Modification of Children's Gender-Stereotyped Behavior     

Phyllis A. Katz  P. Vincent Walsh 《Child development》1991,62(2):338-351

2 studies of 8- and 11- year-old children explored factors related to willingness $$. Study I assessed baseline gender prefernces and gender-reiatd cognitive flexibility. While older children were found to have greater congnitive flexibility, and older boys had more stereotyped preferences, such questionnaire measures were not highly predictive of gender-atraditional behavior. Study 2 explored the parameters of vicarious social reinforcement in the symbolic modeling of gender-atraditional behavior. Peer reinforcers were more effective with younger children and on child-oriented tasks, whereas adult reinforcers were more effective with older children and on adult-oriented gender tasks. Both studies found that considerably more atraditional behavior was elicited with male examiners, suggesting more attention needs to be paid to this variable. Possible mechanisms underlying this effect are discussed.  相似文献   

The voice visualizer     

W Pronovost  L Yenkin  D C Anderson  R Lerner 《American annals of the deaf》1968,113(2):230-238

  相似文献   

Clinical bias against ‘Activity’ in women and implications for female self-concept     

Phyllis Bowman 《International journal for the advancement of counseling》1982,5(1):63-71

  相似文献   

Neuroscience in the HBSE Sequence: Mandate and Methodology     

Terri Combs-Orme  Tess Lefmann  Stefanie Pilkay  Joe Strong  Phyllis Thompson  Tara Veerman 《Journal of Teaching in Social Work》2017,37(5):477-492

Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program incorporated this knowledge into Human Behavior in the Social Environment courses, noting both challenges and successes over 8 years. The authors include information on content, pedagogical methods, and useful resources.  相似文献   

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities     

Lonigan CJ  Allan NP  Lerner MD 《Psychology in the schools》2011,48(5):488-501

The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.  相似文献   

Should student learning journals be assessed?   总被引：1，自引：2，他引：1  

Phyllis Creme 《Assessment & Evaluation in Higher Education》2005,30(3):287-296

This article addresses the controversial question of whether student learning journals should be assessed. It draws on a collaborative action research project into the uses of learning journals at the University of Sussex in which assessment was continually debated. The characteristics of learning journals in terms of pedagogic purpose, outcome and student writing identity are explored as a basis for looking at the advantages and disadvantages of summative and formative assessment of this ‘different’ form of writing. In conclusion, ‘compromise’ solutions to the question are proposed.  相似文献   

Reverse discrimination by the numbers     

Robert Lerner  Althea K. Nagai 《Academic Questions》2000,13(3):71-84

  相似文献   

Chemical composition of seminal vesicle calculi     

Joseph Samuel Hepburn  Phyllis Elinor Yount 《Journal of The Franklin Institute》1947,243(6):487-488

  相似文献   

The effects of an experimental social development program on children in the middle childhood period     

Phyllis T. Elardo  Bettye M. Caldwell 《Psychology in the schools》1979,16(1):93-100

The purpose of the study was to examine the effects of a social development program on role-taking, problem-solving skills, and classroom adjustment in 9- and 10-year-old children. The subjects in the study were 68 children (34 matched pairs); the 34 experimental children were matched on the basis of sex, race, age, and group IQ scores with students in the control group. The results indicated that the children in the experimental group gained in respect for others, ability to generate alternatives to problem situations, creative expression, patience, and self-reliance.  相似文献   

Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices     

Anderman EM  Eccles JS  Yoon KS  Roeser R  Wigfield A  Blumenfeld P 《Contemporary educational psychology》2001,26(1):76-95

Changes in students' achievement values in mathematics and reading were examined in a sample of children and early adolescents. Hierarchical linear modeling techniques were used to account for both classroom- and student-level effects. At the student level, positive changes in students' achievement values were associated positively with self-concept of ability and the previous year's achievement values in both reading and math. Measures of teachers' mastery- and performance-oriented instructional practices were included in the full HLM model. Students experienced decrements in achievement values, after controlling for other student and classroom-level variables, in classrooms where performance-oriented instructional practices were used. In the full model, self-concept of ability was related positively to increases in achievement values, whereas gender was unrelated to changes in achievement values. Copyright 2001 Academic Press.  相似文献