Learning supportive communication through an adaptation of the board game Apples to Apples     

Kristina M. Scharp  John S. Seiter  Timothy Curran 《Communication Teacher》2019,33(1):5-10

People who receive supportive communication when they are distressed benefit from a series of advantageous outcomes. We designed the following activity based on the popular board game Apples to Apples to provide students with an experiential understanding of different types of social support—(1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal—as well as to illustrate the concepts of support matching and person centeredness.

Courses: Interpersonal Communication, Relational Communication, Health Communication.

Objectives: To provide students with an experiential understanding of different types of social support: (1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal, as well as to illustrate the concepts of support matching and person centeredness.  相似文献   

Implementing a Peer Review of Assessment Reports          下载免费PDF全文

Kristina Bendikas 《Assessment Update》2015,27(5):5-12

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2.5‐Year‐Olds Express Suspense When Others Approach Reality With False Expectations          下载免费PDF全文

Henrike Moll  Allie Khalulyan  Lillie Moffett 《Child development》2017,88(1):114-122

The study investigated if 2.5‐year‐olds are susceptible to suspense and express tension when others' false expectations are about to be disappointed. In two experiments (N = 32 each), children showed more tension when a protagonist approached a box with a false belief about its content than when she was ignorant. In Experiment 2, children also expressed more tension when the protagonist's belief was false than when it was true. The findings reveal that toddlers affectively anticipate the “rude awakening” of an agent who is about to discover unexpected reality. They thus not only understand false beliefs per se but also grasp the affective implications of being mistaken. The results are discussed with recourse to current theories about early understanding of false beliefs.  相似文献   

Can slope be negative in 3-space? Studying concept image of slope through collective definition construction     

Deborah Moore-Russo  AnnaMarie Conner  Kristina I. Rugg 《Educational Studies in Mathematics》2011,76(1):3-21

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“How do I remember when I got my dog?” The structure and development of children’s metamemory     

Kristina Fritz  Pauline Howie  Sabina Kleitman 《Metacognition and Learning》2010,5(2):207-228

Kreutzer et al.’s (Monographs of the Society for Research in Child Development 40(1):1–60, 1975) metamemory interview has been widely used in children’s metamemory literature, yet the psychometric properties of the measure have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et al.’s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests, to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural metamemory increased significantly between Grades 1 and 3 only.  相似文献   

A Comparison of Label Switching Algorithms in the Context of Growth Mixture Models     

Kristina R. Cassiday  Youngmi Cho  Jeffrey R. Harring 《Educational and psychological measurement》2021,81(4):668

Simulation studies involving mixture models inevitably aggregate parameter estimates and other output across numerous replications. A primary issue that arises in these methodological investigations is label switching. The current study compares several label switching corrections that are commonly used when dealing with mixture models. A growth mixture model is used in this simulation study, and the design crosses three manipulated variables—number of latent classes, latent class probabilities, and class separation, yielding a total of 18 conditions. Within each of these conditions, the accuracy of a priori identifiability constraints, a priori training of the algorithm, and four post hoc algorithms developed by Tueller et al.; Cho; Stephens; and Rodriguez and Walker are tested to determine their classification accuracy. Findings reveal that, of all a priori methods, training of the algorithm leads to the most accurate classification under all conditions. In a case where an a priori algorithm is not selected, Rodriguez and Walker’s algorithm is an excellent choice if interested specifically in aggregating class output without consideration as to whether the classes are accurately ordered. Using any of the post hoc algorithms tested yields improvement over baseline accuracy and is most effective under two-class models when class separation is high. This study found that if the class constraint algorithm was used a priori, it should be combined with a post hoc algorithm for accurate classification.  相似文献   

Parents’ Talk About Letters With Their Young Children          下载免费PDF全文

Rebecca Treiman  John Schmidt  Kristina Decker  Sarah Robins  Susan C. Levine  Özlem E. Demir 《Child development》2015,86(5):1406-1418

A literacy‐related activity that occurs in children's homes—talk about letters in everyday conversations—was examined using data from 50 children who were visited every 4 months between 14 and 50 months. Parents talked about some letters, including those that are common in English words and the first letter of their children's names, especially often. Parents’ focus on the child's initial was especially strong in families of higher socioeconomic status, and the extent to which parents talked about the child's initial during the later sessions of the study was related to the children's kindergarten reading skill. Conversations that included the child's initial were longer than those that did not, and parents presented a variety of information about this letter.  相似文献   

Learning science through talking science in elementary classroom     

Kristina Maruyama Tank  Kara Coffino 《Cultural Studies of Science Education》2014,9(1):193-200

Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students’ know about human body and various systems, both drawings and spoken responses provide rich evidence of their understanding of the connections between science drawings and verbal explanations. In this forum contribution, we present several theoretical connections between everyday language and science communication and argue that building communication skills in science are essential. We also discuss how young participants should be valued and supported in research. Finally we discuss the need for multimodal research methods when the research participants are young.  相似文献   

Metacognitive development and moving away     

Kevin Downing  Richard Ho  Kristina Shin  Lilian Vrijmoed  Eva Wong 《Educational studies》2007,33(1):1-13

It is now largely accepted that social and cultural factors have a significant impact on cognitive development in children. Piaget acknowledged the impact of social factors and peer interaction on cognitive development. However, there has been relatively little work on the impact of social and cultural factors on the development of metacognition in first‐year university students. Using the Learning and study strategies inventory (LASSI) as a measure of metacognition, this study samples first‐year undergraduates in Hong Kong (N = 1815) and identifies significant differences in metacognitive abilities between students living in their home environment and those who have moved away from their family and, in some cases, culture, to pursue undergraduate education.  相似文献   

Activity Achievement Emotions and Academic Performance: A Meta-analysis     

Camacho-Morles  Jesús  Slemp  Gavin R.  Pekrun  Reinhard  Loderer  Kristina  Hou  Hanchao  Oades  Lindsay G. 《Educational Psychology Review》2021,33(3):1051-1095

Educational Psychology Review - Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome...  相似文献