Parenting and infant difficulty: testing a mutual exacerbation hypothesis to predict early onset conduct problems     

Lorber MF  Egeland B 《Child development》2011,82(6):2006-2020

The prediction of conduct problems (CPs) from infant difficulty and parenting measured in the first 6 months of life was studied in a sample of 267 high-risk mother-child dyads. Stable, cross-situational CPs at school entry (5-6 years) were predicted by negative infancy parenting, mediated by mutually angry and hostile mother-toddler interactions at 24-42 months. Mother-child interactions late in toddlerhood were especially relevant for CPs. Contrary to predictions, difficult child behavior in the first 6 months of life was not consistently associated with CPs, either independently or in interaction with negative infancy parenting. The findings most strongly highlight the role of negative mothering in early infancy, and of changes in mother-toddler interaction, in early onset CPs.  相似文献   

Evaluating the Effectiveness of Integrating Food Science Lessons in High School Biology Curriculum in Comparison to High School Chemistry Curriculum     

Elizabeth I. Stringer  Jasmine D. Hendrix  Kirk A. Swortzel  J. Byron Williams  M. Wes Schilling 《Journal of Food Science Education》2019,18(1):21-28

Historically, high school chemistry has been the predominate venue for the introduction of food science curriculum to students. With the current decline in chemistry as a required course for graduation, the possibility of exposure to food science in high school could equally decline. The purpose of this research was to determine if high school students in a biology class without a chemistry background could comprehend eight basic food science principles equally as well as students in a chemistry class that were taught the same principles. This study assessed baseline knowledge of high school students, determined the effect of food science‐based lessons on baseline knowledge and level of understanding, and determined the effect of food science‐based lessons on students’ awareness of and interest in food science. Baseline knowledge and awareness of food science was low. Food science‐based instruction resulted in higher posttest scores. Results indicated no differences in students’ knowledge base and level of understanding between biology and chemistry classes and supported the idea of further incorporating a food science curriculum into high school biology.  相似文献   

Concurrent extinction does not render appetitive conditioning context specific     

Nelson JB  Lombas S  Léon SP 《Learning & behavior》2011,39(1):87-94

In an experiment with rats, an appetitive conditioning method was used to investigate the generality of the hypothesis that extinction should arouse attention to contextual cues, resulting in all learning in that context becoming context specific. Rats received appetitive conditioning with a tone either while extinction of a flasher occurred (Group With Extinction) or while it did not (Group No Extinction). Half of each group was subsequently tested in extinction in the context in which training had taken place or in a different context. The results revealed a three-way interaction of extinction and context with trials, in a direction opposite to the one the hypothesis would suggest. When rats were tested in a different context, there was generally better responding in Group With Extinction than in Group No Extinction. In the same context, there was generally lower responding in Group With Extinction than in Group No Extinction. Subsequent testing showed an ABA recovery effect. Results are discussed in terms of the challenges they pose for the revised retrieval theory presented by Callejas-Aguilera and Rosas (2011).  相似文献   

Academic Program Profile: Human Performance Technology in University of West Florida's Department of Instructional,Workforce and Applied Technology     

Nancy B. Hastings  Byron C. Havard  Courtney Hyland  Megan Podsiad 《Performance Improvement》2016,55(10):33-44

The University of West Florida instructional and performance technology (IPT) programs, currently housed in the Department of Instructional, Workforce and Applied Technology (IWAT), have been in place for over 20 years. Intense interactions with potential members of the target population including area public school teachers, school administrators, directors of instructional technology, the US Navy, the Chamber of Commerce, Pensacola State College, and others guided the initial planning processes, aiding in the identification of a framework for IPT competencies needed by regional partners. These same partners continue to provide input today, ensuring that the programs offered are preparing students to meet the demands of today's workforce. Coursework provides students with the critical thinking, communication, and project management skills to examine performance improvement opportunities holistically, taking a systems view and focusing on adding value by concentrating on results and working in partnership with clients and stakeholders.  相似文献   

A concurrent validity study of the Woodcock Word Comprehension Test     

Glen Powell  David Moore  Byron Callaway 《Psychology in the schools》1981,18(1):24-27

The purpose of this study was to determine the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence. Subjects were 194 children who were tested in a University Reading Clinic. All were administered the Woodcock Reading Mastery Tests, the Slosson Oral Reading Test, an Informal Reading Inventory, the Wechsler Intelligence Scale for Children—Revised, the Slosson Intelligence Test, and the Peabody Picture Vocabulary Test. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.  相似文献   

Comparison of reading disabled children's scores on the WISC-R,Peabody Picture Vocabulary Test,and Slosson Intelligence Test     

John M. Mize  Byron Callaway  Janie Wooten Smith 《Psychology in the schools》1979,16(3):356-358

Scores on the Slosson Intelligence Test and Peabody Picture Vocabulary Test, two frequently used screening devices, are examined to determine how well they predict scores on the Wechsler Intelligence Scale for Children—Revised. Two hundred seven children representing reading disabled children in the average classroom were administered each of the three measures of this study. The degree of relationship between the PPVT and the WISC-R was found to be.57, and the degree of relationship between the SIT and the WISC-R was found to be.73. The results of this study suggest that the PPVT and SIT measure different and/or limited aspects of a child's ability as measured by the WISC-R and are therefore only rough estimates of capacity to function in situations requiring what is generally termed intelligence.  相似文献   

Comparison of the slosson intelligence test and wisc scores of subjects referred to a reading clinic     

Bob W. Jerrolds  Byron Callaway  Wayne K. Gwaltney 《Psychology in the schools》1972,9(4):409-410

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Restless Children     

Gilbert Byron 《The Educational forum》2013,77(1)

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Extinction produces context inhibition and multiple-context extinction reduces response recovery in human predictive learning     

Steven Glautier  Tito Elgueta  James Byron Nelson 《Learning & behavior》2013,41(4):341-352

Two experiments with human participants were used to investigate recovery of an extinguished learned response after a context change using ABC designs. In an ABC design, the context changes over the three successive stages of acquisition (context A), extinction (context B), and test (context C). In both experiments, we found reduced recovery in groups that had extinction in multiple contexts, and that the extinction contexts acquired inhibitory strength. These results confirm those of previous investigations, that multiple-context extinction can produce less response recovery than single-context extinction, and they also provide new evidence for the involvement of contextual inhibitory processes in extinction in humans. The foregoing results are broadly in line with a protection-from-extinction account of response recovery. Yet, despite the fact that we detected contextual inhibition, predictions based on protection-from-extinction were not fully reliable for the single- and multiple-context group differences that we observed in (1) rates of extinction and (2) the strength of context inhibition. Thus, although evidence was obtained for a protection-from-extinction account of response recovery, this account can not explain all of the data.  相似文献   

IT artifact bias: How exogenous predilections influence organizational information system paradigms     

Michael Curry  Byron Marshall  Peter Kawalek 《International Journal of Information Management》2014

Efforts in IS research have long sought to bridge the gap between the information technology (IT) function and strategic business interests. People perceive affordances (possibilities for action) in information technology artifacts differently as cognitive structures (schema) which bias individual focus. This study explores how an individual's tendency to perceive the ‘trees’ in an IT ‘forest’ (artifact preference) affects their assessment of efforts to achieve more effective IT outcomes. The effect is demonstrated using a relatively simple IT success model. Further, in a sample of 120 survey responses supported by ten semi-structured interviews, we demonstrate that job role and organizational IT complexity systematically impact artifact perception. A better understanding of IT artifact bias promises to help organizations better assess information systems.  相似文献