The early entrance option: Academic and social/emotional outcomes     

Rebecca K. F. Braymen  Wayne C. Piersel 《Psychology in the schools》1987,24(2):179-189

This review examines how early kindergarten entrants fare academically and socially/emotionally in their schooling. In general, the literature is pessimistic about academic achievement and social/emotional adjustment of early entrants. The exception to this seems to be when screening procedures are required to identify children with exceptional ability and to eliminate from early entrance children likely to have adjustment difficulties. Typically, the screening battery includes measurements of academic readiness, social/emotional maturity, and a physical examination, followed by a trial entrance period. Much additional research is needed to identify variables that will add significantly in predicting future school success of early entrants. However, rather than predicting which children will fit the educational system, a more effective use of educational research would be investigation into developing educational programs that are flexible in meeting the needs of each child.  相似文献   

School phobia: A critical analysis of the separation anxiety theory and an alternative conceptualization     

Cynthia L. Pilkington  Wayne C. Piersel 《Psychology in the schools》1991,28(4):290-303

A review of the literature on school phobia reveals that the predominant view concerning its etiology is the separation anxiety theory. This theory is critically anlayzed on three major grounds: (a) methodological problems of the research; (b) its lack of generalizability concerning pathological mother-child relationships; and (c) its lack of emphasis on possible external, etiological variables. A case is made for reexamination of school phobia, in light of recent research highlighting the potential role of environmental variables, thereby taking it out of the realm of neurotic behaviors. An alternative conceptualization is offered that views school refusal as a normal avoidance reaction to an unpleasant, unsatisfying, or even hostile environment. It is suggested that we shift our research attention to the school environment and personnel in terms of their contribution to the etiology and maintenance of school refusal behaviors.  相似文献   

Computer-adapted PPVT-R: A comparison between standard and modified versions within an elementary school population     

Kenneth B. Maguire  Maria-Louisa M. Knobel  Bruce L. Knobel  Lowell G. Sedlacek  Wayne C. Piersel 《Psychology in the schools》1991,28(3):199-205

The PPVT-R was administered to 112 elementary school children in both computerautomated and standard formats. The comparability of test results was investigated. The automated format consisted of transparent plates placed in front of a computer screen with an Apple IIE computer and keyboard as the response medium. The correlations found between the standard and modified versions were positive, substantial, and acceptable for clinical use. The usefulness of adapted psychological testing with normal and response-limited individuals is discussed.  相似文献   

Book reviews     

Tom Schwen  Wayne Wolfe 《Performance Improvement》1981,20(3):7-7

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Changing human systems by Ronald G. Capelle. International human systems institutes, 3136 Dundas Street West,Toronto, Canada M6P 2A1, 1979, 224 pp. $14.95 ISBN 0-9690171-03     

Tom Schwen  Wayne Wolfe 《Performance Improvement》1981,20(4):33-33

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Using student feedback to improve learning materials by Michael B. Nathenson and Euan S. Henderson. Croom Helm Ltd., 2–10 St. John's Road,London SW11, 1980, 201pp. $25.50     

Tom Schwen  Wayne Wolfe 《Performance Improvement》1981,20(6):35-35

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A semantic differential investigation of children's attitudes toward three stigmatized groups     

Joan E. Wilkins  Wayne F. Velicher 《Psychology in the schools》1980,17(3):364-371

To test the assumption that negative attitudes toward various stigmatized groups are learned in early childhood, four scales of the semantic differential were employed to assess children's attitudes toward four groups (normals, crippled, retarded, and mentally ill) for both male and female third and sixth graders. The mentally ill were rated most negatively on both the Evaluation Scale and the Understandability Scale, but were rated comparable to normal people on Activity and Potency. Both the retarded and the crippled were rated less positively than normals on the Evaluation Scale, but not as negatively as the mentally ill. The retarded and the crippled were rated less Active and Potent than both normals and the mentally ill. No differences were found between the third and sixth graders on attitudes toward the three stigmatized groups. Implications for the “social labeling” theory of mental disorders are discussed.  相似文献   

Behavioral research: A conceptual approach by Fred N. Kerlinger. Holt. Rinehart and Winston. 1979. 336 pp., $12.95 ISBN: 0-03-013331-9     

Tom Schwen  Wayne Wolfe 《Performance Improvement》1980,19(10):18-18

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