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11.
PURPOSE: The authors analyzed online consumer health information related to screening tests to see how well this information meets known standards for supporting the understanding of test uncertainty. SETTING/SUBJECTS: MedlinePlus documents regarding maternal serum screening (6), prostate-specific antigen testing (6), and screening mammography (6) were analyzed. METHODOLOGY: The content of the documents was analyzed. RESULTS: This study showed that most sites conscientiously report that tests are less than 100% accurate, but few provide important details about the level of uncertainty associated with test results. In particular, few resources give information about the predictive value of screening tests and have little mention of the fact that predictive value is influenced by the a priori likelihood of having the condition. DISCUSSION/CONCLUSION: These results suggest that online consumer health information does not adequately support decisions about medical screening. We suggest a potential solution to the problem: metadata harvesting coupled with optimized presentation techniques to format personalized information about screening tests. Using these techniques, the empowerment of personal choice in matters of health decisions could become the de facto standard. 相似文献
12.
Minyi Shih Dennis Emily Sharp Jacquelyn Chovanes Amanda Thomas Raquel M. Burns Beth Custer Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168
This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD. 相似文献
13.
Toddlers' acquisition of the Novel Name–Nameless Category (N3C) principle was examined to investigate the developmental lexical principles framework and the applicability of the specificity hypothesis to relations involving lexical principles. In Study 1, we assessed the ability of 32 children between the ages of 16 and 20 months to use the N3C principle (operationally defined as the ability to fast map). As predicted, only some of the children could fast map. This finding provided evidence for a crucial tenet of the developmental lexical principles framewor: Some lexical principles are not available at the start of language acquisition. Children who had acquired the N3C principle also had significantly larger vocabularies and were significantly more likely to demonstrate 2-category exhaustive sorting abilities than children who had not acquired the principle. The 2 groups of children did not differ in either age or object permanence abilities. The 16 children who could not fast map were followed longitudinally until they attained a vocabulary spurt; at that time, their ability to fast map was retested (Study 2). Results provided a longitudinal replication of the findings of Study 1. Implications of these findings for both the developmental lexical principles framework and the specificity hypothesis are discussed. 相似文献
14.
Geraets Ashley A. Nottolini Isadore L. Doty Constance M. Wan Tong Chini Jacquelyn J. Saitta Erin K. H. 《Journal of Science Education and Technology》2021,30(6):829-840
Journal of Science Education and Technology - There is an assumption that graduate teaching assistants (GTAs) have mastery of the chemistry content they are teaching and preparation to instruct... 相似文献
15.
Jonathan S. Beier Jacquelyn T. Gross Bonnie E. Brett Jessica A. Stern David R. Martin Jude Cassidy 《Child development》2019,90(2):e273-e289
Although attachment theory has long posited a link between early experiences of care and children's prosocial behavior, investigations of this association have not embraced the multifaceted nature of prosociality. This study is the first to assess associations between child attachment and independent observations of helping, sharing, and comforting. Attachment quality in 3- to 5-year-old children (N = 137) was linked to all three prosocial behaviors. Additionally, bifactor analyses revealed distinct associations between attachment and children's general prosocial dispositions and their specific abilities to meet the unique challenges of helping and, marginally, comforting. These findings underscore the importance of considering multiple explanations for links between attachment and prosocial behavior and provide novel insights into sources of variation in children's prosociality. 相似文献
16.
Melanie Killen Amanda R. Burkholder Alexander P. D'Esterre Riley N. Sims Jacquelyn Glidden Kathryn M. Yee Katherine V. Luken Raz Laura Elenbaas Michael T. Rizzo Bonnie Woodward Arvid Samuelson Tracy M. Sweet Laura M. Stapleton 《Child development》2022,93(3):732-750
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science. 相似文献
17.
In order to assess the validity of school history information as a diagnostic criterion for reading disability, reading performance data from 304 children with a positive history for reading problems were compared to those from 319 children with a negative school history. These children are members of twin pairs who are participants in the Colorado Reading Project (DeFries 1985). A multivariate analysis of variance of Reading Recognition, Reading Comprehension, and Spelling subtest scores from the Peabody Individual Achievement Test (Dunn and Markwardt 1970) yielded a highly significant (p <0.001) difference between groups for both the multivariate and univariate comparisons. The difference between the unweighted mean scores of the school-history positive and negative groups for Reading Recognition was 2.1 standard deviations. Moreover, when discriminant weights estimated from an independent sample of 140 reading-disabled and 140 control nontwin children were used to reclassify the sample of twins, 75% of those with a positive history for reading problems were classified as being reading disabled and 95% of those with a negative history were classified as unaffected. Thus, results of this study establish the validity of school history information and suggest that such information may have considerable utility for ascertaining samples of reading-disabled children. 相似文献
18.
Carolyn B. Mervis Roberta Michnick Golinkoff Jacquelyn Bertrand 《Child development》1994,65(4):1163-1177
2 basic frameworks for lexical principles have been proposed (Golinkoff, Mervis, & Hirsh-Pasek; Markman). In many types of situations, these frameworks make the same predictions regarding 2-year-olds' interpretation of novel terms. However, the predictions diverge in some cases. 3 experiments were conducted to address 1 such situation: the case in which the child hears a novel term but already knows a label for each of the objects present. Results of all 3 studies converged on the same outcome: The new term was most likely to be treated as a second basic-level name for the category to which the object belonged. Analyses of individual patterns of responding revealed that, of the 58 subjects, 50 made more basic-level responses than part responses, 1 made equal numbers of basic-level and part responses, and 7 made more part responses than basic-level responses. Implications of these findings for models of early lexical development are discussed. 相似文献
19.
In order to assess familial resemblance for measures of reading performance, data from 314 pairs of twins in which at least one member of each pair is reading-disabled [142 monozygotic (MZ) and 172 dizygotic (DZ) twin pairs], 273 matched control pairs (131 MZ and 142 DZ pairs), and their parents were subjected to both correlation and regression analyses. Results indicate that parent-offspring resemblance in families of reading-disabled probands does not differ substantially from that in families of controls. In general, the correlations and regressions for MZ twin pairs are greater than those for DZ twins; thus, individual differences in reading performance are due at least in part to heritable influences. As expected, regression coefficients are consistently larger than correlation coefficients for both parent-offspring and proband-cotwin comparisons in the reading-disabled sample, illustrating that regression analyses are more appropriate than correlations for assessing familial resemblance in selected samples. 相似文献
20.
Gender differences were assessed in three research-identified samples of children who were members of twin pairs: (1) 120
male and 124 female probands from same-sex identical and fraternal twin pairs in which at least one member of each pair is
reading disabled; (2) a comparison sample of 148 males and 161 females from same-sex twin pairs with no history of reading
problems; and (3) 34 pairs of opposite-sex fraternal twin pairs in which at least one member of each pair is reading disabled.
Results of multivariate analyses of variance of psychometric test data from the two samples of same-sex twin pairs, in which
the male and female subjects were reared in different homes, suggest that profiles of gender differences are similar in reading-disabled
and control children. Moreover, this pattern of gender differences also tended to occur in opposite-sex twin pairs, who shared
prenatal, as well as early postnatal, environmental influences. In general, reading-disabled males obtained higher average
scores than affected females on Wechsler (1974, 1981) Verbal and Performance IQ, but lower scores on Reading Recognition and
Spelling subtests of the Peabody Individual Achievement Test (Dunn and Markwardt 1970). With regard to the Wechsler subtests,
reading-disabled males achieved higher average scores on Information, Picture Completion, Block Design, and Object Assembly,
but lower scores on Coding. Although significant and relatively consistent gender differences in cognitive measures were found
in three samples included in this study, these differences account for only a small portion of the observed variance.
This work was supported in part by a program project grant from NICHD (HD-11681), and the report was prepared while J.J. Gillis
was supported by NICHD training grant HD-07289. 相似文献