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Christina M. Mulé Brian Daniels Robert J. Volpe Amy M. Briesch Laurice M. Joseph Kristin Harris Samantha Silwinski Laurel K. Leslie 《Journal of Behavioral Education》2018,27(2):240-261
Traditional drill and practice (TDP) has been shown to be both effective and efficient for increasing word recognition. WordSheets (WS) is a novel drill procedure similar to TDP with two key differences: (a) WS increases opportunities to respond, which may increase efficiency and (b) WS present instructional stimuli in a context that more closely resembles actual reading passages, which may enhance generalization to connected text. The study sought to compare the effectiveness and efficiency of TDP and WS in a sample of first-grade students (n = 27) identified by their teachers as struggling readers. Results indicated that, although WS led to significantly more opportunities to respond, it was both less effective and efficient than TDP with regard to cumulative retention. However, there were no significant differences across interventions in regard to the maintenance or generalization of treatment gains. Limitations and implications of the current study for school-based professionals are discussed. 相似文献
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Relieving career anxiety and indecision: the role of undergraduate students’ perceived control and faculty affiliations 总被引:1,自引:0,他引:1
Lia M. Daniels Tara L. Stewart Robert H. Stupnisky Raymond P. Perry Tatiana LoVerso 《Social Psychology of Education》2011,14(3):409-426
As educators and mentors, we often focus on helping undergraduate students make career decisions. However, there is also value
in helping alleviate career anxiety and indecision, both of which impede decision-making and are not automatically resolved
once a decision is made. This research examined the role of individual differences (age, gender, and perceived control) and
learning environment variables (year in university, participation in an orientation program, and faculty affiliations) as
predictors of undergraduates’ (n = 844) career-related anxiety and indecision. Traditional individual difference variables like age and gender had little
effect whereas perceived control (primary and secondary) predicted lower levels of career anxiety and indecision. The outcomes
were not influenced by environmental factors such as year in university or completion of an orientation program, but students’
self-reported faculty affiliation had significant effects. Students who were not affiliated with any specific faculty reported
more indecision than students in arts, science, and professional faculties. Likewise, students in professional faculties had
less career anxiety and career indecision than arts students. The implications of these results for potential interventions
and future research are discussed. 相似文献
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Subjects read 20 words and generated 20 others from definitions during a 40-item study phase. Production of each word was followed by an instruction to remember or to forget that word. In free recall, a direct test of memory, words that had been generated were recalled much better than words that had been read. The remember-forget instructional manipulation affected read words but not generated words. In speeded word reading, an indirect test of memory, all studied words showed priming, but read words showed more priming than generated words. Here, the effect of remember versus forget instructions appeared only for generated words. These dissociations of a direct and an indirect test indicate that two powerful encoding manipulations affect separable processes to which these tests are differentially sensitive. 相似文献
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Recognition memory is usually regarded as a judgment based on trace strength or familiarity. But recognition may also be accomplished
by constraining retrieval so that only sought after information comes to mind (source-constrained retrieval). We introduce amemory-for-foils paradigm that provides evidence for source-constrained retrieval in recognition memory (Experiment 1) and source memory (Experiment
2). In this paradigm, subjects studied words under deep or shallow encoding conditions and were given a memory test (recognition
or source) that required them to discriminate between new items (foils) and either deep or shallow targets. A final recognition
test was used to examine memory for the foils. In both experiments, foil memory was superior when subjects attempted to retrieve
deep rather than shallow targets on the earlier test. These findings support a sourceconstrained retrieval view of cognitive
control by demonstrating qualitative differences in the basis for memory performance. 相似文献
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The contribution of working memory resources in the verification of simple mental arithmetic sums 总被引:5,自引:0,他引:5
The present study replicated the investigations of Lemaire, Abdi, and Fayol with some modifications: the random time interval
generation (RIG) task was used and the stimuli were created in another way. The results provide additional evidence for the
crucial role of the central executive in the speed of solving both true and false sums and for the role of the phonological
loop in solving false sums. However, the findings concerning the role of this slave system in solving true sums were different.
Possible explanations and limitations of these results are discussed.
Received: 16 April 1998 / Accepted: 20 July 1998 相似文献
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Conclusion By the standards presented in the Introduction, CMFC2 is deficient on at least one ontological ground: ‘∀’ is a syncategorematic
expression and so CMFC2 is not an ideal language. To some there may be an additional difficulty: any two wffs provably equivalent
in the classical sense are provably identical. We hope in sequel to present systems free of these difficulties, free either
of one or the other, or perhaps both.
This work was done with the aid of Canada Council Grant S74-0551-S1. 相似文献