Learning through experience and learning through media   总被引：1，自引：0，他引：1  

Jerome S. Bruner  David R. Olson 《Prospects》1973,3(1):20-38

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Reading disability and chromosome 6p21.3: evaluation of MOG as a candidate gene     

Smith SD  Kelley PM  Askew JW  Hoover DM  Deffenbacher KE  Gayán J  Brower AM  Olson RK 《Journal of learning disabilities》2001,34(6):512-519

Linkage analysis has localized a gene influencing specific reading disability (dyslexia) to 6p21.3. The myelin oligodendrocyte glycoprotein (MOG) gene, which maps to this region, was selected as a candidate. Myelin oligodendrocyte glycoprotein is a membrane protein, a member of the immunoglobin superfamily, that is found on the outermost lamellae of mature myelin. Although the exact function of this protein is unknown, its presence in the central nervous system and the hypothesized relationship between dyslexia and temporal processing rate as well as a suggested relationship with intelligence made this gene a candidate for dyslexia. Analysis of the coding exons and adjacent splice sites in a subset of 22 children with dyslexia from 10 sibships found a missense mutation in exon 4 in 2 of the sibships. This change from the published sequence also occurred in 86 of 96 random controls, making it considerably less frequent in this small sample of individuals with dyslexia. Subsequent typing of this single nucleotide polymorphism (SNP) in 74 nuclear families in which at least one child had reading disability showed no significant difference in frequency from the controls, however. Sib-pair linkage analysis with these families did not show significant linkage with the SNP nor with a separate polymorphic dinucleotide repeat marker in the MOG gene (MOG31/32), but association analysis identified two alleles of MOG31/32 that were associated with reading disability phenotypes with a low level of significance. Thus, although alleles in the MOG gene may be in linkage disequilibrium with a locus that contributes to reading disability, it is unlikely that the MOG gene itself is involved.  相似文献   

Reading on the computer with orthographic and speech feedback     

Richard K. Olson  Barbara W. Wise 《Reading and writing》1992,4(2):107-144

In this paper we present an overview of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. In the present studies, 138 children read stories on the computer, in their school, for a half hour per day during a semester. Children were trained to request synthetic-speech feedback (DECtalk) for difficult words by targeting the words with a mouse. Different groups received whole-word feedback, wherein targeted words were highlighted and spoken as a unit, or segmented feedback, wherein segments of words (onsets, rimes, or syllables) were sequentially highlighted and spoken by the computer, requiring the child to pay attention to and blend the segments. Both whole-word and segmented feedback resulted in almost twice the gains in standardized word recognition scores compared to control groups that spent an equal time in their normal remedial reading program. Most important, the computer-trained groups improved their phonological decoding of nonwords at about four times the rate of the control group. However, there was a significant interaction between level of deficit severity and optimal feedback condition. The most severely disabled readers showed the largest phonological decoding gains from syllable feedback, while the largest gains for the less severely disabled readers were from onset-rime feedback. The disabled readers' level of phonological awareness at pre-test was the strongest predictor for gains in word recognition and phonological decoding. Implications of the results for future training programs are discussed.  相似文献   

Reprising John Dewey: A Review of Andreas Demetriou, George Spanoudis & Antigoni Mouyi's “Educating the Developing Mind: Towards an Overarching Paradigm”     

David R. Olson 《Educational Psychology Review》2012,24(1):9-11

As a summary of current advances in developmental psychology, the above article makes some useful contributions. As a contribution to educational policy and practice, it is limited if not a failure for two reasons. It fails to come to grips with the real demands of living classrooms, and second, it fails to grasp the actual subjective lives of the children taught. The gap between science and practice is now as large as it was when John Dewey first called attention to “the whole child” and a pragmatic approach to knowledge and thinking.  相似文献   

Student Learning about Biomolecular Self-Assembly Using Two Different External Representations     

Gunnar E. H?st  Caroline Larsson  Arthur Olson  Lena A. E. Tibell 《CBE life sciences education》2013,12(3):471-482

Self-assembly is the fundamental but counterintuitive principle that explains how ordered biomolecular complexes form spontaneously in the cell. This study investigated the impact of using two external representations of virus self-assembly, an interactive tangible three-dimensional model and a static two-dimensional image, on student learning about the process of self-assembly in a group exercise. A conceptual analysis of self-assembly into a set of facets was performed to support study design and analysis. Written responses were collected in a pretest/posttest experimental design with 32 Swedish university students. A quantitative analysis of close-ended items indicated that the students improved their scores between pretest and posttest, with no significant difference between the conditions (tangible model/image). A qualitative analysis of an open-ended item indicated students were unfamiliar with self-assembly prior to the study. Students in the tangible model condition used the facets of self-assembly in their open-ended posttest responses more frequently than students in the image condition. In particular, it appears that the dynamic properties of the tangible model may support student understanding of self-assembly in terms of the random and reversible nature of molecular interactions. A tentative difference was observed in response complexity, with more multifaceted responses in the tangible model condition.  相似文献   

Perceptions and practices regarding M.A. capstone options and PH.D. admission decisions: A survey of communication M.A. and PH.D. program representatives     

Kathryn M. Olson  Renee A. Meyers  Kristi L. Wilkum 《Communication Studies》2013,64(2):188-195

In terms of positioning a student for Ph.D. admission, the decision to complete a thesis or comprehensive exams as one's M.A. capstone is based on much speculation, but little systematic study. This study surveyed M.A. and Ph.D. Communication program representatives about doctoral programs' admission preferences and practices regarding applicants holding M.A.s from other institutions, as well as perceptions of their institution's students' actual capstone choices. In nearly half the cases, doctoral program representatives were unaware of whether students admitted with M.A.s had elected the thesis, comprehensive exams, or some other capstone option. Additionally, the results show that Ph.D. programs prioritize students' writing samples, statements of reasons, and GRE scores when deciding admission. There were discrepancies between M.A. program representatives' perceptions of what information weighed most heavily with doctoral admissions committees and the priorities reported by Ph.D. program representatives.  相似文献   

“If you hit me again,I'll hit you back:” Conflict management strategies of individuals experiencing aggression during conflicts     

Loreen N. Olson  Dawn O. Braithwaite 《Communication Studies》2013,64(2):271-285

In interpersonal relationships characterized by aggression, the negotiation of conflict is especially significant. The present study examined the conflict management strategies used by 31 individuals who had experienced verbal and/or physical aggression during conflicts with their partners. Sillars’ (1986) conflict tactics coding system was used as a framework to analyze 960 pages of transcribed data. The results of this deductive content analysis indicated that the participants reported using primarily Distributive conflict strategies. Analytic induction was also used to interpret nonverbal forms of conflict management, revealing three common tactics: crying, nonverbal avoidance, and aggression. Implications for using these conflict strategies in interpersonal relationships characterized by aggression are discussed.  相似文献   

Beyond family structure: The family in domestic comedy     

William Douglas  Beth M. Olson 《广播与电子媒介杂志》2013,57(2):236-261

This inquiry examined the portrayal of family relationships in domestic comedy. Participants were randomly assigned to view and evaluate samples of thirteen programs, selected for the study on the basis of their popularity during the period 1950‐1990. Separate discriminant function analyses of spousal and parent‐child relations showed that spousal relations were defined in terms of receptiveness and expressiveness while parent‐child relations were defined in terms of the effectiveness of child socialization and the affective tone of the relationship. Further examination provided strong evidence that the development of the television family has occurred as a stepwise process in which successive generations have been characterized by changed levels of relational openness and a general trend toward increased expression of affect in spousal relations. The study yielded no support for the claim that family life and family relations have deteriorated across time in the television family although there was evidence that working‐class families are seen to be less functional than higher socio‐economic status families. The limitations and implications of these findings are discussed.  相似文献   

Makeover TV: Selfhood,Citizenship, and Celebrity     

Beth M. Olson Ph.D. 《广播与电子媒介杂志》2013,57(2):277-278

A survey conducted in McAllen, Texas, a largely Hispanic area, examined whether exposure to Spanish-language cable news had an agenda-setting effect. Results show that level of exposure was associated with agenda-setting effects for Spanish cable news, but perceived media credibility and media reliance were not related to the strength of agenda-setting effects. Exposure, credibility, and reliance were also not associated with agenda- setting effects for English-language newscasts-perhaps because English speakers had more news options in the survey area.  相似文献   

A case study of integration and destreaming: Teachers and students in an Ontario secondary school respond     

Christine L. Robertson  Barry Cowell  John Olson 《课程研究杂志》2013,45(6):691-717

The direction that secondary school reform should take has become a contested question in the province of Ontario, Canada, during the 1990s. This case study of one secondary school examines some of the issues surrounding the transition years. Two policies, destreaming and integration, mandatedbythe OntarioMinistryof Education in 1993, and fully implemented by 1995, are examined by means of interview and survey. Administrators, teachers and students commented on the transition from elementary to secondary school. We discuss questions related to destreaming (especially how teachers contend with mixed-ability classes) and integration (with a particular focus on mathematics, science and technology).  相似文献