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41.
The effects of tests on learning and forgetting 总被引:1,自引:0,他引:1
In three experiments, we investigated whether memory tests enhance learning and reduce forgetting more than additional study opportunities do. Subjects learned obscure facts (Experiments 1 and 2) or Swahili-English word pairs (Experiment 3) by either completing a test with feedback (test/study) or receiving an additional study opportunity (study). Recall was tested after 5 min or 1, 2, 7, 14, or 42 days. We explored forgetting by means of an ANOVA and also by fitting a power function to the data. In all three experiments, testing enhanced overall recall more than restudying did. According to the power function, in two out of three experiments, testing also reduced forgetting more than restudying did, although this was not always the case according to the ANOVA. We discuss the implications of these results both for approaches to measuring forgetting and for the use of tests in promoting long-term retention. The stimuli used in these experiments may be found at www.psychonomic.org/archive. 相似文献
42.
The Parents Matter! Program: Building a Successful Investigator-Community Partnership 总被引:3,自引:1,他引:2
Laura A. Secrest Shana L. Lassiter Lisa P. Armistead Sarah C. Wyckoff Jacqueline Johnson Winona B. Williams Beth A. Kotchick 《Journal of child and family studies》2004,13(1):35-45
We examine the issues involved in creating and maintaining a successful collaboration between university-based researchers and community members when designing and implementing the Parents Matter! Program (PMP). The roles of focus groups, community advisory boards, and community liaisons are highlighted. PMP provides an illustration of the ongoing process of collaboration between investigators and community members and the benefits and challenges of such a partnership. 相似文献
43.
Shana Levin Miriam Matthews Serge Guimond Jim Sidanius Felicia Pratto Nour Kteily Eileen V. Pitpitan Tessa Dover 《Journal of experimental social psychology》2012,48(1):207-212
Using correlational and experimental data, we examined the degree to which personal and perceived normative support for the acculturation ideologies of assimilation, multiculturalism, and colorblindness mediated and moderated the relationship between social dominance orientation (SDO) and prejudice among 299 White students at three American colleges. Correlational results indicated that personal support for the acculturation ideologies mediated the SDO–prejudice relationship. Personal support for assimilation (a hierarchy-enhancing ideology) positively related to SDO; multiculturalism and colorblindness (hierarchy-attenuating ideologies) negatively related to SDO. An experimental manipulation varied whether assimilation, multiculturalism, or colorblindness was considered normative in the United States. In addition to a control, a fifth condition primed the Obama presidency. SDO related most strongly to prejudice toward American immigrants and ethnic minorities when assimilation norms and the Obama presidency were primed. Efforts to reduce the associations between SDO and prejudice are discussed in terms of highlighting hierarchy-attenuating national norms of multiculturalism and colorblindness. 相似文献
44.
Tropp LR Hawi DR Van Laar C Levin S 《The British journal of social psychology / the British Psychological Society》2012,51(2):257-272
This research examines cross-ethnic friendships as a predictor of perceived discrimination and support for ethnic activism over time among African American, Latino American, and Asian American undergraduate participants from a multi-year, longitudinal study conducted in the United States. Our research builds on prior cross-sectional research by testing effects longitudinally and examining how relationships among these variables may differ across ethnic minority groups. Results indicate that, over time, greater friendships with Whites predict both lower perceptions of discrimination and less support for ethnic activism among African Americans and Latino Americans, but not among Asian Americans. Implications of these findings for future research on inter-group contact, minority-majority relations, and ethnic group differences in status are discussed. 相似文献
45.
Predictors of reading comprehension were evaluated in 41 children with cerebral palsy and 74 typically developing children between the ages of 6 and 12 years. Regression analyses were conducted to determine the relative contributions of measures of phonemic awareness, receptive vocabulary, and general reasoning to variance in reading comprehension. All three independent variables were statistically significant predictors of reading comprehension in both groups of participants. The impact of phonemic awareness on reading comprehension was moderated by age, but only in the typically developing group. Within the group with cerebral palsy, there was an indirect effect of functional expressive ability on reading comprehension, mediated by phonemic awareness. It is concluded that largely the same variables predict reading comprehension in children with cerebral palsy as in typically developing children, but that children with cerebral palsy continue to rely on phonological processing for a more protracted period of time. 相似文献
46.
This qualitative study explored the recovery experience of six women who have survived intimate partner violence. Interviews were used as an instrument to elicit the individual stories of each of these women. Qualitative analysis revealed two types of themes: process and supports. The process themes include (a) spirituality, (b) facing death, (c) future relationships and (d) hope and encouragement. The support themes include (a) professional help (effective and ineffective) and (b) informal supports (family/friends/other survivors). Implications for helping professionals include the call for increased understanding of the recovery process and the need to abandon preset agendas when working with survivors. 相似文献
47.
48.
Perceived Group Status Differences and the Effects of Gender, Ethnicity, and Religion on Social Dominance Orientation 总被引:1,自引:0,他引:1
Shana Levin 《Political psychology》2004,25(1):31-48
Social dominance orientation (SDO) is a measure of general desire for group-based dominance. According to social dominance theory, the higher the status of one's group, the higher one's level of SDO should be. This study examined the extent to which between-group differences in SDO increase as the size of the perceived status gap between the groups increases. Data were collected in Israel, Northern Ireland, and the United States. In agreement with expectations, differences in SDO between arbitrary-set groups (e.g., ethnic and religious groups) were found to be greater when the status gap between the groups was perceived to be larger. In contrast, gender differences in SDO did not vary as a function of the size of the perceived status gap between men and women: Men had higher levels of SDO than women even when the gender status gap was perceived to be very small. These findings highlight the effects of perceived group status on SDO and the degree to which these effects vary depending on whether the salient group distinction is based on gender, ethnicity, or religion. 相似文献
49.
Shana Levin Colette Van Laar Winona Foote 《Journal of applied social psychology》2006,36(6):1471-1501
This study examined relationships among same‐ethnicity friendships, perceptions of ethnic discrimination, and social and academic adjustment in college using a large longitudinal sample of White, Asian, Latino, and African American students. Results demonstrated that Latino students who had more in‐group friends during college exhibited reduced belonging and academic performance at the end of college. Perceived discrimination also had negative effects on Latino students' sense of belonging. For African American students, having more in‐group friends during college was related to enhanced academic commitment and motivation at the end of college. Perceiving more discrimination was also associated with enhanced academic motivation for African American students. Explanations for the divergent experiences of the two minority groups on campus are discussed. 相似文献
50.
David J. Marks Shana E. Cyrulnik Elizabeth C. Kera Olga G. Berwid Amita Santra Jeffrey M. Halperin 《Infant and child development》2006,15(4):439-442
Objective: To evaluate whether the mother–child interactions of hyperactive preschool children and their typically developing peers differentially vary as a function of situational demands, and whether groupwise differences exist with respect to disciplinary practices and family lifestyles (e.g. level of parental investment, strategies for responding to child‐initiated provocation). Methods: Parenting practices were assessed via videotaped parent–child interactions and self‐report methods in mother–child dyads of 21 hyperactive preschoolers and 48 age‐matched control dyads. Results: Hyperactive preschoolers were significantly more non‐compliant during parent–child interactions. Mothers of hyperactive preschoolers exhibited more negative behaviour and less encouragement with heightened situational demands. Although few significant differences were reported regarding disciplinary practices, parents of hyperactive preschoolers reported greater levels of anger and child rearing difficulty, and perceived their children as more bothersome. Conclusions: Parents of hyperactive preschoolers may profit from interventions that are sensitive to the impact of situational changes on their behaviour and which address possible attributional biases regarding the source of parent–child discord. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献