The Language of Laughter: A Quantitative/Qualitative Fusion Examining Television Narrative and Humor     

Evan A. Lieberman Ph.D.  Kimberly A. Neuendorf Ph.D.  James Denny M.A.C.T.M.  Paul D. Skalski Ph.D.  Jia Wang B.A. 《广播与电子媒介杂志》2013,57(4):497-514

This study utilizes multiple methods to analyze the effects of a laugh track on audience response to four episodes of the classic sitcom, “The Andy Griffith Show.” An experimental design and a narratological approach are used in concert. One of the four episodes stood out quantitatively in terms of perceived humor and overall enjoyment, and was the only episode for which the laugh track had a negative impact. Narratological richness might explain the anomalous episode, as it was found to possess a more complex story structure, higher levels of satire, and other distinctive elements found to have high audience appeal.  相似文献   

CONFIDENCE AND COMPETENCE AMONG COMMUNITY COLLEGE STUDENTS: SELF-EFFICACY AND PERFORMANCE IN GRAMMAR     

Steve J. Collins  Kimberly L. Bissell 《Community College Journal of Research & Practice》2013,37(8):663-675

Proper grammar is crucial for effective communication. Two surveys of students in an introductory writing course sought to identify predictors of grammar ability. Students demonstrated a limited grasp of the language, struggling with such issues as the distinction between “it's” and “its.” Women performed better than men at the beginning of the semester, but the gap later narrowed. There was a correlation between self-efficacy (confidence in one's ability to perform a particular task) and grammar ability at the end of the semester. To the knowledge of the authors, this is the first study to empirically link grammar self-efficacy and grammar performance. High school grade point average also predicted grammar ability at the end of the semester.  相似文献   

A Unified Latent Growth Curve Model     

Chueh-An Hsieh  Alexander von Eye  Kimberly Maier  Hsin-Jung Hsieh  Shi-Hsiung Chen 《Structural equation modeling》2013,20(4):592-615

Applying item response theory models to repeated observations has demonstrated great promise in developmental research. By allowing the researcher to take account of the characteristics of both item response and measurement error in longitudinal trajectory analysis, it improves the reliability and validity of latent growth curve analysis. This has enabled the study, to differentially weigh individual items and examine developmental stability and change over time, to propose a comprehensive modeling framework, combining a measurement model with a structural model. Despite a large number of components requiring attention, this study focuses on model formulation, evaluates the performance of the estimators of model parameters, incorporates prior knowledge from Bayesian analysis, and applies the model using an illustrative example. It is hoped that this fundamental study can demonstrate the breadth of this unified latent growth curve model.  相似文献   

Racism and Sexism in Cyberspace: Engaging Stereotypes of Asian American Women and Men to Facilitate Student Learning and Development     

Samuel D. Museus  Kimberly A. Truong 《About Campus》2013,18(4):14-21

Samuel D. Museus and Kimberly A. Truong report on the negative consequences of the ubiquitous racialized and sexualized stereotypes of Asian American college students that appear online.  相似文献   

Building community capacity and social infrastructure through landcare: a case study of land grant engagement     

Courtney E. Kimmel  R. Bruce Hull  Max O. Stephenson  David P. Robertson  Kimberly H. Cowgill 《Higher Education》2012,64(2):223-235

In the struggle to remain true to their technical assistance and civic engagement missions in an era of shrinking budgets and increasingly complex accountability claims, land grant universities have developed different engagement strategies to contribute to the development of surrounding communities. Drawing on Flora and Flora’s (in Ann Am Acad Polit Soc Sci, 48, 1993) assertion that a strong and “entrepreneurial” social infrastructure is critical for facilitating lasting change and development in communities (particularly rural communities), this article presents a case study of a land grant university’s engagement with a community landcare group from the perspective of building social capacity in surrounding communities. This case explores Virginia Tech’s involvement in facilitating and supporting Catawba Landcare using three theoretical frames—Ronald Heifetz’s concept of “holding environments” as a safe and facilitated space where social learning can occur; ecological and social entrepreneurship and the roles and functions required to support these forms of entrepreneurship; and the concept of learning action networks in which otherwise disparate partners are linked under common goals and collectively learn how to manage the situation at hand. Using these three theoretical frames, this paper posits landcare as a model of engagement for land grant universities thus contributing to the construction of social infrastructure.  相似文献   

The Four Ps of Publishing: Demystifying Publishing in Peer-Reviewed Journals for Social Work Doctoral Students     

Kimberly Bender  Liliane Cambraia Windsor 《Journal of Teaching in Social Work》2013,33(2):147-158

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Executive function mediates socio-economic and racial differences in early academic achievement     

Kimberly Turner Nesbitt  Lynne Baker-Ward  Michael T. Willoughby 《Early childhood research quarterly》2013

Although associations between socio-economic status, race, and academic achievement are well established, the specific mechanisms that underlie the relation remain incompletely understood. This longitudinal investigation, involving a sample of 206 children from economically and racially diverse backgrounds, examined the influence of executive function and expressive vocabulary assessed in kindergarten on academic achievement in Grade 1. The use of structural equation modeling revealed that both SES and race had indirect effects on achievement test scores through their effects on executive function, even when accounting for differences in expressive vocabulary. As expected, executive function was more strongly related to math than literacy achievement. The results provide support for the importance of targeting executive skills and intervening early in efforts to improve academic performance in young children. Moreover, the findings suggest that improving executive function may mitigate the impact of social risk factors on academic achievement.  相似文献   

Understanding the role of private speech in children's emotion regulation     

Kimberly L. Day  Cynthia L. Smith 《Early childhood research quarterly》2013

Self-regulation includes both cognitive and affective components, but few researchers have investigated how these components interact to better explain self-regulation. The purpose of this study was to investigate how children's private speech, which is typically related to cognitive ability, was utilized during an emotion-eliciting task. By examining the social and private speech that occurred as children coped with a frustration task, a better understanding of how children regulate their emotional displays can be achieved. Children's speech, emotional expressions (sadness and anger), and emotion regulation strategies (distraction and self-comforting) were coded during a frustration task completed by preschool-aged children (N = 116). Children's social speech to mothers and private speech were transcribed. Children's private speech was categorized according to five mutually exclusive categories: vocalizations, inaudible muttering, task-irrelevant, negatively valenced task-relevant, or facilitative task-relevant. Sadness was associated with more social speech and negatively valenced task-relevant private speech, whereas anger was associated with less distraction and facilitative task-relevant private speech and more vocalizations and negatively valenced task-relevant private speech. Additionally, private speech predicted unique variance beyond that explained by the emotion regulation strategies and moderated the relations of emotion regulation strategies to both anger and sadness. These empirical findings support theoretical propositions that language is a factor in children's emotion regulation. The implications of these findings include support for the encouragement of private speech in the classroom because of its relation to emotional, in addition to cognitive, regulatory functions.  相似文献   

Educator understanding of childhood traumatic brain injury: a New Zealand perspective     

Audrey McKinlay  Kimberly Buck 《Exceptionality》2013,21(4):278-288

ABSTRACT

Approximately 15% of New Zealand children will experience a traumatic brain injury during their school years. Given that educators play an important role in facilitating the successful school re-entry and recovery of these students, it is paramount that educators have adequate knowledge of childhood traumatic brain injury. This study used an online questionnaire to assess knowledge traumatic brain injury among 20 New Zealand educators. It also identified what services educators were aware of within their schools and communities that could assist with the management of students with brain injury, and what further training or information educators required to feel confident in supporting these students in the school environment. Results indicated that although educators possessed sound general understanding of traumatic brain injury, they had some misconceptions regarding the implications and recovery trajectories of these injuries during childhood. Educators reported the need for training relating to diagnostic criteria and strategies for supporting students with traumatic brain injury in the classroom. Providing educators with information and training on how to identify traumatic brain injury and manage the needs of students with traumatic brain injury will allow them to facilitate inclusive and supportive educational opportunities, leading to improved outcomes for these students.  相似文献   

Kruschke,J. K. (2011). Doing Bayesian Data Analysis: A Tutorial with R and BUGS. Burlington,MA: Academic Press.     

Kimberly F. Colvin 《Journal of Educational Measurement》2013,50(4):469-471

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