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821.
Pasquale Anselmi Luca Stefanutti Debora de Chiusole Egidio Robusto 《The British journal of mathematical and statistical psychology》2017,70(3):457-479
The gain–loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well‐graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills. 相似文献
822.
Self‐determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self‐determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self‐determined learning and (b) Can self‐determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self‐determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self‐regulation and students' academic achievement. 相似文献
823.
Louis P. Hagopian Griffin W. Rooker Jennifer R. Zarcone Andrew C. Bonner Alexander R. Arevalo 《Journal of applied behavior analysis》2017,50(1):48-66
Hagopian, Rooker, and Zarcone (2015) evaluated a model for subtyping automatically reinforced self‐injurious behavior (SIB) based on its sensitivity to changes in functional analysis conditions and the presence of self‐restraint. The current study tested the generality of the model by applying it to all datasets of automatically reinforced SIB published from 1982 to 2015. We identified 49 datasets that included sufficient data to permit subtyping. Similar to the original study, Subtype‐1 SIB was generally amenable to treatment using reinforcement alone, whereas Subtype‐2 SIB was not. Conclusions could not be drawn about Subtype‐3 SIB due to the small number of datasets. Nevertheless, the findings support the generality of the model and suggest that sensitivity of SIB to disruption by alternative reinforcement is an important dimension of automatically reinforced SIB. Findings also suggest that automatically reinforced SIB should no longer be considered a single category and that additional research is needed to better understand and treat Subtype‐2 SIB. 相似文献
824.
Robin K. Landa Bethany Hansen M. Alice Shillingsburg 《Journal of applied behavior analysis》2017,50(3):538-551
Previous research has evaluated contrived motivating operations to teach mands for information. However, literature evaluating acquisition of the mand when? is comparatively limited. As an extension of Shillingsburg, Bowen, Valentino, & Pierce (2014), we taught three children with autism to engage in mands for information using when under alternating conditions in which a contrived establishing operation was present (EOP ) or absent (EOA ). Following training with a constant prompt delay, all participants acquired the mand for information and demonstrated correct use of the provided information and a decrease in inappropriate attempts to access restricted items. 相似文献
825.
Ilaria Buonomo Caterina Fiorilli Maria Angela Geraci Alessandro Pepe 《The Journal of genetic psychology》2017,178(3):193-206
The authors compared the relations between general psychological difficulties and dimensions of temperament in children with and without learning disability (LD). The main aim was to analyze whether and to what extent children's temperament dimensions contribute to their general psychological difficulties when LD diagnosis, age, and gender are taken into account. Participants were 52 elementary school children 7–11 years old (M age = 8.61 years, SD = 1.21 years). Twenty-six of them had been diagnosed with LD. Six teachers rated their pupils with and without LD in relation to their general psychological difficulties (Strengths and Difficulties Questionnaire) and temperament dimensions (Italian Questionnaires of Temperament). In children with LD, the main dimensions of temperament with the power to predict general psychological difficulties (i.e., emotionality and social orientation) concern these students' relationships with others (teachers and peers). The findings of the current study draw educators' and practitioners' attention to the fact that children's temperamental characteristics may affect how they experience their LD, with significant implications for their later social adjustment. 相似文献
826.
Claire F. Michaels Thábata V. B. Gomes Rodolfo N. Benda 《Journal of motor behavior》2017,49(5):550-567
The theory of direct learning (D. M. Jacobs &; C. F. Michaels, 2007) has proven useful in understanding improvement in perception and exploratory action. Here the authors assess its usefulness for understanding the learning of a motor skill, bimanual tapping at a difficult phase relation. Twenty participants attempted to learn to tap with 2 index fingers at 2 Hz with a phase lag of 90° (i.e., with a right-right period of 500 ms and a right-left period of 125 ms). There were 30 trials, each with 50 tapping cycles. Computer-screen feedback informed of errors in both period and phase for each pair of taps. Participants differed dramatically in their success. Learning was assessed by identifying the succession of attractors capturing tapping over the experiment. A few participants’ attractors migrated from antiphase to 90° with an appropriate period; others became attracted to a fixed right-left interval, rather than phase, with or without attraction to period. Changes in attractor loci were explained with mixed success by direct learning, inviting elaboration of the theory. The transition to interval attractors was understood as a change in intention, and was remarkable for its indifference to typical bimanual interactions. 相似文献
827.
Building on the conservation of resources model, we conducted three studies to explore the link between ambient temperature and individual prosocial behavior. In study 1, analyzing the two‐wave field data from a chain of retail stores in Eastern Europe, we find that, in hot, as opposed to normal temperatures, employees are less likely to act in a prosocial manner. In study 2, we replicate and extend these findings in a randomized controlled experiment by identifying mechanisms underlying the relationship between hot ambient temperature and helping behavior. Specifically, we find that heat increases fatigue that leads to reduction in positive affect and subsequently reduces individual helping. Finally, in study 3, we replicate these findings in a field experiment. Taken together, our study helps to explain how and through what mechanisms ambient temperature influences individual helping. The theoretical and practical implications of our findings are discussed. 相似文献
828.
Concetta Esposito Dario Bacchini Nancy Eisenberg Gaetana Affuso 《Aggressive behavior》2017,43(6):588-600
829.
This study analyzes temperamental and social correlates of 18-month-olds’ (N = 58) instrumental helping (i.e., handing over out-of-reach objects) and comforting (i.e., alleviating experimenter’s distress). While out-of-reach helping as a basic type of prosocial behavior was not associated with any of the social and temperamental variables, comforting was associated with maternal responsible parenting, day care attendance, and temperamental fear, accounting for 34% of the total variance in a corresponding regression model. The data of the present study suggest that, while simple instrumental helping seems to be a robust developmental phenomenon, comforting is associated with specific social experiences and child temperament that constitute interindividual differences and thereby help to explain the domain-specific development of prosociality. 相似文献
830.
Maternal depression can significantly impact mothers’ sensitivity to their infants’ needs as well as infants’ social and emotional development. The still-face paradigm (SFP) is widely used to assess infants’ understanding of the contingency between their own behavior and that of their caregivers, as well as infants’ ability to self-regulate arousal levels during sudden changes in maternal responsiveness. Infants of clinically depressed mothers display blunted levels of negative affect compared to infants of non-depressed mothers during the still-face (SF) phase. However, little is known about whether individual differences in elevated, non-clinical levels of maternal depression similarly affect mother-infant interactions. The current study examines the longitudinal effects of non-clinical maternal depression on infant and maternal behaviors during the SFP. Infants (N = 63) were assessed at 5 and 9 months and maternal depression was assessed at 5 months using the Beck Depression Inventory (BDI). Infants of mothers with elevated levels of depression displayed less negative engagement during the SF phase compared to infants of mothers with lower levels of depression. This effect was present at 5 months, but not at 9 months. Findings demonstrate that non-clinical levels of maternal depressive symptomatology can have a significant impact on infants’ affective regulation during the first half of the first year of life, but this does not necessarily have a long-lasting influence later in infancy. Interventions may want to target mothers with non-clinical depression to promote healthy infant social and emotional development. 相似文献