The role of affective orientation in the five factor personality structure     

Melanie Booth‐Butterfield  Steve Booth‐Butterfield 《Communication Research Reports》2013,30(4):301-313

This study examined how Affective Orientation (AO) is positioned within the Five Factor model of personality to impact communication processes. Being emotionally guided by one's emotions should not be redundant with the lexically‐driven factors, but should demonstrate conceptual overlap in appropriate areas, a prediction which was confirmed.

AO related only to Extraversion and Neuroticism (n=234) but not to Conscientiousness, Openness, or Agreeableness. Importantly the Five Factor model accounted for 20% of the AO variance, and AO demonstrated factorial independence, suggesting that Affective Orientation is best described at the facet level of the Five Factor model. Females scored significantly higher than males on AO, Conscientiousness, Extraversion, and Agreeableness.  相似文献   

Learning Computer Science and Engineering in Context     

Shirley Booth 《Computer Science Education》2013,23(3):169-188

The growing tendency away from transmissive pedagogy to a broadly constructivist pedagogy in higher education is characterised as a cultural change which lacks a strong theoretical foundation within the culture. In this paper, learning is considered from a phenomenographic perspective, which teachers can ground in their own experience of teaching and work with to gain insights into their students' experience of learning. Thereby the theoretical foundation of the culture can successively be strengthened. The message is illustrated with the results of empirical research into students' experience of learning in groups in a project-focused induction course to a computer science and engineering programme.  相似文献   

The role of cognitive “performance orientation” in communication anxiety     

Melanie Booth‐Butterfield  Steve Booth‐Butterfield 《Communication quarterly》2013,61(2):198-209

This study examined cognitive patterns involved in communication anxiety, particularly in public speaking situations. The cognitive patterns were represented by Motley's (1990) theoretical‐clinical conceptualization of either a “performance” or a “communication” orientation to public presentations. The mediating role of public self‐consciousness in these anxious cognitive patterns was also examined.

Results indicated that Motley's measurement of performance orientation (i.e. the presentation has to be perfect and will be closely scrutinized for delivery by the audience) was not associated with communication apprehension, public speaking anxiety, nor with public self‐consciousness. Although other scales performed as expected, the Performance/Communication Orientation scale proved to be multi‐factored and internally unreliable.  相似文献   

Concept Maps as Expressions of Teachers’ Meaning–Making while Beginning to Teach Semiconductors     

Marissa Rollnick  Fhatuwani Mundalamo  Shirley Booth 《Research in Science Education》2013,43(4):1435-1454

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The role of inhibitory functioning in children’s reading skills     

Josephine N. Booth  James M.E. Boyle 《Educational Psychology in Practice》2009,25(4):339-350

Executive functions, including inhibition, have been implicated in children’s reading ability. This study investigates whether children’s performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty‐three male participants were administered a reading test and tests of inhibition and planning not requiring a verbal response. Regression analyses revealed that only inhibition significantly predicted reading. Previous inconsistencies may reflect the modality of the tasks used to measure inhibition. Therefore non‐verbal measures may have highest utility for educational psychologists.  相似文献   

Causal Supports for Early Word Learning     

Amy E. Booth 《Child development》2009,80(4):1243-1250

What factors determine whether a young child will learn a new word? Although there are surely numerous contributors, the current investigation highlights the role of causal information. Three‐year‐old children (N = 36) were taught 6 new words for unfamiliar objects or animals. Items were described in terms of their causal or noncausal properties. When tested only minutes after training, no significant differences between the conditions were evident. However, when tested several days after training, children performed better on words trained in the causal condition. These results demonstrate that the well‐documented effect of causal information on learning and categorization extends to word learning in young children.  相似文献   

Determining the informational,navigational, and transactional intent of Web queries     

Bernard J. Jansen  Danielle L. Booth  Amanda Spink 《Information processing & management》2008

In this paper, we define and present a comprehensive classification of user intent for Web searching. The classification consists of three hierarchical levels of informational, navigational, and transactional intent. After deriving attributes of each, we then developed a software application that automatically classified queries using a Web search engine log of over a million and a half queries submitted by several hundred thousand users. Our findings show that more than 80% of Web queries are informational in nature, with about 10% each being navigational and transactional. In order to validate the accuracy of our algorithm, we manually coded 400 queries and compared the results from this manual classification to the results determined by the automated method. This comparison showed that the automatic classification has an accuracy of 74%. Of the remaining 25% of the queries, the user intent is vague or multi-faceted, pointing to the need for probabilistic classification. We discuss how search engines can use knowledge of user intent to provide more targeted and relevant results in Web searching.  相似文献   

Beliefs About Social Skills Among Mothers of Preschoolers with Special Needs     

Cathryn L. Booth 《Early education and development》1999,10(4):455-474

Mothers of preschoolers with special needs (N = 280) were interviewed about their beliefs regarding the development of social skills. Children were viewed as below average in social competence, and social skills were perceived to be very important to develop but difficult to teach or change. Indirect, rather than direct strategies for helping children develop social skills were suggested most frequently. A belief in internal causation was more frequent than external; as hypothesized, internal attributions were negatively associated with the children's social-skills and adaptive abilities. Both internal attributions and low social-skills ability contributed independently to parenting stress.  相似文献   

Conflict Resolution Patterns of Preschool Children With and Without Developmental Delays in Heterogeneous Playgroups     

Michael J. Guralnick  Diane Paul-Brown  Joseph M. Groom  Cathryn L. Booth  Mary A. Hammond  Deborah B. Tupper  Andrea Gelenter 《Early education and development》1998,9(1):49-77

The conflict resolution patterns of preschool-age mildly developmentally delayed children were compared to those of older and younger groups of typically developing children matched on the basis of chronological age or developmental level. Children participated in short-term heterogeneous playgroups consisting of representatives from all three developmental status groups. Naturally occurring conflicts with peers in the form of extended directive episodes were assessed in terms of their frequency, purpose, strategies, and the way conflicts were resolved. Results revealed that mildly delayed children exhibit a more negative and less adaptive interaction style, even in comparison to typically developing children similar in developmental level. Special problems were apparent when younger typically developing and mildly delayed children engaged in conflict episodes, whereas typically developing older children were able to adjust and interact appropriately irrespective of their companions' developmental status. In addition, typically developing older children elicited a pattern in which other children were less demanding and negative, but more responsive, positive, and adaptive. The implications of developmental differences between younger and older typically developing children and the unique problems in conflict situations were discussed.  相似文献   

How consistent is medline indexing?—a few reservations     

Andrew Booth 《Health information and libraries journal》1990,7(1):22-26

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