Locus of control and reading attitude     

Dorotha H. Brown  Ann W. Engin  Fred H. Wallbrown 《Psychology in the schools》1979,16(3):336-338

The relationships between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of 431 inner-city children. The sample included the intermediate grade children enrolled in the 20 regular classrooms of the three elementary schools from the Columbus, Ohio, Public Schools. Correlation coefficients were computed between locus of control scores and the eight dimensions of reading attitude. Reading Anxiety showed a significant relationship with the I- score. This finding suggests that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. The other seven dimensions of reading attitude were not significantly related to internality scores.  相似文献   

Recognition of emotions in facial expressions by emotionally disturbed and nondisturbed children     

Robert H. Zabel 《Psychology in the schools》1979,16(1):119-126

Groups of emotionally disturbed and nondisturbed elementary and junior high subjects were tested for ability to recognize primary emotions in facial expressions. Emotionally disturbed groups were found to be significantly less proficient both for overall emotion recognition ability and for several individual emotions. On the whole, the junior high groups were found to be better identifiers of emotion than the younger groups, but precise relationships between emotion recognition ability and age and also intelligence were unclear. Several possible interpretations of these findings and their implications for educational planning are discussed, and suggestions for additional research are presented.  相似文献   

The effects of dependent and interdependent group contingencies on socially appropriate responses in classes for emotionally handicapped children     

Arlene Gamble  Phillip S. Strain 《Psychology in the schools》1979,16(2):253-260

The effects of group dependent and group interdependent reinforcement contingencies on the level of socially appropriate behaviors emitted by emotionally handicapped elementary school students were examined. The investigation employed an ABAC design with a systematic replication (ACAB) across a second classroom. The findings suggested that: (a) Both group dependent and group interdependent reinforcement contingencies were effective in incieasing the level of socially appropriate behaviors. (b) For Classroom II, group interdependent reinforcement contingencies more often resulted in higher rates of responding for individual subjects than did group dependent reinforcement contingencies. (c) Group interdependent contingencies were shown to set the occasion for cooperative behavior among class members designed to help each other achieve individual but interdependent goals.  相似文献   

State terminology of behavioral disorders     

Ted L. Miller  Michael H. Epstein 《Psychology in the schools》1979,16(2):224-229

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Congruence between educational attitudes and academic philosophies     

John A. Bell  Albert H. Miller 《Psychology in the schools》1979,16(1):154-158

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progres-sivism and traditionalism. This study focused on the relationship between these attitudes and the philosophies of realism and pragmatism. A sample of 152 graduate students in education completed three instruments measuring educational attitudes and the basic and applied philosophies. Factor analytic results supported a dualistic theory rather than a bipolar theory for attitudes and philosophies. Pragmatists supported the progressive referents of children's interests and social development as educational goals, while realistsy supported traditional concepts emphasizing structure and the learning of content. The results are discussed in terms of the consistency between educational attitudes and a teacher's philosophy.  相似文献   

A Perspective on Field Trips: Environmental Effects on Learning*     

JOHN D. BALLING  JOHN H. FALK 《Curator: The Museum Journal》1980,23(4):229-240

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Introspection or masochism     

Donald H. Bullock 《Performance Improvement》1979,18(1):19-19

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Commentary     

J. H. Harless 《Performance Improvement》1979,18(5):23-23

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Chapter news     

Kay S. White 《Performance Improvement》1979,18(9):17-17

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Training the hard to train: The functional illiterate     

Bennett H. Berman 《Performance Improvement》1979,18(7):7-10

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