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311.
《Journal Of Applied School Psychology》2013,29(2):87-109
The Kentucky IMPACT Program is described and formative evaluation results are reported. This information suggests that the Program has value for children and youth with serious emotional and behavioral disorders. 相似文献
312.
In two experiments participants received various training methods designed to relax constraints present in the Four-Tree problem (deBono, 1967), a difficult insight problem. Geometry misconceptions were corrected via direct instruction. Participants’ difficulty with developing three-dimensional representations was addressed via spontaneous analogical transfer (Experiment 1) or via cued analogical transfer (Experiment 2). We found that, while both training methods were effective, alleviating multiple constraints was more effective than the alleviation of single constraints via training programmes (c.f. Kershaw & Ohlsson, 2004). Providing single difficulty hints was ineffective in promoting solution. Implications for multiple paths to transfer (Nokes, 2009; Nokes & Ohlsson, 2005) and multiple constraints are discussed. 相似文献
313.
《Theology & Sexuality》2013,19(3):253-269
AbstractMost observers of the evangelical purity culture situate it within a form of contemporary evangelicalism that prioritizes personal spiritual growth and self-fulfillment. As a result, portrayals of the movement emphasize the therapeutic individualism and optimism of new paradigm spirituality. But the new paradigm does not help us explain the language of spiritual warfare and what Jason Bivins calls a religion of fear within purity rhetoric. Evangelical purity culture is as equally informed by a religion of accommodation and new paradigm spirituality as it is by a religion of fear and the remnants of cold war fundamentalism. This discordance makes sense only when the contemporary purity culture is placed within a broader historical trajectory that marks its genesis in the fundamentalist resurgence of the 1940s, not the 1970s when new paradigm churches first emerged. By examining the seemingly discordant elements of evangelical purity culture, historians are able to recognize the theological and historical continuity between evangelicalism’s religion of fear and religion of accommodation. 相似文献
314.
Fienup DM Hamelin J Reyes-Giordano K Falcomata TS 《Journal of applied behavior analysis》2011,44(2):413-416
Recent research has demonstrated the effectiveness of programmed instruction that integrates derived relations to teach college-level academic material. This method has been demonstrated to be effective and economical in the teaching of complex mathematics and biology concepts. Although this approach may have potential applications with other domains of college learning, more studies are needed to evaluate important technological variables. Studies that employ programmed instruction are discussed in relation to future directions for research. 相似文献
315.
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317.
Talking and Thinking With Our Hands 总被引:1,自引:0,他引:1
Susan Goldin-Meadow 《Current directions in psychological science》2006,15(1):34-39
ABSTRACT— When people talk, they gesture. Typically, gesture is produced along with speech and forms a fully integrated system with that speech. However, under unusual circumstances, gesture can be produced on its own, without speech. In these instances, gesture must take over the full burden of communication usually shared by the two modalities. What happens to gesture in this very different context? One possibility is that there are no differences in the forms gesture takes with speech and without it—that gesture is gesture no matter what its function. But that is not what we find. When gesture is produced on its own and assumes the full burden of communication, it takes on a language-like form. In contrast, when gesture is produced in conjunction with speech and shares the burden of communication with that speech, it takes on an unsegmented, imagistic form, often conveying information not found in speech. As such, gesture sheds light on how people think and can even play a role in changing those thoughts. Gesture can thus be part of language or it can itself be language, altering its form to fit its function. 相似文献
318.
Briana Hautau Haley C. Turner Erin Carroll Kathryn Jaspers Megan Parker Katy Krohn Robert L. Williams 《Journal of Behavioral Education》2006,15(4):256-273
On 4 of 7 days in each unit of an undergraduate human development course, students responded in writing to specific questions related to instructor notes previously made available to them. The study compared the effects of three writing contingencies on the quality of student writing and performance on major multiple-choice exams in the course. The three contingencies were (1) receiving credit for all writing products each unit, (2) receiving credit for one randomly selected writing product each unit, and (3) receiving no credit for any writing product each unit. On all dimensions of exam performance, writing for daily credit produced higher scores than did writing for random credit and writing for no credit. The daily-writing contingency also produced the highest writing ratings across all units; the writing for random credit produced the next highest writing scores; and the writing for no credit yielded the lowest writing scores. Across all three contingencies, writing scores were highly correlated with performance on multiple-choice exams. 相似文献
319.
Arnie H. Zencius Paula K. Davis Anthony J. Cuvo 《Journal of applied behavior analysis》1990,23(2):245-252
This study evaluated the efficacy of a personalized system of instruction to teach checking account skills to persons with mild disabilities. Using a self-paced manual, 8 participants in two groups were taught to write checks, complete deposit slips, and reconcile monthly bank statements. Four participants were assessed for generalization from the classroom to community sites and demonstrated nearly perfect performance. A multiple probe design showed that acquisition occurred sequentially for each skill only after training using the self-paced manual. Follow-up sessions demonstrated that participants maintained the checking account skills. The results provide evidence of the effectiveness and adaptability of a personalized system of instruction for teaching complex monetary skills to persons with mild disabilities. 相似文献
320.
Nancy A. Neef Joanne Walters Andrew L. Egel 《Journal of applied behavior analysis》1984,17(4):453-460
We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, “Is this a_____?”, followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, “Do you want ______?”. Increases in correa responding were confirmed by a multiple-baseline design across all four students and were maintained with the introduction of new items. However, generalization to “Is this a_____?” questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations. 相似文献