Unraveling Uses and Effects of an Interactive Health Communication System     

Jeong Yeob Han Ph.D.  Robert P. Hawkins Ph.D.  Bret R. Shaw Ph.D.  Suzanne Pingree Ph.D.  Fiona McTavish M.S.  David H. Gustafson Ph.D. 《广播与电子媒介杂志》2013,57(1):112-133

By developing a number of measures distinguishing amount, type of content, and when and how that content is used, the current study revealed effective patterns of use that are associated with quality of life benefits during an eHealth intervention. Results generally suggest that the benefits depend on how a patient uses the system, far more than on sheer amount of exposure or even what type of content is chosen. The next generation of eHealth system should focus on providing new and varying content over time, but even more on encouraging intensity of use and long-term commitment to the system.  相似文献   

Antecedents of children's comprehension of television advertising     

Ronald J. Faber  Richard M. Perloff  Robert P. Hawkins 《广播与电子媒介杂志》2013,57(2):575-584

This study compared the importance of role taking and logical operations stage in predicting children's understanding of the purpose of television advertising. Role taking was found to be the more critical variable.  相似文献   

Automated Creation of Analytic Catalog Records for Born-Digital Journal Articles     

Kevin S. Hawkins 《期刊图书馆员》2015,68(1-4):299-306

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The Bourdon pressure gauge     

John T. Hawkins 《Journal of The Franklin Institute》1866,81(6):361-363

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Training Teachers to Teach Statistics     

Anne Hawkins 《Teaching Statistics》1989,11(3):83-83

This is a report on the International Statistical Institute's Round Table Conference, 23rd-27th July, 1988, held in Hungary, and convened by Anne Hawkins.  相似文献   

Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups     

Maria Oddo  David W. Barnett  Renee O. Hawkins  Shobana Musti‐Rao 《Psychology in the schools》2010,47(8):842-858

Previous research has investigated the efficacy of peer‐mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth‐grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non‐overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading fluency and reading comprehension skills of four targeted students as well as classwide performance in fluency and comprehension. Acceptability ratings showed that the small group format was easy to implement and acceptable to the teacher and students. Despite positive findings, RR may need to be supplemented by other instructional and practice strategies to promote consistent and comprehensive changes beyond fluency. © 2010 Wiley Periodicals, Inc.  相似文献   

Erratum to: Changes in attention to an irrelevant cue that accompanies a negative patterning discrimination     

Jemma C. Dopson  Guillem R. Esber  John M. Pearce 《Learning & behavior》2012,40(1):115

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Examining listening previewing as a classwide strategy to promote reading comprehension and vocabulary     

Renee O. Hawkins  Shobana Musti‐Rao  Andrea D. Hale  Shannon McGuire  Jennifer Hailley 《Psychology in the schools》2010,47(9):903-916

Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty‐one, fourth‐grade general education students were exposed to three experimental conditions including a silent reading control condition, a listening previewing condition, and a listening previewing with vocabulary previewing condition. For all conditions, students read grade‐level passages, answered 10 comprehension questions, and completed a vocabulary‐matching task. Results showed that both listening previewing conditions led to improvements in comprehension as compared to silent reading. Adding a vocabulary previewing component to listening previewing procedures resulted in the highest levels of comprehension and vocabulary. Applied implications and directions for future research are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

The influence of social identity on self-worth,commitment, and effort in school-based youth sport     

Luc J. Martin  Danny Balderson  Michael Hawkins  Kathleen Wilson  Mark W. Bruner 《Journal of sports sciences》2018,36(3):326-332

???The current study examined the influence of social identity for individual perceptions of self-worth, commitment, and effort in school-based youth athletes. Using a prospective research design, 303 athletes (M_age = 14.89, SD = 1.77; 133 female) from 27 sport teams completed questionnaires at 2 time points (T1 – demographics, social identity; T2 – self-worth, commitment, effort) during an athletic season. Multilevel analyses indicated that at the individual level, the social identity dimension of in-group ties (IGT) predicted commitment (b = 0.12, P = .006) and perceived effort (b = 0.14, P = .008), whereas in-group affect (IGA) predicted commitment (b = 0.25, P = .001) and self-worth (b = 2.62, P = .006). At the team level, means for IGT predicted commitment (b = 0.31, P < .001) and self-worth (b = 4.76, P = .024). Overall, social identity accounted for variance at both levels, ranging from 4% (self-worth) to 15% (commitment). Identifying with a group to a greater extent was found to predict athlete perceptions of self-worth, commitment, and effort. More specifically, at the individual level, IGT predicted commitment and effort, and IGA predicted commitment and self-worth. At the team level, IGT predicted commitment and self-worth.  相似文献   

Internship Reflection     

Abigail Hawkins 《TechTrends》2010,54(4):10-10

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