role exchange between task‐doing and monitoring in collaborative situations, interact in collaboration to generate various solutions differing in the degree of abstraction, which are then reflected upon by the participants to lead them to abstraction. 相似文献
130.
Russell Spears Naomi Ellemers Bertjan Doosje 《European journal of social psychology》2005,35(2):263-279
Two studies examined the effects of competence‐based respect in relation to liking‐based respect from ingroup members. First, a pilot study confirmed the impact of competence feedback from ingroup members on affective and emotional reactions (membership esteem, feelings of pride and shame). The main studies orthogonally manipulated both liking‐ and competence‐based respect from other ingroup members in order to examine whether (high) competence‐based respect compensates for lack of liking, or compromises the subjective position in the group, on affective and emotional reactions to the feedback. Using a scenario methodology Study 1 produced no evidence for compensation, and indicated that liking was primary in this context. Study 2, using experimental groups, provided further evidence that those who were disliked by their fellow group members felt compromised by a favourable evaluation of their competence, while remaining committed to the group. These effects are related to the different properties and implications of competence and liking dimensions in group interaction. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献