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991.
John C. Begeny Edward J. Daly III Rachel J. Valleley 《Journal of Behavioral Education》2006,15(4):229-235
The purpose of this study was to compare two oral reading fluency treatments (repeated readings and phrase drill error correction) which differ in the way they prompt student responding. Repeated readings (RR) and phrase drill (PD) error correction were alternated with a baseline and a reward condition within an alternating treatments design with an 8-year old boy referred for reading difficulties. Results indicate that RR and PD improved the participant’s reading fluency equally well relative to both baseline and reward conditions. Results are discussed in terms of the types and relevance of response opportunities afforded by each intervention. 相似文献
992.
From indirect aggression to invisible aggression: A conceptual view on bullying and peer group manipulation 总被引:1,自引:0,他引:1
Recent research has emphasized the importance of indirect aggression among children and has challenged the conception that aggressive children lack social–cognitive skills. In schools, victimization against non-provocative targets rarely involves just a dyad, but might not be simply the product of group processes either. This paper suggests that in most cases it results from the encounter between a skillful bully and a group that lacks true cohesiveness, through a process of normative social influence. Groups with low quality of friendships may be more likely than others to become instruments of aggression as victimization provides them with a common goal and an appearance of cohesion. We hypothesize that, in some cases, the manipulation of a healthy-functioning group is also possible but requires use of particularly subtle devices, and thus a higher level of social intelligence by the bully. We also suggest that in such a situation the aggressive act is not just indirect, but invisible and the influence exerted on the group might be informational and not normative. Implications for the characteristics of the victim and suggestions for future research are discussed. 相似文献
993.
大学生阅读插图文章的眼动研究 总被引:2,自引:0,他引:2
选择33名视力正常的二年级大学生,用眼动仪记录他们阅读不同难度的无插图、黑白插图、彩色插图的文章时的眼动过程。结果发现:1、对于不同呈现方式文章的阅读,从阅读指标看:彩色插图组显著优于无插图组;从眼动指标看:在本研究中表现为彩色插图组的注视次数明显低于无插图组,而眼跳距离小于无插图组。2、材料难度对大学生的眼动模式有一定的影响,在本研究中主要表现为注视次数、回视次数有显著差异,阅读指标也表现出显著差异,都是易材料组优于难材料组。3、无论阅读指标还是眼动指标,在本研究中黑白插图的效果都不好。 相似文献
994.
用眼动追踪仪对第二语言为英语的20名视力正常大学生阅读不同文化语境与难度英语材料的眼动过程进行了记录。结果发现:1.不同文化语境与难度下大学生英语阅读的理解成绩、阅读速度与阅读效率是有差异的;2.阅读材料的文化语境对大学生英语阅读的眼动模式构成影响,分别影响学生的注视次数、眼跳距离和回视次数;3.英语阅读材料的难度也影响到学生阅读的眼动模式。 相似文献
995.
Teresa QuirogaZenia Lemos-Britton Elizabeth MostafapourRobert D. Abbott Virginia W. Berninger 《Journal of School Psychology》2002,40(1):85
In the first study, 30 Spanish-speaking English-as-a-second language (ESL) first graders whose families were Latino immigrants and who received all their school instruction in English completed an assessment battery with both Spanish and English measures of phonological awareness, Verbal IQ (VIQ), oral language proficiency, and single-word reading (real words and pseudowords); they also named English alphabet letters. Phonological awareness in Spanish predicted (a) phonological awareness in English and (b) English word reading; thus, phonological awareness may transfer across first and second languages and across oral and written language. English VIQ and oral language proficiency predicted both English and Spanish word reading, but Spanish VIQ and oral language proficiency did not predict English word reading. In the second study, the 4 males and the 4 females with the lowest reading achievement participated in an instructional design experiment in which empirically supported instructional components for teaching beginning reading to monlingual English speakers were included. These components were phonological awareness training (in both Spanish and English), explicit instruction in alphabetic principle (in English), and repeated reading of engaging English text with comprehension monitoring (in English). Both individual students and the group as a whole increased in real-word reading and pseudoword reading beyond the level expected on the basis of their Spanish or English VIQ or oral proficiency. Implications of this research for school psychology practice are discussed, especially the importance of early reading intervention and progress monitoring for Spanish-speaking ESL first graders. 相似文献
996.
B.Keith Payne Alan J LambertLarry L Jacoby 《Journal of experimental social psychology》2002,38(4):384-396
This study applied process dissociation (PD) to investigate the role of conscious goals in controlling automatic influences of stereotypes. A priming procedure was used to show that the presence of Black (vs. White) faces caused stereotypical misidentifications of objects. Specifically, Black primes caused lures to be misidentified as weapons, whereas White primes caused weapons to be misidentified as non-threatening objects. By manipulating the goals with which participants completed the experiment, we demonstrated that the stereotype bias was invariant across conscious goals to avoid vs. use the influence of race. PD analysis provided three major insights. First, the impact of race was mediated solely through an unintentional accessibility bias. Second, requiring participants to respond rapidly increased the impact of stereotypes, an effect that was mediated by a reduction in controlled discrimination among stimuli. Finally, calling attention to race increased the stereotype accessibility bias, regardless of whether race was made salient with the intention to use, or the intention to avoid the influence of race. 相似文献
997.
998.
探讨正常与快速阅读条件下文章宏观标记对文章主题通达和文章信息保持的影响。实验以高中二年级学生为被试。结果表明,在文章主题通达上,有文章宏观标记时,正常阅读与快速阅读之间无显著差异;无文章宏观标记时,正常阅读显著优于快速阅读;在文章信息的保持量上,文章宏观标记对正常阅读和快速阅读都有显著的促进作用。据此,我们可以初步得出快速阅读过程是读者利用文章结构信息建构文章结构表征并进行结构搜索加工的过程的结论。 相似文献
999.
1000.