Mapping psychology students’ perspective on group peer-tutoring in statistics     

Michael Cantinotti  Marjorie Désormeaux-Moreau  Marcos Balbinotti 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):466-484

Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain tutees’ participation, it is important to understand how they conceptualize tutoring. The aim of this study was to provide an empirical investigation of psychology students’ conceptualization regarding cross-year group peer-tutoring in statistics. A multivariate concept mapping analysis generated a relevant three-cluster structure (Tutoring setup, Tutor knowledge, interpersonal skills, and relational dynamics and Student role and commitment to the course) that underlies students’ cognitive structure regarding group peer-tutoring. The implications of the results for selecting and training peer-tutors are discussed.  相似文献   

La conducta autopunitiva en el autismo: un nuevo enfoque conductual de tratamiento     

José Luis Marcos  Ricardo Canal 《Infancia y Aprendizaje》2013,36(31-32):173-186

Resumen

En este trabajo se investigan dos procedimientos de reducción de las conductas autopunitivas que frecuentemente presentan los niños autistas. El primer procedimiento consiste en el reforzamiento de respuestas incompatibles con estas conductas, lográndose así una franca disminución en su frecuencia. El segundo procedimiento parte del supuesto (comprobado en el análisis conductual) que las autopuniciones representan una respuesta de escape ante la ansiedad generada por determinadas situaciones; de este modo, el procedimiento va encaminado a la reducción, o eliminación, de esta ansiedad situacional mediante la técnica de la desensibilización sistemática «in vivo», dando como resultado la eliminación total de las conductas autopunitivas ante estas situaciones, y a más largo plazo, su erradicación del repertorio conductual del sujeto.  相似文献   

Fellows' Perceptions of a Mandatory Reflective Electronic Portfolio in a Geriatric Medicine Fellowship Program     

Jorge G. Ruiz  Syeda S. Qadri  Marina Karides  Carmen Castillo  Marcos Milanez  Bernard A. Roos 《Educational gerontology》2013,39(7):634-652

Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and accessible. Fellows reflected on aspects relevant to postgraduate training and future practice and documented adherence to competencies. However, fellows expressed resentment about the self-reflection component, which interfered with the overall acceptance of the ePortfolio. Although ePortfolios can be powerful and reflective tools for competency assessment, care must be taken in their implementation.  相似文献   

Automatic evaluation of digital libraries with 5SQual     

Bárbara L. Moreira  Marcos André Gonçalves  Alberto H.F. Laender  Edward A. Fox 《Journal of Informetrics》2009,3(2):102-123

Digital libraries (DLs) are complex information systems which can present changes in their structure, content, and services. These complexities and dynamics make system maintenance a non-trivial task, since it requires periodical evaluation of the different DL components. Generally, these evaluations are customized per system and are performed only when problems occur and administrator intervention is required. This work aims to change the situation. We present 5SQual, a tool which provides ways to perform automatic and configurable evaluations of some of the most important DL components, among them, digital objects, metadata, and services. The tool implements diverse numeric indicators that are associated with eight quality dimensions described in the 5S quality model. Its generic architecture was developed to be applicable to various DLs and scenarios. In sum, the main contributions of this work include: (i) the design and implementation of 5SQual, a tool that validates a theoretical DL quality model; (ii) the demonstration of the applicability of the tool in several usage scenarios; and (iii) the evaluation (with usability specialists) of its graphical interface specially designed to guide the configuration of 5SQual evaluations. We also present the results of interviews conducted with administrators of real DLs regarding their expectations and opinions about 5SQual.  相似文献   

Effect of dual-attention task on attack and defensive actions in fencing     

Marcos Gutiérrez-Davila  Carmen Gutiérrez-Cruz  Enrique Navarro 《European Journal of Sport Science》2017,17(8):1004-1012

The objectives of this study were to investigate the effect that the presence of two stimuli that require two different responses (dual-attention) has both, on offensive reaction-response time to a light stimulus, and on defensive response time when the stimulus is a real fencing attack. Twenty-five elite fencers and a fencing master were included in the study. The equipment included four force plates adapted to a scaffold that served as a fencing piste. Two force plates were placed, at the start position, under the fencer’s feet and another two plates were placed under the master’s feet. The results demonstrate that choice reaction time to visual stimuli increases in dual-task conditions with respect to simple reaction time, whereas the mean horizontal force tends to decrease in dual-task. However, when the stimulus was an opponent’s movement, dual-task conditions did not have any effect on the time required to initiate a defensive action. The changes in reaction time when real movements were used as stimuli challenge the validity of the reaction time to visual stimuli paradigm as a predictor of performance in fencing. Also, the results obtained demonstrate that perceptual and attentional processes play a major role in fencer performance in real competition.  相似文献   

How adults contribute to the development of early referential communication?     

Haydée Marcos 《European Journal of Psychology of Education - EJPE》1991,6(3):271-282

The study focuses on the organization of prelinguistic «referential» communication routines and their effects on infant’s progressive mastery of protoreferential communication. Routines are defined here as exchanges where turn-taking and/or topic are repetead and conventionalized. The design compares an experimental group and a control group in a pretest/post test format. In the experimental group, routinized exchanges about a poster are encouraged. Three «training» sessions are devoted to the establishment of routines. The sample was composed of 13 infants aged 12 to 13 months and their mothers. Comparisons between the pretest and the postest for the E group infants show an increase in the time devoted to referential behavior, in the number of infant initiations of dialogue on the poster and in the use of pointing. For the mothers, results show that, during the three «training» sessions, E group mothers, produce more points than C group mothers and tend to «confirm» infants’ pointing plus vocalization as though it was a complete reference. Findings are discussed in terms of conventionalization of protoreferential gestures and vocalizations.  相似文献   

Selection and evaluation of Internet information by adults with intellectual disabilities     

Ladislao Salmerón  Inmaculada Fajardo  Marcos Gómez-Puerta 《欧洲特需教育杂志》2019,34(3):272-284

Internet offers people with intellectual disabilities (ID) unique opportunities to access information and to participate in society. But concerns have been raised about the potential risks they face when accessing the Internet (e.g. giving credit to false information, being exposed to manipulative content). As part of the current debate between positive risk-taking and overprotection, our study empirically tested the extent to which 43 adults with ID identified and selected topically relevant as well as trustworthy web pages while searching the Internet for several topics (e.g. Can social networks use your pictures for advertisement?). Participants also justified their search decisions. Results revealed that while searching familiar topics (i.e. social networks), participants selected more relevant and trustworthy pages than irrelevant and less trustworthy ones. Searches of less familiar topics (i.e. daily health), were carried out randomly, that is, without applying a specific criterion. Results point to the importance of topic familiarity on people’s with ID performance on Internet searching tasks. This pattern of results suggests that, first, we should avoid overprotection when people with ID search for familiar topics and, second, they need more support when searching for information about less familiar topics.  相似文献   

Learning from human cadaveric prosections: Examining anxiety in speech therapy students          下载免费PDF全文

Juan Jose Criado‐Álvarez  Jaime González González  Carmen Romo Barrientos  Isabel Ubeda‐Bañon  Daniel Saiz‐Sanchez  Alicia Flores‐Cuadrado  Juan Carlos Albertos‐Marco  Alino Martinez‐Marcos  Alicia Mohedano‐Moriano 《Anatomical sciences education》2017,10(5):487-494

Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists.  相似文献   

How students with intellectual disabilities evaluate recommendations from internet forums     

Ladislao Salmerón  Marcos Gómez  Inmaculada Fajardo 《Reading and writing》2016,29(8):1653-1675

Social networks enable people with intellectual disabilities (ID) to participate actively in society and to promote their self-determination. However, concerns have been raised regarding the potential limitations of people with ID to deal with untrustworthy information sources on the Internet. In an experiment, we assessed how adult students with ID evaluated recommendations in Internet forums authored by either self-reported experts or by users under pseudonyms who supported their claim either with documentary sources or their personal experience. We compared the performances of students with ID to that of students of similar ages but higher educational levels (chronological age-matched control group) and to younger students with similar verbal mental age (verbal mental age-matched control group). Participants were asked to evaluate to what extent a fictitious user should follow particular recommendations given in a forum and to justify their evaluations by writing a message to the fictitious user. Students with ID, as opposed to the two control groups, recommended the forum advice to a higher extent regardless of authorship and evidence used, and they included in their messages to the fictitious user a higher number of opinions and information sources not present in the forum without linking them to the actual discussion. The pattern of results suggested that students with ID have a limited ability to evaluate recommendations in forums and that they do not necessarily present a delay in the development of these abilities, but rather an atypical development. Finally, we discussed the potential implications for teaching digital literacy to students with ID.  相似文献   

Fighting to Educate Our Own: Teachers of Color,Relational Accountability,and the Struggle for Racial Justice     

Rita Kohli  Marcos Pizarro 《Equity & Excellence in Education》2016,49(1):72-84

Abstract

Research demonstrates that many teachers of Color enter schools committed to challenging injustice, yet often face barriers to accomplishing this goal. This article presents emergent themes from a qualitative study with 218 self-identified, racial justice-oriented teachers of Color. Using Wilson's (2008 Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, Canada: Fernwood. [Google Scholar]) indigenous cultural framework of relationality and relational accountability to analyze our data, we introduce the concept of community-oriented teachers of Color to describe the accountability these teachers have towards students of Color and their communities. We found that despite their connections, insights, and successes with students, hierarchies of ontology (ways of being) and epistemology (ways of knowing) within schools that promote individualism served to isolate and marginalize community-oriented teachers of Color and, thus, limited their ability to advance racial justice.  相似文献