Memory for Relevant and Irrelevant Information: Evidence for Deficient Inhibitory Processes in Language/ Learning Disabled Children     

Thomas C. Lorsbach  Sherry Wilson  Jason F. Reimer 《Contemporary educational psychology》1996,21(4):447-466

The present study examined whether language/learning disabled children have greater difficulty than nondisabled children suppressing information that becomes irrelevant during a sentence processing and memory task. During study trials, children were asked to predict and remember the terminal nouns for a series of sentences that highly constrained a terminal noun. For half of the study trials (fillers) the child's prediction was confirmed by presenting the child with the expected ending (e.g., “Butterflies fly by flapping their . . .wings.”). For the remaining study trials (critical trials), however, the sentence ending expected by the child was disconfirmed with a low-probability ending (target noun). Thus, when presented with the sentence, “We made a sandwich with peanut butter and . . . ,” the child's prediction (“jelly”) was disconfirmed with a different ending (“bananas”). Memory for the disconfirmed and target nouns of critical study trials were subsequently tested implicitly with a new sentence-completion task. In this case, memory for disconfirmed and target nouns that had been associated with individual study sentences were measured in terms of priming effects. The analysis of priming effects indicated that language/learning disabled children experienced greater difficulty than nondisabled children inhibiting the activation of irrelevant information (disconfirmed nouns) and sustaining the activation of relevant information (target nouns) during a verbal memory task. These results were discussed in terms of their implications for some of the memory and language difficulties of language/learning disabled children.  相似文献   

国家·政府·社会:加拿大联邦政府档案法分析     

谢丽  马林青 《山西档案》2010,(4)

文章以加拿大联邦政府的三部档案法律为对象,分析在近一个世纪的时间长河里它们核心内容和立法目的演变以及从这些演变中折射出的档案与国家,政府和社会的关系.并在分析的基础上总结了这个演变史中的变与不变,以期为档案法律的制定和档案行业的发展提供一定的启发.  相似文献   

Foundations of educational technology: integrative approaches and interdisciplinary perspectives     

Sherry Y. Chen 《Interactive Learning Environments》2013,21(3):396-397

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Reviews     

Davida Charney  Barbara Mirel  Helen J. Schwartz  Joseph F. Ceccio  Sherry Burgus Little 《Technical Communication Quarterly》2013,22(3):87-106

The Development of Scientific Thinking Skills. Deanna Kuhn, Eric Amsel, and Michael O'Loughlin, Academic Press, 1988. 249 pp.

Understanding the Representational Mind, Josef Perner, MIT Press, 1991. 348 pp.

Literacy as Involvement: The Acts of Writers and Readers, and Texts. Deborah Brandt. Carbondaie: Southern Illinois, 1990. 159 pp.

Dialogue, Dialectic, and Conversation: A Social Perspective on the Function of Writing. Gregory Clark. Carbondale: Southern Illinois, 1990. 93 pp.

Hypermedia and Literary Studies. Ed. Paul Delany and George P. Landow. Cambridge: MIT P, 1991. 352 pp.

Writing Space: The Computer, Hypertext, and the History of Writing. Jay David Bolter. Hillsdale: Lawrence Erlbaum, 1991. 258 pp. Also from Erlbaum, Writing Space: A Hypertext for Macintosh.

Writing and Speaking in Business. Gretchen N. Vik, Clyde W. Wilkinson, and Dorothy C. Wilkinson. 10th ed. Homewood: Irwin, 1990. 636 pp.

Communication for Management and Business. Norman B. Sigband and Arthur H. Bell. 5th ed. Glenview: Scott, 1989. 783 pp.

Business Communication Today. Courtland L. Bovee and John V. Thill. 2nd ed. New York: Random, 1989. 680 pp.

Guidelines for Preparing Proposals: A Manual on How to Organize Winning Proposals. Roy Meador. Chelsea: Lewis, 1985. 116 pp.  相似文献   

Still Missing? History Chapters in Introductory Early Childhood Education Textbooks From the 1990s to the 2010s     

Larry Prochner  Sherry Woitte 《Journal of Early Childhood Teacher Education》2013,34(4):374-389

This article compares history chapters in recent introductory early childhood education textbooks with those from an earlier study, reviewing history chapters on four dimensions: the rationale for the study of history, the dominant story of the history, the facts of the history, and the image of the history. Ten textbooks are reviewed, including six from the original study that are still in publication. Foundation textbooks are described as important sources of knowledge for beginning students. In the earlier study, the dominant story was derived mainly from the contributions of “giant thinkers” in psychology, education, and philosophy. A notable current trend is identified, that textbooks have improved their attention to international and non-Western developments. Nevertheless, while there is some evidence of a change in the presentation of history in the textbooks in the current survey, the article concludes by identifying some missing pieces, as in the original survey.  相似文献   

Mining students' learning patterns and performance in Web-based instruction: a cognitive style approach     

Sherry Y. Chen  Xiaohui Liu 《Interactive Learning Environments》2013,21(2):179-192

Personalization has been widely used in Web-based instruction (WBI). To deliver effective personalization, there is a need to understand different preferences of each student. Cognitive style has been identified as one of the most pertinent factors that affect students' learning preferences. Therefore, it is essential to investigate how learners with different cognitive styles interact with WBI programs. This paper presents an empirical study, which examines the effects of cognitive styles on students' learning patterns and the effects of learning patterns on their learning performances. Riding's cognitive style analysis was used to identify the students' cognitive styles. Data mining, especially a clustering technique, was used to analyze the results. It was found that field independent students frequently used an alphabetical index whereas field dependent students often chose a hierarchical map. Such learning patterns also have great effects on their performance, especially for field dependent students.  相似文献   

Students' conceptions of natural selection and its role in evolution: Cases of replication and comparison     

Sherry S. Demastes  John Settlage  Ron Good 《科学教学研究杂志》1995,32(5):535-550

The work of Bishop and Anderson (1990) plays a major role in educators' understanding of evolution education. Their findings remind us that the majority of university students do not understand the process of evolution but that conceptual change instruction can be moderately effective in promoting the construction of a scientific understanding. The present article details two studies that represent an effort to focus on and define the limits of the Bishop and Anderson (1990) study. Study A describes a close replication of the work of Bishop and Anderson (1990) using the same conceptual-change teaching module to teach a unit on evolution to students enrolled in a biology course for nonmajors. Study B, a case of comparison, used the same evaluation instrument used in Bishop and Anderson (1990) and Study A, but high school students were the participants and the instruction was based on the inquiry approach to science. Like Bishop and Anderson (1990), Study A showed that the amount of prior instruction and students' beliefs in evolution were not found to be large factors in students' use of scientific conceptions. Unlike the original study, the students in Study A showed only a meager increase in their use of scientific conceptions for evolution. In Study B, students in the experimental group showed significant increases in their use of scientific conceptions. These findings suggest a need to investigate more closely the teachers' theories of learning, their reliance on instructional conversations, and the amount of time devoted to the topic of evolution as we study conceptual change in this area.  相似文献   

Models for Semiordered Data to Address Not Applicable Responses in Scale Measurement     

Anne Corinne Huggins-Manley  James Algina  Sherry Zhou 《Structural equation modeling》2018,25(2):230-243

The purpose of this study is to develop and evaluate unidimensional models that can handle semiordered data within scale items (i.e., items with multiple ordered response categories, and one additional nominal response category). We apply the models to scale data with not applicable (NA) responses to compare the model performance to conditions in which NA responses are treated as missing and ignored. We also conduct a small simulation study based on the operational study to evaluate the parameter recovery of the models under the operational conditions. Findings indicate that the proposed models show promise for (a) reducing standard errors of trait estimates for persons who select NA responses, (b) reducing nonresponse bias in trait estimates for persons who select NA responses, and (c) providing substantive information to practitioners about the nature of the relationship between NA selection and the trait of measurement.  相似文献   

Silent versus oral reading comprehension and efficiency     

R. Steve McCallum  Shannon Sharp  Sherry Mee Bell  Thomas George 《Psychology in the schools》2004,41(2):241-246

Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004.  相似文献   

明星与政治     

Kevin F. Sherry 《海外英语》2003,(9):7

Bono vs.Pretty Much Eyerything博诺vs .几乎每件事Bono befriends O’Neill and Ghana President JohnKufuor. His Case:You name it,he’s trying to fix it:hunger,education,health care,orphans,whatever makes peopleunhappy;lately,he's pushing debt relief for the ThirdWorld nations and stopping the spread of AIDS in Africa.  相似文献