Family Interaction Patterns,Career Planning Attitudes,and Vocational Identity of High School Adolescents   总被引：1，自引：0，他引：1  

Byron?K.?HargroveEmail author  Arpana?G.?Inman  Randy?L.?Crane 《Journal of Career Development》2005,31(4):263-278

The purpose of the current study was to examine how perceptions of family interaction patterns as defined along three dimensions of family environment (quality of family relationships, family goal-orientations, and degree of organization and control within the family system) predict vocational identity and career planning attitudes among male and female adolescents living at home. One hundred twenty three high school students completed measures of family environment, vocational identity, and career planning attitudes. Analyses revealed that the quality of family relationships (i.e., degree to which family members are encouraged to express feelings and problems) played a small, yet significant role in predicting career planning attitudes of adolescents.  相似文献   

Predictability of observed mother-child interaction from preschool to middle childhood in a high-risk sample   总被引：1，自引：0，他引：1  

Weinfield NS  Ogawa JR  Egeland B 《Child development》2002,73(2):528-543

This study examined predictability of observed parent-child interaction from preschool to middle childhood in 283 mother-child dyads. Participants were welfare recipients enrolled in the Observational Study of the Job Opportunities and Basic Skills Training Program. Structured observational sessions were conducted both at preschool age and middle childhood, and were coded for maternal social behavior, child social behavior, and dyadic interaction. Analyses explored direct relations between the assessments; relations between the assessments with possible third-variable influences, such as maternal literacy, covaried out; and moderated relations. Results indicated that observed mother-child interaction in middle childhood could be significantly predicted from observed interaction 4 years earlier. Risk status moderated the relations such that those families with greater risk factors tended to show more stability, although this stability was, at times, through maintaining suboptimal functioning.  相似文献   

Attitudes toward science and science knowledge of intellectually gifted and average students in third,seventh, and eleventh grades     

Byron L. Barrington  Bryan Hendricks 《科学教学研究杂志》1988,25(8):679-687

A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons.  相似文献   

Latent habituation of the orienting response in the preweanling rat     

Rick Richardson  Byron A. Campbell 《Learning & behavior》1992,20(4):416-426

The effect of inhibiting the orienting response on information processing was examined in four experiments. A nonsignal auditory stimulus was presented four times to preweanhng rats either 30 sec or 15 min after they had been placed in an unfamiliar environment (Experiments 1A and 2), shocked (Experiment 1B)5 or experienced a shift in environmental context (Experiment 1C). Both an autonomic (heart rate) and a behavioral componentx of the orienting response to the novel stimulus were recorded. In the 15-min condition, the auditory stimulus elicited a consistent orienting response on the first trial that habituated rapidly with successive trials. In contrast, the auditory stimulus did not elicit a detectable orienting response in the 30-sec condition on any of the four trials. However, when the auditory stimulus was re-presented after a brief retention interval, a comparable level of habituation was seen in both groups. These results demonstrate that animals in the 30-sec condition detected, attended to, and encoded the auditory stimulus even though they did not orient, either autonomically or behaviorally, to that stimulus when it was first presented. This process of response-independent habituation is best described as latent habituation. Like latent learning, latent habituation took place in the absence of any observable change in behavior. The implications of this effect for current theories of habituation and of the orienting response are discussed.  相似文献   

A Lot of Reaching     

Gilbert Byron 《The Educational forum》2013,77(2)

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Interdisciplinary Synergy: A Partnership Between Business and Library Faculty and Its Effects on Students’ Information Literacy     

Cecilia V. McInnis Bowers  Byron Chew  Michael R. Bowers  Charlotte E. Ford  Caroline Smith  Christopher Herrington 《Journal of Business & Finance Librarianship》2013,18(2):110-127

In today's information-rich environment, business faculty are challenged to teach students how to conduct effective business research and evaluate information critically. We describe collaboration between business professors and reference librarians in an introductory business course. Students were surveyed before and after completion of a Business Discovery Project requiring use of print and electronic sources in writing a research paper on a publicly traded company. Student perceptions indicated increased abilities in communication skills, research skills, use of business information sources, and composition skills; paired t tests showed these increases to be significant.  相似文献   

Baccalaureate     

Gilbert Byron 《The Educational forum》2013,77(4)

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An easy-to-hard effect after nonreinforced preexposure in a sweetness discrimination     

María del Carmen Sanjuán  James Byron Nelson  Gumersinda Alonso 《Learning & behavior》2014,42(3):209-214

Experiments 1A and 1B used a taste-aversion procedure with rats to demonstrate that exposure to easily discriminated flavors along a dimension (1 % and 10 % sucrose) can facilitate learning a subsequent hard discrimination (4 % and 7 % sucrose) when one of those flavors is paired with illness. Experiment 1A compared the effects of preexposure to the easily discriminated flavors against exposure to the same stimuli used in the discrimination training or no exposure at all. Experiment 1B replicated the conditions in Experiment 1A, with 2 additional days of training and unrestricted access to the flavors on CS+/CS– trials in discrimination training. Contrary to findings with multidimensional stimuli (Scahill & Mackintosh, Journal of Experimental Psychology: Animal Behavior Processes, 30, 96–103, 2004; Suret & McLaren, The Quarterly Journal of Experimental Psychology, 56B, 30–42, 2003), we found that preexposure to the easily discriminable stimuli varying along a single dimension of sweetness facilitated subsequent discrimination training over the other conditions in each experiment. We discuss the results in terms of the ideas presented by Gibson (1969) and Mackintosh (Psychological Review, 82, 276–298, 1975) and in terms of hedonic variables not considered by theories of perceptual learning.  相似文献   

Detecting spam blogs from blog search results     

Linhong Zhu  Aixin Sun  Byron Choi 《Information processing & management》2011

Blogging has been an emerging media for people to express themselves. However, the presence of spam blogs (also known as splogs) may reduce the value of blogs and blog search engines. Hence, splog detection has recently attracted much attention from research. Most existing works on splog detection identify splogs using their content/link features and target on spam filters protecting blog search engines’ index from spam. In this paper, we propose a splog detection framework by monitoring the on-line search results. The novelty of our splog detection is that our detection capitalizes on the results returned by search engines. The proposed method therefore is particularly useful in detecting those splogs that have successfully slipped through the spam filters that are also actively generating spam-posts. More specifically, our method monitors the top-ranked results of a sequence of temporally-ordered queries and detects splogs based on blogs’ temporal behavior. The temporal behavior of a blog is maintained in a blog profile. Given blog profiles, splog detecting functions have been proposed and evaluated using real data collected from a popular blog search engine. Our experiments have demonstrated that splogs could be detected with high accuracy. The proposed method can be implemented on top of any existing blog search engine without intrusion to the latter.  相似文献   

The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement     

Byron Havard  Giang-Nguyen Nguyen  Barbara Otto 《Education and Information Technologies》2018,23(5):1897-1918

The purpose of this study was to determine the impact of technology use and teacher professional development on students’ mathematics academic achievement. The U.S. Department of Education National Assessment of Educational Progress (NAEP) published results for mathematics assessments for Grade 4 from the years 2005–2015 served as the dependent variable. Specific items related to technology use and professional development selected from both student and mathematics teacher questionnaires served as the independent variables. The Technological Pedagogical and Content Knowledge (TPACK) was used as a framework to guide this research. Data analyses revealed significant differences across multiple variables and multiple years.  相似文献