Courses: Disaster Day (DD) is a single-class activity designed for public speaking classrooms, but could also be applied to courses addressing small group communication.
Objectives: DD integrates fundamental skills of the basic speech course, fosters participation through group work, and introduces new concepts and skills. By the end of the activity, students should be able to (1) display fundamental speech skills by researching a topic quickly, organizing an informative speech, and delivering a presentation; (2) function effectively in a group by working cooperatively on a project with a tight deadline; and (3) understand basic elements of upcoming skills by creating an informative and visually appealing presentation for a mass audience before having visual aid instruction. DD has similar learning objectives to activities occurring later in the term (i.e., graded speeches) in order to introduce the students to expectations of future, more advanced assignments. As such, I do not treat DD as a graded activity, but rather a fun, low-risk, and useful practice opportunity. 相似文献
Sixty-seven participants (39 men and 28 women), ranging in age from 26 to 79 years, were administered Raven's Advanced Progressive Matrices (APM) on three occasions. Although total APM scores were found to be highly reliable across the three occasions, the reliabilities of most individual items were extremely low. A single-factor model remained a borderline adequate fit (explaining approximately 20% of the variance) for the interitem correlation matrix on all three occasions. Total APM scores increased significantly across the three occasions (approximately two items per occasion). Improvements in total score across the occasions happened within a context of subjects changing both correct and incorrect responses from the previous occasion. The number of items left unanswered was found to be unrelated to both APM score on any given occasion and the amount of gain in score made across occasions. These findings suggest that the improvements in performance were not based on the acquisition of a strategy design to respond to more items or on the retention of item-specific information, but rather, the improvement reflected learning, something common to the types of items found in the APM. 相似文献
Lawson’s (Lawson, A.: 2004, Science & Education, 13, 155–177) analysis of the meteorite hypothesis of dinosaur extinction exhibits flaws similar to his earlier (2002) analysis
of Galileo’s discovery of Jupiter’s moons (Allchin, D.: 2003, Science & Education, 12, 315–329). 相似文献
A conditioned suppression experiment with rats studied the development of two discriminations involving two conditioned stimuli, A and X. In one discrimination (AX+/A?), compound presentations of A and X signaled shock and presentations of A alone signaled no-shock. In the other discrimination (A+/AX?), A alone signaled shock and AX signaled no-shock. AX+/A? discriminations were learned more rapidly than their A+/AX? counterparts. These results, which resemble the feature-positive effect of Jenkins and Sainsbury (1969, 1970), are discussed in terms of Rescorla and Wagner’s (1972) theory of conditioning and also in terms of stimulus intensity mechanisms. 相似文献
Pigeons were trained in an intratrial interference preparation in which a horizontal or vertical line was presented for 1 sec immediately following termination of a sample (red or green). Two samples were presented successively on interference trials. Choice of the comparison corresponding to the second (target) sample was designated correct and was reinforced, and choice of the comparison corresponding to the first (interfering) sample was designated incorrect and was not reinforced. Control trials involved the presentation of a single, target sample. A horizontal line was presented upon termination of an interfering sample, and a vertical line was presented upon termination of a target sample. The results of three experiments led to the conclusion that the horizontal line acquired and capacity to reduce postperceptual processing (rehearsal) of information derived from an immediately preceding sample stimulus. These findings include (1) convergence of accuracy on control and interference trials as training progressed, (2) a reduction in accuracy on control and especially on interference trials when the correlation between sample type (interfering or target) and cue type (horizontal or vertical) was reduced to zero, (3) higher accuracy (i.e., less interference) when the horizontal rather than the vertical line followed the interfering sample, and (4) higher accuracy on single-sample trials when the vertical rather than the horizontal line followed sample presentation. 相似文献
We proposed a family process model that links family financial resources to academic competence and socioemotional adjustment during early adolescence. The sample included 90 9–12-year-old African-American youths and their married parents who lived in the rural South. The theoretical constructs in the model were measured via a multimethod, multi-informant design. Rural African-American community members participated in the development of the self-report instruments and observational research methods. The results largely supported the hypotheses. Lack of family financial resources led to greater depression and less optimism in mothers and fathers, which in turn were linked with co-care giving support and conflict. The associations among the co-caregiving processes and youth academic and socioemotional competence were mediated by the development of youth self-regulation. Disruptions in parental co-caregiving interfered with the development of self-regulation. This interference negatively influenced youths' academic competence and socioemotional adjustment. 相似文献