An Analysis of the New York State Regents Examinations in Chemistry from 1927 to 1934     

T. Ernest Newland  Robert S. Moore 《Journal of Experimental Education》2013,81(4):359-363

Gibbons and Chakraborti's (1991) interpretation of recent simulation results and their recommendations to researchers are misleading in some respects. The present note emphasizes that the Mann-Whitney test is not a suitable replacement of the Student t test when variances and sample sizes are unequal, irrespective of whether the assumption of normality is satisfied or violated. When both normality and homogeneity of variance are violated together, an effective procedure, not widely known to researchers in education and psychology, is the Fligner-Policello test or, alternatively, the Welch t' test in conjunction with transformation of the original scores to ranks.  相似文献   

Stammering is outgrown     

Ernest Tompkins 《Quarterly Journal of Speech》2013,99(3):254-257

This essay demonstrates that a speech of accusation motivates a response in a speech of defense and that both should be treated as a rhetorical speech set. The author uses Fisher's motives of affirmation and purification, Bitzer's conception of the rhetorical situation, and the Classical schema of stasis to explicate the speech set. He offers Pope Leo X vs. Martin Luther as an illustrative example.  相似文献   

Perception of stammering     

Ernest Tompkins M.E. 《Quarterly Journal of Speech》2013,99(3):290-295

ANTON CHEKHOV: THE CHERRY ORCHARD. Translated by Tyrone Guthrie and Leonid Kipnis. (Minnesota Drama Editions.) Minneapolis: The University of Minnesota Press, 1965; pp. 126. Paper $1.00.

ANTON CHEKHOV: THE CHERRY ORCHARD. Translated by Avrahm Yarmolinsky. Critical material selected and introduced by Henry Popkin. (The Avon Theater Library.) New York: Avon Books, 1965; pp. 191+unpaged Bibliography. Paper $0.50.

ANTON CHEKHOV: PLATONOV, A PLAY IN FOUR ACTS AND FIVE SCENES. Translated by David Magarshack. (A Mermaid Dramabook.) New York: Hill &; Wang, 1966: pp. 195. $4.50.

ANTON CHEKHOV: THE THREE SISTERS. Translated by Tyrone Guthrie and Leonid Kipnis. Critical material selected and introduced by Henry Popkin. (The Avon Theater Library.) New York: Avon Books, 1965; pp. 175+unpaged Bibliography. Paper $0.50.

CHEKHOV: THE MAJOR PLAYS; IVANOV, THE SEA GULL, UNCLE VANYA, THE THREE SISTERS, THE CHERRY ORCHARD. Translated by Ann Dunnigan. Foreword by Robert Brustein. (A Signet Classic.) New York: The New American Library of World Literature, 1964; pp. xxii+380+un‐paged Bibliography. Paper §0.60.

THE OXFORD CHEKHOV, VOLUME III: UNCLE VANYA, THREE SISTERS, THE CHERRY ORCHARD, THE WOOD‐DEMON. Translated and edited by Ronald Hingley. New York: Oxford University Press, 1964; pp. xix+343. $10.00.

TEN EARLY PLAYS BY CHEKHOV. Translated with an Introduction by Alex Szogyi. (A Bantam Classic.) New York: Bantam Books, 1965; pp. 314. Paper $0.95.  相似文献   

Speech and occupational needs     

Ernest C. Fossum 《Quarterly Journal of Speech》2013,99(4):491-498

DEMOCRACY AND DISAGREEMENT. By Amy Gutmann and Dennis Thompson. Cambridge, MA: The Belknap Press of Harvard University Press, 1996; pp. viii + 422. $27.95; paper $16.95.

THE MILD VOICE OF REASON: DELIBERATIVE DEMOCRACY AND AMERICAN NATIONAL GOVERNMENT. By Joseph M. Bessette. Chicago: The University of Chicago Press, 1994; pp. xvi + 289. $32.50; paper $15.95.

NORMS OF RHETORICAL CULTURE. By Thomas B. Farrell. New Haven, CT: Yale University Press, 1993; pp. x + 374. Paper $18.00.

PUBLIC DELIBERATION: PLURALISM, COMPLEXITY, AND DEMOCRACY. By James Bohman. Cambridge, MA: The MIT Press, 1996; xi + 303. $30.00.  相似文献   

Sports And Politics     

Sir Arnold Lunn 《Quest (Human Kinetics)》2013,65(1):33-36

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Teaching Students to Infer Meaning Through Material Culture     

Ernest Andrew Brewer  Penelope Fritzer 《Clearing house (Menasha, Wis.)》2013,86(2):43-46

Social studies students can learn to glean historical information from the study of material culture through active engagement as curators. Teachers can guide students through a pre-survey of helpful reading materials and then through selecting items of personal significance to them: creating labels that objectively describe the chosen items as to origin, composition, background, and provenance; exchanging the created sets of file cards; examining the cards received in the exchange; inferring factual information about the owner of the selected items; and sharing deductions with the class. From this exercise, students will have a chance to learn how historians, anthropologists, and other social scientists use critical thinking in their work, how much can be learned from material culture, and how missteps can result from overtheorizing.  相似文献   

Significant Evidence     

Ernest M. Ligon Ph.D.  William A. Koppe Ph.D. 《Religious education (Chicago, Ill.)》2013,108(1)

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical, the abstract number is Volume 28, Nos. 1‐2, January‐February, 1954.  相似文献   

Significant Evidence     

Ernest M. Ligon 《Religious education (Chicago, Ill.)》2013,108(4):247-249

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The consistency effect depends on markedness in less successful but not successful problem solvers: An eye movement study in primary school children     

Menno van der Schoot  Annemieke H. Bakker Arkema  Tako M. Horsley  Ernest C.D.M. van Lieshout 《Contemporary educational psychology》2009

This study examined the effects of consistency (relational term consistent vs. inconsistent with required arithmetic operation) and markedness (relational term unmarked [‘more than’] vs. marked [‘less than’]) on word problem solving in 10–12 years old children differing in problem-solving skill. The results showed that for unmarked word problems, less successful problem solvers showed an effect of consistency on regressive eye movements (longer and more regressions to solution-relevant problem information for inconsistent than consistent word problems) but not on error rate. For marked word problems, they showed the opposite pattern (effects of consistency on error rate, not on regressive eye movements). The conclusion was drawn that, like more successful problem solvers, less successful problem solvers can appeal to a problem-model strategy, but that they do so only when the relational term is unmarked. The results were discussed mainly with respect to the linguistic–semantic aspects of word problem solving.  相似文献   

Manipulatives and number sentences in computer aided arithmetic word problem solving     

Stellingwerf  Berend P.  Van Lieshout  Ernest C.D.M. 《Instructional Science》1999,27(6):459-476

In this study we investigated the relative contribution of two main components often used in the instruction of arithmetic word problem solving to first-grade children and children with learning problems, external representation with manipulatives and formal mathematical representation with number sentences. Four computer aided treatments were developed along these dimensions. Furthermore, an assessment control group was formed.It was shown that performance improved significantly after treatment in comparison to the performance of the assessment control group. Comparison of the different training conditions showed that a number sentence treatment was the most effective training component. However, this effect was only present with the relatively high competent children and not with the relatively low performing children.  相似文献