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121.
The purpose of this study was to examine the effectiveness of second tier intervention at-risk readers within the context of a Response to Intervention approach. The study was conducted in the Canary Islands (Spain), directed by research team ¨Dificultades de Aprendizaje, Psicolingüística y Nuevas Tecnologías¨ (DEA&NT) from University of La Laguna, and supported by the Government of the Canary Islands. A sample of 1.123 Spanish children from fourteen schools districts were given the Spanish adaptation of The Hong Kong Specific Learning Difficulties Behavior Checklist and children who scored at or above the 75th percentile on the test were classified as "at risk" for early reading difficulties. Half of the students were randomly assigned to a project-based intervention condition where they received small group supplementary intervention for 30 minutes daily using the Prevención de las Dificultades Específicas de Aprendizaje (PREDEA) curriculum from mid to late December and continued until mid June. The other half received whatever remedial services were available at their schools. Results indicated that children who received the PREDEA curriculum had higher scores on the Early Grade Reading Assessment Test (EGRA) on initial sound identification, listening comprehension, letter sound knowledge and oral reading fluency compared to the control group. 相似文献
122.
Rosário P González-Pienda JA Cerezo R Pinto R Ferreira P Abilio L Paiva O 《Psicothema》2010,22(4):828-834
This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders' study processes and foster their deep approaches to learning. The program "Testas's (mis)adventures" consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students' deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies' declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found. 相似文献
123.
A. Huerta-Rivas G. Pérez-García C. González-Espinosa A. Meneses 《Neurobiology of learning and memory》2010,93(1):99-110
Growing evidence indicates that antagonists of the 5-hydroxytryptamine (serotonin) receptor6 (5-HT6) improve memory and reverse amnesia although the mechanisms involved are poorly understood. Hence, in this paper RT-PCR was used to evaluate changes in mRNA expression of 5-HT6 receptor in trained and untrained rats treated with the 5-HT6 receptor antagonist SB-399885 and amnesic drugs scopolamine or dizocilpine. Changes in mRNA expression of 5-HT6 receptor were investigated at different times in prefrontal cortex, hippocampus and striatum. Data indicated that memory in the Pavlovian/instrumental autoshaping task was a progressive process associated to reduced mRNA expression of 5-HT6 receptor in the three structures examined. SB-399885 improved long-term memory at 48 h, while the muscarinic receptor antagonist scopolamine or the non-competitive NMDA receptor antagonist dizocilpine impaired it at 24 h. Autoshaping training and treatment with SB-399885 increased 5-HT6 receptor mRNA expression in (maximum increase) prefrontal cortex and striatum, 24 or 48 h. The scopolamine-induced amnesia suppressed 5-HT6 receptor mRNA expression while the dizocilpine-induced amnesia did not modify 5-HT6 receptor mRNA expression. SB-399885 and scopolamine or dizocilpine were able to reestablish memory and 5-HT6 receptor mRNA expression. These data confirmed previous memory evidence and of more interest is the observation that training, SB-399885 and amnesic drugs modulated 5-HT6 receptor mRNA expression in prefrontal cortex, hippocampus and striatum. Further investigation in different memory tasks, times and amnesia models together with more complex control groups might provide further clues. 相似文献
124.
125.
N.M. Conejo H. González-Pardo F. Gonzalez-Lima J.L. Arias 《Neurobiology of learning and memory》2010,93(3):362-371
The progression of brain circuits involved in spatial learning tasks is still a matter of debate. In addition, the participation of individual regions at different stages of spatial learning remains a controversial issue. In order to address these questions, we used quantitative cytochrome oxidase histochemistry as a metabolic brain mapping method applied to rats (Rattus norvegicus) trained in a water maze for 1, 3 or 5 days of training. Sustained changes throughout training were found in the lateral septal nucleus and anteroventral thalamic nucleus. As compared to naïve or habituation groups, rats with 1 day of training in the spatial learning task showed involvement of the lateral mammillary nucleus, basolateral amygdala and anterodorsal thalamic nucleus. By 5 days of training, there were mean changes in the hippocampal CA3 field and the prefrontal cortex. The regions involved and their pattern of network interactions changed progressively over days of training. At 1-day there was an open serial network of pairwise correlations. At 3-days there was a more closed reciprocal network of intercorrelations. At 5-days there were three separate parallel networks. In addition, brain-behavior correlations showed that CA1 and CA3 hippocampal fields together with the parietal cortex are related to the mastery of the spatial learning task. The present study extends previous findings on the progressive contribution of neural networks to spatial learning. 相似文献
126.
Mònica González Germà Coenders Marc Saez Ferran Casas 《Journal of Happiness Studies》2010,11(3):335-352
In this article we defend that the adoption of a non-linear approach, theoretically framed on complexity theories can make
some contribution to the bottom-up approach, which explains the levels of satisfaction with life as a whole through the combination
of the levels of satisfaction in different life domains. Two approaches have been tested: (Rojas in J Happiness Stud 7:467–497,
2006) constant elasticity of substitution model and the model with quadratic terms and interaction effects (González et al. in
Soc Indic Res 80:267–295, 2006; González et al. in Qual Quant 42:1–21, 2008). In order to prevent obtaining false non-linear relationships they have been analysed twice taking into account or not limited
measurement of satisfaction with life as a whole. Results show that: (a) any of the two non-linear models fits better than
the linear one; (b) any of the models failing to take into account limited measurement fits worse; (c) the non-linear model
with quadratic terms and interaction effects fits better than Rojas’. The implications for the study of psychological well-being
are discussed. 相似文献
127.
Inge Seiffge-Krenke Roberta Molinar Sylvia Ciariano Palma Menna Gregory Michel Elsa Hoareau Marion Kloep Leo B. Hendry 《Journal of Happiness Studies》2010,11(6):703-720
The present study investigated how European adolescents cope with perceived future-related stress. Altogether 3,154 adolescents
(mean age of 15 years) from four countries (n = 1,071 Italians, n = 1,433 Germans, n = 308 French, and n = 341 British) participated in the study. They completed the Problem Questionnaire, which assesses future-related stress,
and the CASQ, which assesses how three coping styles (active coping, internal coping, and withdrawal) are used to deal with
future-related stress. German and British adolescents showed low levels of stress, whereas French and Italian adolescents
had high levels. All adolescents anticipated future-related problems but did not portray their futures negatively. In addition,
they dealt with future-related stress actively and showed high levels of coping competence. Adolescents used active coping
strategies most frequently, followed by thinking about possible solutions. Dysfunctional coping strategies (e.g., withdrawal)
were used much less often. The effects of age, gender, and family variables on stress perception and coping style were negligible.
Overall, our findings highlight the tenets of positive psychology by revealing that adolescents are concerned about their
futures and that they show high agency in dealing with future-related problems. Further, the findings are relevant for positive
youth development programs, especially those which endorse positive orientation to the future and coping competence. 相似文献
128.
The main objective of this study is to investigate the abstract-concrete dichotomy by introducing a new variable: the mode
of acquisition (MoA) of a concept. MoA refers to the way in which concepts are acquired: through experience, through language,
or through both. We asked 250 participants to rate 417 words on seven dimensions: age of acquisition, concreteness, familiarity,
context availability, imageability, abstractness, and MoA. The data were analyzed by considering MoA ratings and their relationship
with the other psycholinguistic variables. Distributions for concreteness, abstractness, and MoA ratings indicate that they
are qualitatively different. A partial correlation analysis revealed that MoA is an independent predictor of concreteness
or abstractness, and a hierarchical multiple regression analysis confirmed MoA as being a valid predictor of abstractness.
Strong correlations with measures for the English translation equivalents in the MRC database confirmed the reliability of
our norms. The full database of MoA ratings and other psycholinguistic variables may be downloaded from http:// brm.psychonomic-journals.org/content/supplemental
or www.abstract-project.eu. 相似文献
129.
The assessment of the presence and intensity of psychosocial risks is constant in research into Work Psychopathology. Many questionnaires and diagnosis systems are partial or else there is no standardization process or reliability and validity study. The main purpose of this work is to present the psychometric data of a multidimensional system to assess psychosocial risks, elaborated conjointly by the Universitat of Barcelona and the MC Mutual. This battery assesses companies, using information from the prevention technicians, the directive staff and the workers. With the diverse types of information, a triangulation proposal is established to offer a psychosocial risk profile linked to the evaluation needs. 相似文献
130.
Our objective in this study was to test the new social-cognitive model of achievement motivation in a physical education setting. Research was conducted on a sample of 895 physical education students, ages 12 to 16 years. We measured perception of the motivational climate conveyed by the teacher, implicit beliefs of ability, perceived competence, 2 x 2 achievement goals and self-determined motivation. We carried out structural equation modeling to analyse the relationships among variables. Results showed that task climate positively predicted incremental belief, whereas ego climate positively predicted entity belief. Both climates positively predicted perceived competence. Incremental belief positively predicted mastery-approach goals, performance-approach goals and avoidance goals, whereas entity belief positively predicted performance-approach goals and avoidance goals. Perceived competence positively predicted mastery-approach and performance-approach goals. Mastery-approach goal positively predicted self-determined motivation, whereas performance-approach goal and avoidance goals negatively predicted self-determined motivation. 相似文献