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1.
William Damon 《Journal of applied developmental psychology》1984,5(4):331-343
The purpose of this paper is to provide a rationale for making broader educational use of peer learning principles as explicated in developmental theory and research. The paper argues that peer learning brings with it unique motivational and cognitive benefits for participating peers. Research has shown that peer learning can bolster children's self-esteem, awaken their interest in challenging tasks, enhance scholarly achievement, and foster prosocial behavior. In particular, it is an effective means of enabling children to grasp basic concepts that underlie school curricula.Two different forms of peer learning, “peer tutoring” and “peer collaboration,” are distinguished. Each has its potential use: peer tutoring for transmitting information and drilling special skills; peer collaboration for facilitating intellectual discovery and the acquisition of basic knowledge.Some general guidelines for the integration of peer tutoring and peer collaboration in the classroom are offered. It is recognized that specific curriculum plans implementing these guidelines must be formulated with a view to the overall cultural context of the school system. Such plans must be molded in context to suit the needs of each particular site. It is concluded, however, that the general principles of peer education set forth in this position paper would enhance all varieties of schooling. As explicated in this article, peer education complements rather than supplants adult teaching, freeing up teachers' time and attention and enabling them to focus more directly and effectively on individual children's learning needs. 相似文献
2.
Four experiments examined two alternative views of retrieval events. The results of Experiment 1 were equivocal because of an apparent “ceiling effect.” The results of Experiments 2, 3, and 4, in which changes were made in basic procedures, seemed to indicate that the act of retrieval itself had an effect on the memorability of words.
相似文献3.
Undermining the Zeigarnik effect: Another hidden cost of reward 总被引:1,自引:0,他引:1
Forty college students participated in a study ostensibly designed to obtain measures of the hemispheric activity while they worked on a spatial reasoning task. In fact, our true interest was in determining whether subjects would return to the spatial reasoning task once the hemispheric recordings were completed. Subjects would normally be expected to return to the task by virtue of the Zeigarnik effect because no subject completed the task during the “hemispheric recording” phase. The manipulation involved telling one group of subjects that they would be paid $1.50 for participating in the study (expected reward group). The remainder of the subjects were not led to expect the reward (unexpected reward group). The result was that 86% of the unexpected reward subjects but only 58% of the expected reward subjects (p < .05) manifested the Zeigarnik effect. This differential tendency to return to the task was further reflected in time differences. The average unexpected reward subject spent 3 min 48 sec of a five-minute free-choice period at the task, whereas the average expected reward subject spent only 2 min 20 sec (p < .05). Reward expectancy, therefore, led to an undermining of the Zeigarnik effect. This observation supports Condry's prediction that rewarding performance at a task can lead to premature task disengagement. 相似文献
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In contrast to a growing body of literature examining the experiences and trends of those who leave their faith tradition—particularly among Christian denominations—relatively little is known about those who specifically disaffiliate from Mormonism, although some evidence suggests that former Mormons may be especially likely to embrace secularity or irreligion rather than other religious beliefs and practices. Pursuant to empirically investigating this reactionary dynamic, the current study compared the relative religiosity and secularity of an online sample of active Mormons (n?=?194) and former Mormons (n?=?109) using the Abbreviated Religiousness Measure (ARM), an updated questionnaire of multidimensional religiosity. Results supported the ARM’s improved psychometrics and its hypothesized three-factor structure with both subsamples. Additionally, multivariate and univariate results indicated that active and former Mormon participants from our sample, significantly polarized in their self-reported level of religious beliefs, rituals, and influence on daily behaviors, with active Mormon reporting high religiosity and former Mormons reporting low religiosity or high secularity. Although these results comport with reactionary deconversion dynamics found in other high cost religions, limits to generalizability are discussed. Reasons for and implications of this reactionary phenomenon are also posited. 相似文献
6.
Bernie Holliday Damon Burton Greg Sun Jon Hammermeister Sarah Naylor Dan Freigang 《Journal of Applied Sport Psychology》2013,25(2):199-219
Over the past two decades, mental skills training (MST) has experienced a tremendous surge in popularity, yet MST is not without its critics, including some athletes and coaches. Additionally, a number of concerns have arisen about mental training effectiveness, and its ability to maximize athlete development, performance, and peaking. Periodization is a systematic program development and implementation strategy that holds promise for enhancing mental training effectiveness and combating some of the problems currently limiting MST interventions. Thus, the purpose of this conceptual paper was threefold. First, periodization concepts are introduced by demonstrating how they are utilized to systematically guide physical training. Second, strategies to adapt periodization concepts to enhance mental training programs are examined, along with techniques to integrate physical and mental training, including: mental training tool and skill periodization plans and mental training drill menus. Finally, a case study is presented to illustrate how an integrated approach to periodized training that targets both physical and mental skill development can enhance the effectiveness of MST while minimizing implementation problems. 相似文献
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Damon L. Rappleyea Alan C. Taylor John L. Butler VI 《The American journal of family therapy》2013,41(4):282-292
Evidence suggests that many couples attending marital therapy report that financial concerns have a significant impact on their distress. Despite the complaint, many Marriage and Family Therapy (MFT) training programs do not offer courses that teach therapists how to properly address financial concerns as a part of their training or curriculum, leaving many practitioners unaware of the processes associated with remediating the distress. The authors address the concepts of financial literacy and financial problems, and suggest a training curriculum to guide therapists in decisions about treating financial concerns for couples. Suggestions of future research and core competencies are discussed. 相似文献
9.
Damon L. Silvers Ph.D. 《Psychoanalytic Inquiry》2013,33(5):771-783
Here I comment on Gianni Nebbiosi's paper “Organizing Patterns in a Dyad and in a Group: Theoretical and Clinical Implications.” Nebbiosi's thinking about dyadic and group experience from an intersubjective perspective is reflective of current trends in psychoanalysis—with the emphasis in contemporary theory shifting toward the affective dimension of self-experience. His formulations regarding the essential role of affect regulation in establishing dyadic and group organizing principles are consistent with the main point in intersubjectivity theory—that affects are organizers of self-experience. Nebbiosi develops an overarching conceptual framework and clearly elucidates the central role these organizing principles have in the formation of group identity and group cohesion. 相似文献
10.
Fang-Yi Liao Liu-Qin Yang Mo Wang Damon Drown Junqi Shi 《Journal of business and psychology》2013,28(1):63-77