Amount of invested mental effort (AIME) in online searching     

Soo Young Rieh  Yong-Mi Kim  Karen Markey 《Information processing & management》2012

This research investigates how people’s perceptions of information retrieval (IR) systems, their perceptions of search tasks, and their perceptions of self-efficacy influence the amount of invested mental effort (AIME) they put into using two different IR systems: a Web search engine and a library system. It also explores the impact of mental effort on an end user’s search experience. To assess AIME in online searching, two experiments were conducted using these methods: Experiment 1 relied on self-reports and Experiment 2 employed the dual-task technique. In both experiments, data were collected through search transaction logs, a pre-search background questionnaire, a post-search questionnaire and an interview. Important findings are these: (1) subjects invested greater mental effort searching a library system than searching the Web; (2) subjects put little effort into Web searching because of their high sense of self-efficacy in their searching ability and their perception of the easiness of the Web; (3) subjects did not recognize that putting mental effort into searching was something needed to improve the search results; and (4) data collected from multiple sources proved to be effective for assessing mental effort in online searching.  相似文献   

Local education authorities and autonomous off‐site units for disruptive pupils in secondary schools     

Pamela Young  David Steed  Jean Lawrence 《Cambridge Journal of Education》1980,10(2):55-70

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European opinions on disruptive behaviour in schools: provision and facilities,causes and cures     

Jean Lawrence  David Steed  Pamela Young 《Cambridge Journal of Education》1985,15(1):49-58

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Factors Influencing Development of Long‐running Television Series for Schools     

Sheena Young 《Learning, Media and Technology》1982,8(3):181-185

The school television series, providing a valuable resource for teachers, depends on reaction from those teachers. Their opinions will decide whether series should be scrapped, continued or remade. The teacher's method of use will also influence production technique but there is little evidence to indicate that the ability to record has changed the style of viewing sessions.  相似文献   

Using solution focused brief therapy in individual referrals for bullying     

Sue Young  Gail Holdorf 《Educational Psychology in Practice》2003,19(4):271-282

The authors work in a city local education authority Special Educational Needs Support Service with an Anti-Bullying Project that continues to develop effective approaches to dealing with bullying in schools. This paper describes the project's use of Solution Focused Brief Therapy (SFBT) and reports on the outcomes of a large number of interventions, particularly with pupils of secondary school age. The support group approach, developed within this project and published in Educational Psychology in Practice, is referred to in the government's anti-bullying pack as a key strategy. The authors show that SFBT provides another effective strategy to support pupils vulnerable to bullying in both primary and secondary schools.  相似文献   

Effects of job attribute categories, applicant job experience, and recruiter sex on applicant job attractiveness ratings     

I. Phillip Young  James Rinehart  Herbert G. Heneman III 《Journal of Personnel Evaluation in Education》1993,7(1):55-66

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Breeders for Satan: Toward a Sociology of Sexual Trauma Tales     

Mary de Young 《Journal of American culture (Malden, Mass. : 2003)》1996,19(2):111-117

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Get your head out of the sand: why are some in our field ignoring the epistemological revolution?     

David Wiley PhD in Instructional Psycology & Technology from Brigham Young University 《TechTrends》2002,46(2):67-68

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Owning Your Emotions: Reactions to Expressions of Self- versus Other-Attributed Positive and Negative Emotions     

Amy M. Bippus  Stacy L. Young 《Journal of Applied Communication Research》2005,33(1):26-45

This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed.  相似文献   

Total communication shuffles off to Buffalo.     

N Letourneau  V Young 《American annals of the deaf》1975,120(5):493-496

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