Two-year-olds use the generic/nongeneric distinction to guide their inferences about novel kinds     

Graham SA  Nayer SL  Gelman SA 《Child development》2011,82(2):493-507

These studies investigated two hundred and forty-four 24- and 30-month-olds' sensitivity to generic versus nongeneric language when acquiring knowledge about novel kinds. Toddlers were administered an inductive inference task, during which they heard a generic noun phrase (e.g., "Blicks drink milk") or a nongeneric noun phrase (e.g., "This blick drinks milk") paired with an action (e.g., drinking) modeled on an object. They were then provided with the model and a nonmodel exemplar and asked to imitate the action. After hearing nongeneric phrases, 30-month-olds, but not 24-month-olds, imitated more often with the model than with the nonmodel exemplar. In contrast, after hearing generic phrases, 30-month-olds imitated equally often with both exemplars. These results suggest that 30-month-olds use the generic/nongeneric distinction to guide their inferences about novel kinds.  相似文献   

Incorporating Library School Interns on Academic Library Subject Teams     

Aloha R. Sargent Bernd W. Becker  Susan Klingberg 《The Journal of Academic Librarianship》2011,37(1):28-33

This case study analyzes the use of library school interns on subject-based teams for the social sciences, humanities, and sciences in the San José State University Library. Interns worked closely with team librarians on reference, collection development/management, and instruction activities. In a structured focus group, interns reported that the internship enhanced their professional and career development, but they desired greater feedback and mentoring than they received. The library gained staff for its large instruction program and successfully recruited talented former interns for professional openings. This analysis will help other libraries and library science schools to improve their internships and field experiences.  相似文献   

Searching for randomised controlled trials and clinical controlled trials in Thai online bibliographical biomedical databases   总被引：1，自引：1，他引：0  

Atsawawaranunt K  Adams CE  Roberts S 《Health information and libraries journal》2011,28(1):68-76

Background: Thailand is a poor but highly literate country in South‐East Asia with over 60 million people. A lot of biomedical research is undertaken but dissemination is limited. Objectives: To identify relevant Thai bibliographic databases and investigate accessibility, functionality and content, particularly in relation to randomised controlled trials (RCTs) and clinical controlled trials (CCTs). Methods: A systematic search for institutions productive of research and the databases in their libraries. Search each accessible database in both Thai and English, recording the functionality and content. Assess accessibility of the retrieved RCTs or CCTs by comparing to Pub Med holdings. Results: We found 32 different databases (29 accessible in UK) of various sizes, coverage and functionality but many with unique records of RCTs and CCTs (total, n = 781). Two hundred and nine of 781 trials were accessible on Pub Med (27%). However, 641 of the 781 trial records contain text in both English and Thai (82%) and 112 records were solely English (14%). Conclusions: Those undertaking comprehensive searches for RCTs/CCTs should, in addition to a Pub Med , search the Thai Medical Index and Thai Index Medicus databases, and the Khon Kaen University Library Catalogue.  相似文献   

Suicidal Behavior and Help Seeking Among Diverse College Students          下载免费PDF全文

Chris Brownson  Martin Swanbrow Becker  Richard Shadick  Shanna S. Jaggars  Yael Nitkin‐Kaner 《Journal of College Counseling》2014,17(2):116-130

Suicidal and help‐seeking behaviors of students of color remain a significant problem on college campuses. Self‐reported suicidal experiences and help‐seeking behavior of diverse students are examined on the basis of results from a national survey of college student mental health. The results suggest significant differences in the expression of suicidal thoughts and behavior across racial and ethnic groups and different experiences in their referral for, and utilization of, professional help.  相似文献   

Book Review     

Jerry P. Becker 《Educational Studies in Mathematics》1986,17(1):89-96

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A timeline of the racialist movement in the United States: A teaching tool     

Paul J. Becker  Arthur J. Jipson  Rebecca Katz 《Journal of Criminal Justice Education》2013,24(2):427-453

Since the 1995 bombing of the Alfred R. Murrah Federal Building in Oklahoma City, academics and the general public have shown increased interest in white racial extremist and other right-wing radical groups. The interest in understanding any form of extreme intolerance requires locating the historical development of the ideas, beliefs, and actions espoused through the legislation of miscegenation in our nation's history and by extremist organizations. A chronology, used as a teaching tool, reviews the unique strands of extreme beliefs and actions and connects these understandings to the growth of racialist and extremist ideologies in the United States. This timeline provides a tool for instructors and other interested individuals in gaining an understanding of such groups by locating key developments within the laws as well as within the white racial extremist movement. Thus this chronology focuses on legislative acts and Supreme Court decisions that mirror our nation's early white racialist history. Additionally, this timeline also provides information about other social movement forces that may have affected the white racial extremist movement.  相似文献   

Systematic Comparison of Decision Accuracy of Complex Compensatory Decision Rules Combining Multiple Tests in a Higher Education Context          下载免费PDF全文

Iris E. Yocarini  Samantha Bouwmeester  Guus Smeets  Lidia R. Arends 《Educational Measurement》2018,37(3):24-39

This real‐data‐guided simulation study systematically evaluated the decision accuracy of complex decision rules combining multiple tests within different realistic curricula. Specifically, complex decision rules combining conjunctive aspects and compensatory aspects were evaluated. A conjunctive aspect requires a minimum level of performance, whereas a compensatory aspect requires an average level of performance. Simulations were performed to obtain students' true and observed score distributions and to manipulate several factors relevant to a higher education curriculum in practice. The results showed that the decision accuracy depends on the conjunctive (required minimum grade) and compensatory (required grade point average) aspects and their combination. Overall, within a complex compensatory decision rule the false negative rate is lower and the false positive rate higher compared to a conjunctive decision rule. For a conjunctive decision rule the reverse is true. Which rule is more accurate also depends on the average test reliability, average test correlation, and the number of reexaminations. This comparison highlights the importance of evaluating decision accuracy in high‐stake decisions, considering both the specific rule as well as the selected measures.  相似文献   

Course withdrawals: A probit model and policy recommendations     

John L. Adams  Dr. William E. Becker 《Research in higher education》1990,31(6):519-538

Withdrawals from college courses prior to the assignment of grades, but after the add-drop period, are analyzed. In a probit model student withdrawals appear to occur randomly with notable exceptions. The more experience a student has in college, the more likely it is that he or she will withdraw from any given course. Students who have withdrawn from courses in the past tend to withdraw again. Student motivation measures are related to the withdrawal decision. Physical and mental disabilities affect withdrawals only in certain courses while athletes are no more likely to withdraw from courses than nonathletes. Finally, there appear to be economies of scale in teaching: The more students an instructor teaches in other courses, the less likely it is that students will withdraw from the course under consideration. The number of students enrolled in the course, however, is not significantly related to withdrawals.  相似文献   

Effects of exposure to an aggressive model and "frustration" on children's aggressive behavior     

D Z Kuhn  C H Madsen  W C Becker 《Child development》1967,38(3):739-745

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Mechanisms mediating the relation between reading self-concept and reading comprehension     

Locher  Franziska Maria  Becker  Sarah  Schiefer  Irene  Pfost  Maximilian 《European Journal of Psychology of Education - EJPE》2021,36(1):1-20

Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.

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