Fictitious Academic Expertise and Processing Resources     

Patrick Chambres  Rmy Versace  Catherine Auxiette 《Contemporary educational psychology》2001,26(4):507

A previous study showed that pairs of students interacting in a second language produced more words when they were assigned a fictitious expert position in a specific competence dimension than when they were assigned a nonexpert position. It has also been shown that the usual level of expertise has an impact on the assigned fictitious expertise effect. The present study was designed to determine whether the processing capacity allotted to the current task could partly determine performance. A given position of expertise may demand a large or small attentional capacity. Two experiments were conducted using a dual-task paradigm. As expected, the different expertise positions led to different reaction times on the secondary task. The second experiment showed that the impact of assigning a position of expertise to students depends on their usual academic standing. This study supports the idea that in interactive situations, performance variations as a function of the expertise position can be partially explained by differences in the processing resources allocated to the task. Implications for teaching are discussed.  相似文献   

'This Special Place': Literature in Senior Forms in the 1990s     

Catherine Beavis 《English in Education》1995,29(1):20-27

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The performing arts     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):1-25

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Reflections on the Picture Window     

Catherine M. Howett 《Journal of American culture (Malden, Mass. : 2003)》1983,6(3):26-37

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When is a PCA a PCA?     

Catherine Beattie 《Journal of Philosophy of Education》1982,16(1):123-124

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Television and radio     

Bernard Casey  Philip Taylor  Jeremy Eckstein  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(25):63-85

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Recognizing the face of Johnny, Suzy, and me: insensitivity to the spacing among features at 4 years of age     

Mondloch CJ  Leis A  Maurer D 《Child development》2006,77(1):234-243

Four-year-olds were tested for their ability to use differences in the spacing among features to recognize familiar faces. They were given a storybook depicting multiple views of 2 children. They returned to the laboratory 2 weeks later and used a "magic wand" to play a computer game that tested their ability to recognize the familiarized faces and their own face based on the spacing of features. Children performed at chance levels. Follow-up studies confirmed that they had attended to internal facial features and validated the stimuli. The results contrast with studies showing some sensitivity to the spacing of features in infants and preschool children; multiple mechanisms of face processing may make use of spatial relations and develop at different rates.  相似文献   

Population policies and education: exploring the contradictions of neo‐liberal globalisation     

Catherine Bovill  Margaret Leppard 《Globalisation, Societies & Education》2006,4(3):393-414

The world is increasingly characterised by profound income, health and social inequalities (Appadurai, 2000 Appadurai, A. 2000. Grassroots globalisation and the research imagination. Public Culture, 12(1): 1–19. [Crossref], [Web of Science ®] [Google Scholar]). In recent decades development initiatives aimed at reducing these inequalities have been situated in a context of increasing globalisation with a dominant neo‐liberal economic orthodoxy. This paper argues that neo‐liberal globalisation contains inherent contradictions regarding choice and uniformity. This is illustrated in this paper through an exploration of the impact of neo‐liberal globalisation on population policies and programmes. The dominant neo‐liberal economic ideology that has influenced development over the last few decades has often led to alternative global visions being overlooked. Many current population and development debates are characterised by polarised arguments with strongly opposing aims and views. This raises the challenge of finding alternatives situated in more middle ground that both identify and promote the socially positive elements of neo‐liberalism and state intervention, but also to limit their worst excesses within the population field and more broadly. This paper concludes with a discussion outling the positive nature of middle ground and other possible alternatives.  相似文献   

The abuse-related beliefs questionnaire for survivors of childhood sexual abuse     

Ginzburg K  Arnow B  Hart S  Gardner W  Koopman C  Classen CC  Giese-Davis J  Spiegel D 《Child abuse & neglect》2006,30(8):929-943

OBJECTIVE: To evaluate the psychometric properties of a new measure, the Abuse-Related Beliefs Questionnaire (ARBQ), designed to assess abuse-related beliefs among adult survivors of childhood sexual abuse (CSA). Study 1 examined the structure of the scale, and Study 2 evaluated its reliability and validity. METHOD: One hundred and seventy female CSA survivors recruited into a group psychotherapy intervention study were administered the ARBQ in Study 1. A subsample of 45 women completed the ARBQ again 12 months later. In Study 2, 70 women from a health maintenance organization who identified themselves as survivors of CSA completed the ARBQ along with the Trauma Symptom Checklist-40 (TSC-40) and the Symptom Checklist 90R (SCL-90-R). RESULTS: Three reliable ARBQ subscales emerged in Study 1: Guilt, Shame, and Resilience. Twelve-month test-retest reliability was high (r=.60-.64). The internal consistency of the subscales was further supported in Study 2, and validity was demonstrated by moderate to high correlations with the distress measures. CONCLUSIONS: The results indicate that the ARBQ has good psychometric characteristics, supporting the feasibility of its use in measuring abuse-related beliefs in research on survivors of CSA. A next step for validation of the ARBQ would be to evaluate its sensitivity in measuring changes in studies of interventions for treating CSA survivors.  相似文献   

Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills   总被引：1，自引：0，他引：1  

Norah E. Dunbar  Catherine F. Brooks  Tara Kubicka-Miller 《Innovative Higher Education》2006,31(2):115-128

This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers.

Norah E. DunbarEmail:

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