Classification of Double Deficit Groups Across Time: An Analysis of Group Stability From Kindergarten to Second Grade     

Laura M. Steacy  John R. Kirby  Rauno Parrila  Donald L. Compton 《Scientific Studies of Reading》2014,18(4):255-273

The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study examines the stability of these groups from kindergarten to second grade. An initial sample of 214 students were tested at four time points on measures of rapid automatized naming, phonological awareness, and reading. Latent transition analyses were used to examine the stability of these groups over time. These analyses indicated moderate stability from kindergarten to second grade with the probability of movement between groups being higher in kindergarten and early first grade. The groups differed in reading achievement at each testing time, with the double deficit group obtaining the lowest scores. Implications for early assessment and intervention are discussed.  相似文献   

A comparison of men's and women's strength to body mass ratio and varus/valgus knee angle during jump landings     

Haines TL  McBride JM  Triplett NT  Skinner JW  Fairbrother KR  Kirby TJ 《Journal of sports sciences》2011,29(13):1435-1442

The purpose of this investigation was to compare valgus/varus knee angles during various jumps and lower body strength between males and females relative to body mass. Seventeen recreationally active females (age: 21.94 ± 2.59 years; height: 1.67 ± 0.05 m; mass: 64.42 ± 8.39 kg; percent body fat: 26.89 ± 6.26%; squat one-repetition maximum: 66.18 ± 19.47 kg; squat to body mass ratio: 1.03 ± 0.28) and 13 recreationally active males (age: 21.69 ± 1.65 years; height: 1.77 ± 0.07 m; mass: 72.39 ± 9.23 kg; percent body fat: 13.15 ± 5.18%; squat one-repetition maximum: 115.77 ± 30.40 kg; squat to body mass ratio: 1.59 ± 0.31) performed a one-repetition maximum in the squat and three of each of the following jumps: countermovement jump, 30 cm drop jump, 45 cm drop jump, and 60 cm drop jump. Knee angles were analysed using videography and body composition was analysed by dual-energy X-ray absorptiometry to allow for squat to body mass ratio and squat to fat free mass ratio to be calculated. Significant differences (P ≤ 0.05) were found between male and female one-repetition maximum, male and female squat to body mass ratio, and male and female squat to fat free mass ratio. Significant differences were found between male and female varus/valgus knee positions during maximum flexion of the right and left leg in the countermovement jump, drop jump from 30 cm, drop jump from 45 cm, and drop jump from 60 cm. Correlations between varus/valgus knee angles and squat to body mass ratio for all jumps displayed moderate, non-significant relationships (countermovement jump: r = 0.445; drop jump from 30 cm: r = 0.448; drop jump from 45 cm: r = 0.449; drop jump from 60 cm: r = 0.439). In conclusion, males and females have significantly different lower body strength and varus/valgus knee position when landing from jumps.  相似文献   

Inventory availability and rapid turnaround increase sales     

J. Kirby Best 《Publishing Research Quarterly》2006,22(3):17-21

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Personal knowledge management: supporting individual knowledge worker performance     

Kirby?WrightEmail author 《知识管理研究与实践》2005,3(3):156-165

Based on an exploratory study of the work and learning processes of highly skilled and experienced knowledge workers, this paper explores an alternative perspective to knowledge management, one that focuses on how individual workers apply knowledge processes to support their day-to-day work activities – broadly characterized as problem solving – and learning practices. Developing the concept of Personal Knowledge Management, the paper presents an emergent model that links distinctive types of problem solving activities with specific cognitive, information, social and learning competencies, supported by an individual, social and organizational enablers.  相似文献   

Training Students to Use Maps to Increase Text Recall     

Scevak Jill J.  Moore Phillip J.  Kirby John R. 《Contemporary educational psychology》1993,18(4)

In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map training group was instructed to study the materials and to place important event information from the text on their maps; they also discussed how their maps could be used to help them remember the text. One week later multiple choice, probed recall, free recall, and map recall tests were administered. Three weeks after training both groups read a transfer text and were instructed to use the attached map to help them remember the information. Free recalls were gathered after a short delay. Results showed that map training subjects obtained higher scores on all of the training text recall measures and on the main idea level transfer text measures. High ability map training subjects also recalled more details. Maps used in the transfer task showed trained subjects using the strategies they had been taught.  相似文献   

Differentiation of Learning Processes within Ability Groups     

John B. Biggs  John R. Kirby 《教育心理学》1983,3(3-4)

This paper describes a mediational model for conceptualising the relationship between individual differences and academic achievement and presents the results of a study concerning some predictions of that model. According to this model, intervening or mediating variables mediate between stable personological traits (e.g. mental abilities) and task performance. Mediating variables are thus transitory and situation‐specific to some degree, and in academic tasks, are represented by the learning process complex, which consists of motives and strategies for learning. The mediational model predicts that students’ information processing abilities will help determine the number and the nature of learning processes differentiated within the learning process complex. Results conform to the model's predictions, indicating that (1) as students’ processing abilities increase, they show greater learning process differentiation and (2) for students intermediate in differentiation, the learning processes that do emerge are dependent upon which processing abilities they possess. These results are discussed with respect to their implication for the mediation model and for strategy instruction.  相似文献   

The effects of an educational video game on mathematical engagement     

Mido Chang  Michael A. Evans  Sunha Kim  Anderson Norton  Kirby Deater-Deckard  Yavuz Samur 《Education and Information Technologies》2016,21(5):1283-1297

In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students. In this study, we examined overall engagement and three sub-domains of engagement as outcome variables after ten sessions of treatment with fifth grade students. The results showed that both male and female the video game group had slight increases in all engagement levels while students, particularly male, in the paper-and-pencil drill group displayed large decreases in all engagement levels. Implications of the study are 1) more fine-grained evidence of engagement in three sub-domains after implementing an educational video game, and 2) a consideration of gender differences in engagement levels in mathematics in the adoption of a video games.  相似文献   

Students’ Approaches to Summarisation     

John R. Kirby  Denise Pedwell 《教育心理学》1991,11(3-4):297-307

This paper considers the role that students’ approaches to learning play in summarising text, and in learning from summarisation. Students’ approaches to learning are characterised in terms of their relative reliance upon deep and surface processing. Two forms of summarisation are studied: the familiar text present summarisation, in which students have access to the text while summarising, and the less familiar text absent summarisation, in which students are warned that the text will be removed after they read it, but before they summarise it. It is predicted that text absent summarisation will facilitate deeper processing for students who normally adopt a deep approach and who are able to write competent summaries, and that these effects will be more apparent for the more difficult text. The results confirm the hypotheses and indicate that the two types of summarisation encourage different processes. Discussion focuses upon the relative merits of the approaches to learning and of the two forms of summarisation. It is concluded that the effects of students’ approaches to learning play a powerful role in summarisation, and need to be studied with respect to other learning activities.  相似文献   

Parenting and child behavioral adjustment in early childhood: a quantitative genetic approach to studying family processes     

Deater-Deckard K 《Child development》2000,71(2):468-484

The aim of this study was to examine environmental and gene-environment processes linking parenting (i.e., affect, control, responsiveness) and preschool children's behavioral adjustment difficulties (e.g., noncompliance, conduct problems) by using bivariate genetic analyses of parents' and observers' ratings. The sample included 120 identical and same-sex fraternal twin pairs (M age = 43 months). Data sources included in-home observations, interviews, and parents' reports. Observers' ratings of children's difficult behaviors included shared and nonshared environmental variance. In contrast, parents' ratings of children's conduct problems showed genetic and nonshared environmental variance. Observer-rated maternal behavior included shared and nonshared environmental variance, although maternal responsiveness also included child genetic variance. Parent self-reported negative and positive affect included shared and nonshared environment as well as child genetic variance. There was no evidence for gene-environment interaction or dominance. Higher levels of difficult behavior and conduct problems covaried with higher levels of maternal negative affect and control and lower levels of maternal positive affect and control. Shared environmental mediation of these correlations was found for observations, whereas genetic and nonshared environmental mediation was found for parents' ratings. In general, estimates of shared environmental variance and mediation were greatest for observational data, and estimates of child genetic variance and mediation were greatest for parent-rated data. The implications of this pattern of findings for genetic research on family processes are discussed.  相似文献   

Instructional systems design and the learning sciences: A citation analysis   总被引：1，自引：0，他引：1  

Joshuo A. Kirby  Christopher M. Hoadley  Alison A. Carr-Chellman 《Educational technology research and development : ETR & D》2005,53(1):37-47

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