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31.
Cindy B. Rippé Suri Weisfeld-Spolter Alan J. Dubinsky Aaron D. Arndt Maneesh Thakkar 《Journal of Personal Selling & Sales Management》2016,36(4):344-362
The current research aimed to contribute to our understanding of (a) how adaptive selling is perceived by retail consumers in different types of economies when they have differing levels of buyer–seller information differential and (b) how this phenomenon influences their purchase intention. The focal countries were the US (a developed economy) and India and Russia (both developing economies). These three were selected owing to their disparate economic and cultural contexts. This investigation used a relatively new construct: perceived adaptive selling (PAS). PAS refers to the degree to which the buyer perceives that the salesperson is adapting. The study examined whether the impact of PAS was a function of a country’s level of development and whether such perceptions were influenced by the level of buyer–seller information differential in the retail transaction. The findings suggested that buyers in Russia and India PAS and were influenced by it differently from their US counterparts. This work provided a general framework for understanding tactical implementation of the salesperson’s PAS behavior. 相似文献
32.
Richard Spicuzza Jim Ysseldyke Amy Lemkuil Stacey Kosciolek Christopher Boys Ellen Teelucksingh 《Journal of School Psychology》2001,39(6):521-542
In recent years, concerns about the math achievement of U.S. students have been highlighted in the popular press, journal articles, major conference presentations, and official U.S. Department of Education (1998) reports. School personnel have responded to the issue of low math achievement by a) writing or rewriting standards, b) “ratcheting up” current standards, c) building accountability systems that include all students, d) developing programmatic interventions, e) extending the school year, and f) implementing effective instructional management systems. Research on teaching has linked instructional environment and achievement. Thus, this study was designed to determine whether the implementation of an instructional management system served to improve student math achievement and the classroom instructional environment. In addition, the study examined the extent to which adding a curriculum-based monitoring system to an ongoing math curriculum would result in positive changes in the classroom instructional environment and in achievement. 相似文献
33.
As a stage-based model of learning, the Instructional Hierarchy offers a useful heuristic for organizing research on effective
instructional strategies at different levels of skill proficiency. In this paper, we summarize and highlight the unique contributions
of each empirical study presented in the special issue. We describe common methodological features across the studies that
likely contributed to intervention effectiveness, and present several implications for research and practice. 相似文献
34.
35.
Arne Leer Iris M. EngelhardAnnemarie Altink Marcel A. van den Hout 《Behaviour research and therapy》2013
Cognitive-behavioral therapy for anxiety disorders typically involves exposure to the conditioned stimulus (CS). Despite its status as an effective and primary treatment, many patients do not show clinical improvement or relapse. Contemporary learning theory suggests that treatment may be optimized by adding techniques that aim at revaluating the aversive consequence (US) of the feared stimulus. This study tested whether US devaluation via a dual task – imagining the US while making eye movements – decreases conditioned fear. Following fear acquisition one group recalled the US while making eye movements (EM) and one group merely recalled the US (RO). Next, during a test phase, all participants were re-presented the CSs. Dual tasking, relative to the control condition, decreased memory vividness and emotionality. Moreover, only in the dual task condition reductions were observed in self-reported fear, US expectancy, and CS unpleasantness, but not in skin conductance responses. Findings provide the first evidence that the dual task decreases conditioned fear and suggest it may be a valuable addition to exposure therapy. 相似文献
36.
37.
The present research examined relationships among medical school applicants’ preferred approaches to learning, methods of instruction, and specialty areas (n = 912). Based on confidential responses to a progressive series of paired comparisons, applicants’ preferences for lecture (L), self-study (SS), group discussion (GD), and computers (C) were assessed across three dimensions: (1) comfort; (2) effectiveness; and (3) interest. Using cluster analysis to generate four instructional “profiles,” participants’ comparative preferences for self-study/lecture versus group discussion/computers (+SS, L/−GD, C) were positively associated with interests in surgery and neurology, whereas opposing preferences (+GD, C/−L, SS) corresponded with the practice of family medicine. Using a matriculant subset (N = 160), analyses indicated that these relationships remained after controlling for sex and psychological type. 相似文献
38.
Gad Yair 《Social Psychology of Education》1996,1(3):269-295
This study presents an exploratory theoretical framework that analyzes the extent by which the contexts of classroom instruction
mediate the effects of instructional strategies on achievement. The study first presents the two main tasks that teachers
face in classrooms-teaching, and controlling the social order. The study then elaborates on formal and informal instructional
strategies that teachers use to manage these tasks. The main foci of the study is to show that the effects of these different
instructional strategies on student achievements vary by grade level. The results suggest that the contexts of instruction
determine the magnitude and direction of the effects of instructional strategies on achievement. Positive effects on student
achievement appear when a functional congruence occurs between teachers' instructional strategies and the contexts wherein
they are used. The analyses suggest that changes in the cognitive, social, and institutional contexts of classrooms may change
the relative efficacy of specific instructional strategies. Consequently, researchers should pay more attention to the changes
in the sociology of classrooms during students' school careers.
This study was supported by a post-doctoral fellowship from the Fulbright Foundation and by a small research grant from The
Spencer Foundation. My wholehearted appreciation is given to the support I received from the Foundations. I am especially
grateful to Charles Bidwell from the University of Chicago, who encouraged me to pursue this study during my post-doctoral
visit in 1994–95. Discussions with Benjamin Wright and his warm support have been more than essential. The hospitality and
the academic environment at the NORC and the University of Chicago have done wonders to the fruition of ideas advanced in
this study. Yechezkel Dar and Ruth Butler made suggestions to the improvement of this article. Daniel Shalem and Rivka Berman
assisted with editorial as well as substantive comments. The reviewers ofSocial Psychology of Education insightfully suggested ways to improve the final version. 相似文献
39.
Geoffrey E Sainty 《Journal of Vocational Behavior》1974,5(1):173-176
An empirical validation of the 114 Worker Trait Groups (WTG) of the Third Edition of the Dictionary of Occupational Titles (DOT) was performed by comparing the factor structure of the worker trait components of the 114 WTG's with the factor structure of a random sample of 800 of the 4000 jobs used as the basis for the DOT, Third Edition. Six factors were compared and cosines between .8997 and .9657 obtained on the matched factors, thus providing a measure of empirical validity for the 114 WTG's based on the worker trait components. 相似文献
40.
Jennifer J. McComas Ida Downwind David A. Klingbeil Shawna Petersen-Brown Katherine M. Davidson David C. Parker 《Journal Of Applied School Psychology》2017,33(2):89-108
Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and reprimands) and classroom on-task behavior in an urban, public K–8 school that serves primarily American Indian students. OTRs and praise were positively associated with student on-task behavior, whereas reprimands were negatively associated with on-task behavior. Results from multilevel logistic regression indicated that OTRs significantly increased the likelihood that a classroom was highly on-task, whereas the reprimands significantly decreased the likelihood. Praise did not have a significant effect after controlling for the other variables in the model. Results are interpreted in a context of evidence-based instructional practices for increasing OTRs and praise, decreasing reprimands, and ultimately enhancing on-task behavior in an urban classrooms serving primarily American Indian youth. 相似文献