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1.
The impact of computer-based performance feedback on students’ affective-motivational state may be very different, depending on the positive or negative direction of the feedback message and its specific content. This experiment investigated whether more elaborated error messages improve students’ affective-motivational response to negative (i.e., corrective) feedback. We systematically varied the presence and complexity of corrective feedback messages (1 × 4 between-subjects design) and analyzed the effects of the provided feedback on students’ emotions, task-related perceived usefulness, and expectancy-value beliefs. University students (N = 439) worked on a low-stakes test with 12 constructed-response geometry tasks. They received either no feedback or different complexities of immediate corrective feedback after incorrect responses (i.e., Knowledge of Results [KR], Knowledge of Correct Response [KCR], or Elaborated Feedback [EF]), paired with immediate confirmatory KCR feedback after correct responses (i.e., confirming their response). Our data showed that students’ task-level performance moderated the emotional impact of feedback (i.e., beneficial effects after correct responses; detrimental effects after incorrect responses). Students’ performance further moderated several feedback effects on students’ expectancy-value beliefs. Regarding error message complexity, we found that students reported higher levels of positive emotions after receiving EF or KCR compared to KR, while only EF decreased students' level of negative emotions compared to KR and increased students' task-related perceived usefulness compared to all other groups. Overall, our results suggest that performance feedback is likely to improve students’ affective-motivational state when the feedback confirms a correct response. Moreover, when reporting an error, EF (or KCR messages) were more beneficial to affective-motivational outcomes than simple KR notifications.  相似文献   

2.
Research findings regarding the relationship of social skills deficits and behavioral characteristics associated with attention-deficit hyperactivity disorder (ADHD) among kindergarten-age children are presented. The Preschool and Kindergarten Behavior Scales (PKBS) were utilized to identify the social skills attributes of young children with significant ADHD characteristics. An ADHD target group (N = 95) was constructed by selecting participants from a large nationwide sample who were rated by their teachers as being in the highest 5% on the PKBS Attention Problems/Overactive subscale. A matched non-ADHD comparison group (by gender and age) of 95 children was developed through a randomized block procedure using the same nationwide sample. The ADHD group was rated as having significantly poorer social skills than the comparison group, and could be classified with a very high degree of accuracy based on discriminant function analysis of their social skills scores. Although exhibiting comparative deficits in all social skill areas, the ADHD participants were especially lacking in social cooperation skills: the ability to follow rules, structure, and important social expectations of both children and adults. Children who were rated high in ADHD characteristics were between five and six times more likely than the comparison children to be rated as having significant deficits in social skills. Implications of these findings for assessment and treatment of young children are discussed. © 1998 John Wiley & Sons, Inc.  相似文献   

3.
Neurodevelopmental Correlates of Theory of Mind in Preschool Children   总被引：1，自引：1，他引：0  
Baseline electroencephalogram (EEG) data were collected from twenty-nine 4-year-old children who also completed batteries of representational theory-of-mind (RTM) tasks and executive functioning (EF) tasks. Neural sources of children's EEG alpha (6–9 Hz) were estimated and analyzed to determine whether individual differences in regional EEG alpha activity predicted children's RTM performance, while statistically controlling for children's age and EF skills. Results showed that individual differences in EEG alpha activity localized to the dorsal medial prefrontal cortex (dMPFC) and the right temporal–parietal juncture (rTPJ) were positively associated with children's RTM performance. These findings suggest that the maturation of dMPFC and rTPJ is a critical constituent of preschoolers' explicit theory-of-mind development.  相似文献   

4.
Academic and social success in school has been linked to children’s self-regulation. This study investigated the assessment of the executive function (EF) component of self-regulation using a low-cost, easily administered measure to determine whether scores obtained from the behavioral task would agree with those obtained using a laboratory-based neuropsychological measure of EF skills. The sample included 74 children (37 females; M = 86.2 months) who participated in two assessments of working memory and inhibitory control: Knock–Tap (NEPSY: Korkman, Kirk, & Kemp, 1998), and participated in event-related potential (ERP) testing that included the directional stroop test ( DST, Davidson, Cruess, Diamond, O’Craven, and Savoy (1999)). Three main findings emerged. First, children grouped as high vs. low performing on the NEPSY Knock–Tap Task were found to perform differently on the more difficult conditions of the DST (the Incongruent and Mixed Conditions), suggesting that the Knock–Tap Task as a low-cost and easy to administer assessment of EF skills may be one way for teachers to identify students with poor inhibitory control skills. Second, children’s performance on the DST was strongly related to their ERP responses, adding to evidence that differences in behavioral performance on the DST as a measure of EF skills reflect corresponding differences in brain processing. Finally, differences in brain processing on the DST task also were found when the children were grouped based on Knock–Tap performance. Simple screening procedures can enable teachers to identify children whose distractibility, inattentiveness, or poor attention spans may interfere with classroom learning.  相似文献   

5.
Several interventions aimed at increasing positive attitudes towards older adults among health-care professionals have been introduced. These interventions tend to focus on a small subset of clinical employees, ignoring other clinical and nonclinical hospital staff. The objective of this study was to evaluate the efficacy of a short aging simulation workshop toward increasing positive attitudes towards older adults among a multidisciplinary group of workshop participants using a pre/post quasiexperimental design. Four hundred seventy six new employees of the Department of Veterans Affairs completed the Kogan's Attitudes Toward Old People Scale (KOP) immediately before and after participating in a short aging simulation workshop. Significant pre- to-posttest increases in KOP scores were identified for nurses, physicians, psychologists, other clinical employees, and nonclinical employees, but not among medical support assistants, nurse assistants, and social workers. There existed no significant differences between each group's pretest scores; however, staff of higher educational achievement had significantly higher posttest scores as compared to persons of lower educational status. This short aging simulation workshop was successful in increasing positive attitudes towards older adults among staff who had higher educational achievement.  相似文献   

6.
This study attempted to determine whether children with the combined subtype of attention-deficit/hyperactivity disorder (ADHD) have impairments in cognitive functioning and motor skills. The specific effect of the comorbidity of learning disabilities (LD) was also investigated. A battery of cognitive tests was administered to 26 children with a clinical diagnosis of ADHD-combined subtype (ADHD/C), to 24 children with ADHD/C with a comorbid diagnosis of LD (ADHD/C+LD), and to 102 participants without disabilities, all between ages 7 and 10. The testing battery consisted of tasks assessing memory, visuospatial and verbal abilities, and fine motor skills. In general, the test results of children with ADHD/C were poorer than those of the control group but better than the results of children with a combined ADHD/C+LD diagnosis (with the exception of motor skills). The predictive accuracy of the testing battery tasks in children with ADHD/C and ADHD/C+LD was examined. The results of a standard procedure of discriminant function analyses revealed that the measures correctly classified 73.6% of the children.  相似文献   

7.
Newly developed measures of response inhibition, verbal and non-verbal memory, and attention were applied to a sample of boys diagnosed with ADHD (n = 50; 14 predominantly inattentive type and 36 combined type) with no diagnosed comorbid conditions, who had received no stimulant medication for a minimum period of 20 hours prior to test administration. Performance was assessed relative to 50 individually age-matched control boys. Results revealed significant multivariate group differences on all three tests, supported by univariate effects on measures of verbal memory and attentional switching. In all cases, ADHD boys performed more poorly than the control boys. However, contrary to expectations, boys with ADHD made significantly fewer impulsive responses (false positives) on the specific measure of response, despite recording significantly more misses than the controls. Furthermore, no significant differences were observed according to ADHD subtype. The present research therefore demonstrates and more fully characterises the nature of the observed memory and attentional impairments in boys with ADHD and would appear to have clear implications for education and the further development of theory.  相似文献   

8.
The present study examined whether ADHD children exhibit low verbal IQ (VIQ) and distinguishable test profile on the Verbal comprehension (VC) and Freedom from distractibility (FFD) factors, and whether gender influences their verbal abilities. At the Laboratory of Neuropsychology of the Department of Special Education, University of Thessaly, WISC‐III verbal scales were administered to 69 ADHD children (50 boys and 19 girls) and controls who were matched for age and sex. Mean scores for all WISC‐III verbal scales, VIQ, VC and FFD of ADHD children were significantly lower than controls. FFD was found lower than VC and it correlated statistically significantly with VC in ADHD children. No gender differences were found among ADHD children.  相似文献   

9.
This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = .32, sample weighted d = . 71; p = .001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD (DSM-III-R vs. DSM-IV). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = .21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement.  相似文献   

10.
A clinic-referred sample of 109 children with attention-deficit/hyperactivity disorder (ADHD) was followed into adolescence for the ascertainment of alcohol and other drug use and abuse. Learning disability (reading or math) in childhood was examined as a predictor of adolescent substance use and substance use disorder for alcohol and marijuana. No statistically significant group differences for children with LD versus those without LD emerged even after using different methods to compute LD. IQ/achievement discrepancy scores were similarly not predictive of later use or abuse. However, children with ADHD who had higher IQs and higher levels of academic achievement in childhood were more likely to try cigarettes, to smoke daily, and to have their first drink of alcohol or first cigarette at an early age. Children with ADHD who had higher reading achievement scores were less likely to have later alcohol use disorder. Although these findings are necessarily preliminary, due to the small number of children interviewed, the pattern of results suggests that level of cognitive functioning--rather than discrepancy between IQ and achievement--is important for the prediction of later substance use and abuse, at least in this clinic-referred sample of children with ADHD. Further, different mechanisms of risk related to cognitive functioning may be operating for experimentation with legal drugs such as alcohol and tobacco, regular cigarette smoking, and problematic alcohol use.  相似文献   

11.
We examined whether the timing of executive function (EF) development was associated with growth in children's math achievement across eight measurement occasions from preschool through second grade. Using a prospective longitudinal sample of 351 children, we found that children who developed EF later, entered preschool with the lowest levels of math performance and did not catch-up to their intermediate or early EF developing counterparts despite exhibiting a similar math growth rate through second grade. This trend was also observed after controlling for children's biological sex, early language skills, and socioeconomic background. These findings suggest that developing EF late might place children at a unique risk for math difficulties independent of important child and family level characteristics and can provide insights for instructional strategies that take into account differences in children's EF development.  相似文献   

12.
The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group (n = 26). Specific effects of the intervention on behavioural deficits in attention and EF in a classroom setting as well as on academic skills were examined. Our analysis indicated that significant intervention effects could be found in the behavioural manifestation of attentional and executive skills in the classroom setting among children (n = 30) who were evaluated as having moderate symptoms in the pre-intervention assessment. Positive effects of the intervention were also observed in arithmetic and reading skills. The severity level of pre-intervention attention and EF deficits did not moderate the results observed in the academic skills tests. The results of this study suggest that a combination of behavioural, cognitive and skills training methods applied in a school context can be effective in reducing attention and EF problems and enhancing the academic performance of children with attention and EF deficits.  相似文献   

13.
Attention‐deficit/hyperactivity disorder (ADHD) often co‐occurs with reading disability. A cross‐sectional study in an Italian‐speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at primary school. Of the sample, 8.4% displayed RD; 7.0% had ADHD; 3.5% presented both RD and ADHD behaviours; 50% of the children with ADHD displayed RD; 41.9% of those with RD displayed ADHD behaviours. Low socioeconomic status was associated with a fourfold increased probability of displaying RD (odds ratio = 3.98), but not ADHD behaviours. In this nonclinical sample, we detected an early association between ADHD behaviours and RD. A key role in this association may be played by inattention symptoms, which occurred with significantly increased frequency also in the group presenting only RD.  相似文献   

14.
This study investigated whether the likelihood of motor impairment in children with attention-deficit/hyperactivity disorder (ADHD) increases with the presence of other disorders, and whether the co-occurring diagnoses of reading disability (RD) and oppositional defiant disorder (ODD) account for the motor deficits seen in ADHD. A total of 291 children (218 boys, 73 girls) participated. Six groups of children were compared: ADHD only (n = 29); RD only (n = 63); ADHD and RD (n = 47); ADHD and ODD (n = 19); ADHD, RD, and ODD (n = 21); and typically developing control children (n = 112). Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency and the Beery Test of Visual-Motor Integration. We found that the motor skills of the ADHD-only group did not differ from the typical control group. Furthermore, motor impairment in ADHD increased as a function of co-occurring disorders, and the presence of RD rather than ADHD predicted motor impairment.  相似文献   

15.
《College Teaching》2013,61(4):142-145
To determine the impact of an assignment and workshop intended to increase students’ information literacy skills, we conducted a quasi-experiment using a pretest-posttest assessment with undergraduate students in four sections of an introduction to developmental psychology course. Two sections (N = 81) received the assignment and instructions only, acting as the control group; two sections (N = 76) received the librarian-led workshop in addition to the assignment and instructions. Results of an independent-samples t-test revealed a significant difference on posttest scores on students’ information literacy skills between those who participated in the workshop and those who did not. There was also a positive change in students’ subjective views of their ability to use the library and online library resources.  相似文献   

16.
Abstract

This study assessed the effects of a special feedback program in reducing absenteeism among adolescent junior high school students" Parents of students in the experimental group received followup calls in cases of student absences on a more immediate basis than parents of other absentees. These parents also received positive phone calls and letters when their children improved in attendance. Two comparison groups received no positive feedback, but one was involved in a special social skills training program. Both an analysis of covariance, using absences the prior year as the covariate, and chi square analyses indicated significant differences between the groups. Both the experimental group and social skills group showed significant improvement in relation to the no-treatment control group.  相似文献   

17.
Early childhood education is a developmental period in which early symptoms of attention deficit hyperactivity disorder (ADHD) can be observed. This work examines the educational background of 206 children, from the ages of three to five years (109 of them with an ADHD diagnosis and 97 without a clinical diagnosis), by analysing 306 reports from their teachers. The aim of this study is to discover if these educational reports reflect differences in academic performance and behaviour between both groups. The 123 educational goals analysed in the reports have been classified into 15 categories. A nonparametric analysis (Chi square) was performed on each variable to compare ADHD/control groups. Our results claim that ADHD children show more difficulties in different curricular and behavioural aspects like attention, self-regulation, independence, motivation, basic learning, social relationships, motor skills and communication. These reports are useful in identifying children who are at risk of developing the disorder and in establishing intervention goals that decrease negative effects in children’s development.  相似文献   

18.
There is substantial variance in the age at which children construct and deploy their first explicit theory of biology. This study tests the hypothesis that this variance is due, at least in part, to individual differences in their executive function (EF) abilities. A group of 79 boys and girls aged 5–7 years (with a mean age of 6½ years) were presented with two test batteries: (a) a biology battery that probed their understanding of life, death, and body functions and (b) an EF battery that tested working memory, inhibition, and set‐shifting skills. Individuals' EF scores significantly predict their biology scores, even after controlling for age and verbal IQ.  相似文献   

19.
Limited research is available on the effectiveness of remedial college courses. The present study evaluated the effectiveness of two instructional approaches for developmental reading courses at a community college in the southwestern United States. The instructional approaches were traditional textbook-based instruction and strategic-reading instruction. The sample consisted of 64 participants. Half (n = 32) of the participants were in the control group (n = 32) and received traditional textbook-based instruction; the other half (n = 32) were in the experimental group and received strategic-reading instruction. All participants completed the Nelson-Denny Reading Form G at the beginning of the semester and then again 12 weeks later, at the end of the semester. The data were then statistically analyzed to identify any relationships between the type of instruction and the differences between the students’ pretest and posttest scores. The null hypotheses for H1 and H2 were rejected because the results of the paired t tests indicated that both traditional textbook-based instruction and strategic-reading instruction have a statistically significant positive effect on students’ performance on the test. A one-way ANOVA was conducted to determine whether the pretest/posttest difference scores varied based on the type of instruction. The findings showed that both methods of instruction were equally effective in improving the reading comprehension skills of community college students in a developmental reading course. Based on the findings, community college leaders are encouraged to assess the effectiveness of the instructional methods used in developmental courses to ensure at-risk community college students are receiving the most beneficial instruction.  相似文献   

20.
This article focuses on improving the instructional quality of student teachers in elementary education. We developed a coaching approach involving classroom observation and appropriate lesson preparation and feedback templates. Using an untreated control group design with pre-test and posttest (n = 198), we answered the question ‘whether student teachers who learned to teach with the new coaching approach achieved a higher level of pedagogical and didactical teaching skills compared to student teachers who did not receive this approach’. The effect variable used was the observation instrument ICALT. We compared the average scores of the control group and the experimental group on the posttest (ANCOVA). The differences found on the posttest, after controlling for the confounding variables, were significant on all ICALT scales. These effect sizes are medium on the scales; ‘Safe climate’, and ‘Clear instruction’, and large on the scales; ‘Classroom management’, ‘Activating pupils’, ‘Adaptive teaching’, and ‘Teaching learning strategies’.  相似文献   

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