One size still does not fit all in specific learning disability assessment across ethnic groups     

Warner TD  Dede DE  Garvan CW  Conway TW 《Journal of learning disabilities》2002,35(6):500-508

The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade.  相似文献   

Nonshock confinement duration and shock- and safebox similarity during escape training in rats     

Joseph J. Franchina  Timothy E. Schindele 《Learning & behavior》1975,3(4):297-300

Sixty female hooded rats received 70 shock-escape training trials with shock- and safeboxes similar or dissimilar to each other and nonshock (safebox) confinement durations of 5 sec or 20 sec. (Shockbox confinement duration prior to shock onset was 5 sec.) In each confinement condition performance under the similar shock/safe condition was reliably poorer than that under the dissimilar condition. Safebox confinement duration negligibly affected performance under the dissimilar condition, while in the similar condition increasing confinement duration reliably facilitated performance. Comparisons with control data suggest that facilitation of escape was due to the relative shock-safe confinement duration rather than to absolute safebox confinement.  相似文献   

Measuring experiences of interest-related pursuits in connected learning     

Andrew Maul  William R. Penuel  Nathan Dadey  Lawrence P. Gallagher  Timothy Podkul  Emily Price 《Educational technology research and development : ETR & D》2017,65(1):1-28

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media. Specifically, the instrument aims to measure the depth with which youth are able to engage in an interest-related pursuit, the level of support and encouragement they receive from peers, and the degree to which their pursuit involves performance or media production as an essential feature. The survey also elicits information regarding the connections between youths’ interest-related pursuits and academic goals, the involvement of adults as co-participants in pursuits, and youths’ access to technology tools they deem necessary for their pursuits. The paper reports on results from a pilot study and two rounds of field-testing, in which we evaluated the validity and reliability of the instrument and compared results with evidence from interviews with youth. Our aim was to investigate the feasibility of an approach to measuring youths’ interest-related pursuits to inform future research and evaluation of initiatives focused on digital media and learning.  相似文献   

Isolation and distinctiveness in the design of e-learning systems influence user preferences     

Hosam Al-Samarraie  Hassan Selim  Timothy Teo  Fahed Zaqout 《Interactive Learning Environments》2017,25(4):452-466

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning content – one in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems.  相似文献   

Amnesia induced by hypothermia as a function of treatment-test interval and recooling in rats     

Charles F. Hinderliter  Timothy Webster  David C. Riccio 《Learning & behavior》1975,3(3):257-263

In Experiment I, a repeated tests procedure was employed to assess hypothermia-induced amnesia of a footshock experience. Rats tested 4 h after training treatment showed no memory loss, but amnesia was present at 24 h. Although recovery of memory was obtained when the same animals were cooled 2 h prior to a 50-h test, repeated testing also tended to attenuate amnesia. In Experiment II, independent groups were tested at 6 or 50 h after training treatment. Again, memory of the footshock was present at the short, but not at the long, interval. Recooling shortly prior to the 50-h test eliminated amnesia. Experiment III indicated that the return of memory produced by recooling did not persist if testing was delayed. These findings suggested that hypothermia may function as an important contextual cue for memory retrieval.  相似文献   

2006 AECT Membership Salary Survey     

James A. Pershing CPT  PhD  Christopher D. Ryan  Nichole M. Harlin  Timothy D. Hammond 《TechTrends》2006,50(5):10-19

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Logistic Discriminant Function Analysis for DIF Identification of Polytomously Scored Items     

Timothy R. Miller  Judith A. Spray 《Journal of Educational Measurement》1993,30(2):107-122

The purpose of this article is to present logistic discriminant function analysis as a means of differential item functioning (DIF) identification of items that are polytomously scored. The procedure is presented with examples of a DIF analysis using items from a 27-item mathematics test which includes six open-ended response items scored polytomously. The results show that the logistic discriminant function procedure is ideally suited for DIF identification on nondichotomously scored test items. It is simpler and more practical than polytomous extensions of the logistic regression DIF procedure and appears to fee more powerful than a generalized Mantel-Haenszelprocedure.  相似文献   

Differentiating the neural response to intervention in children with developmental dyslexia     

Odegard TN  Ring J  Smith S  Biggan J  Black J 《Annals of dyslexia》2008,58(1):1-14

Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences in brain function between treatment responders and non-responders. Educational testing and brain activation measured after treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding (treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to non-impaired readers.  相似文献   

The impact of individual forms of childhood maltreatment on health behavior   总被引：2，自引：0，他引：2  

Rodgers CS  Lang AJ  Laffaye C  Satz LE  Dresselhaus TR  Stein MB 《Child abuse & neglect》2004,28(5):575-586

OBJECTIVE: This study examines the unique contribution of five types of maltreatment (sexual abuse, physical abuse, emotional abuse, physical neglect, emotional neglect) to adult health behaviors as well as the additive impact of exposure to different types of childhood maltreatment. METHOD: Two hundred and twenty-one women recruited from a VA primary care clinic completed questionnaires assessing exposure to childhood trauma and adult health behaviors. Regression models were used to test the relationship between childhood maltreatment and adult health behaviors. RESULTS: Sexual and physical abuse appear to predict a number of adverse outcomes; when other types of maltreatment are controlled, however, sexual abuse and physical abuse do not predict as many poor outcomes. In addition, sexual, physical, and emotional abuse and emotional neglect in childhood were all related to different adult health behaviors. The more types of childhood maltreatment participants were exposed to the more likely they were to have problems with substance use and risky sexual behaviors in adulthood. IMPLICATIONS: The results indicate that it is important to assess a broad maltreatment history rather than trying to relate specific types of abuse to particular adverse health behaviors or health outcomes.  相似文献   

Faculty orientations toward institutional goals: A broken front with implications for planned change     

Edwin A. Rugg  Timothy Lynn Warren  Evelyn L. Carpenter 《Research in higher education》1981,15(2):161-173

The formulation of institutional goals in higher education often involves input from various campus constituencies including faculty. The faculty's viewpoint is typically treated as though it were a uniform perception. The research reported here tested the uniform nature of the faculty's goal orientations. Statistical comparisons were conducted on mean ratings of five discipline groups of 207 faculty from a major public university on the scales of the Institutional Goals Inventory. Although discipline groups shared common viewpoints on the importance of academic instruction, intellectual pursuits, and research, major differences among groups were found for goals involving university service, off-campus instruction, accountability, intercollegiate athletics, and humanistic values. Institutional planners desiring a change in one of these latter areas should expect different levels of faculty support and resistance from different discipline groups.  相似文献