Comparing Models of Change to Estimate the Mediated Effect in the Pretest–Posttest Control Group Design     

Matthew J. Valente  David P. MacKinnon 《Structural equation modeling》2017,24(3):428-450

Models to assess mediation in the pretest–posttest control group design are understudied in the behavioral sciences even though it is the design of choice for evaluating experimental manipulations. The article provides analytical comparisons of the four most commonly used models to estimate the mediated effect in this design: analysis of covariance (ANCOVA), difference score, residualized change score, and cross-sectional model. Each of these models is fitted using a latent change score specification and a simulation study assessed bias, Type I error, power, and confidence interval coverage of the four models. All but the ANCOVA model make stringent assumptions about the stability and cross-lagged relations of the mediator and outcome that might not be plausible in real-world applications. When these assumptions do not hold, Type I error and statistical power results suggest that only the ANCOVA model has good performance. The four models are applied to an empirical example.  相似文献   

The impact of reading at rapid rates on inference generation          下载免费PDF全文

W. Matthew Collins  Frances Daniel 《Journal of Research in Reading》2018,41(3):564-581

Aims

Speed reading is advertised as a way to increase reading speed without any loss in comprehension. However, research on speed reading has indicated that comprehension suffers as reading speed increases. We were specifically interested in how processes of inference generation were affected by speed reading.

Methods

We examined how reading speed influenced inference generation in typical readers, trained speed readers and participants trained to skim read passages. Passages either strongly or weakly promoted a bridging or predictive inference. After reading, participants performed a lexical decision task on either a nonword, neutral or inference‐related word.

Results

Typical readers responded to strong and weak inference words faster than neutral words. There were no statistical differences in reaction time between inference‐related and neutral words for speed and skim readers.

Conclusions

These findings provide no substantive evidence that the appropriate inferences are generated when reading at rapid speeds. Thus, speed reading may be detrimental to normal integrative comprehension processes.  相似文献   

Teachers’ technology adoption and practices: lessons learned from the IWB phenomenon     

Matthew Kearney  Sandy Schuck  Peter Aubusson  Paul F. Burke 《Teacher Development》2018,22(4):481-496

The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.  相似文献   

The Challenges Facing Early Childhood Care,Development and Education (ECCDE) in an Era of Universal Basic Education in Nigeria     

Akindele Matthew Ige 《Early Childhood Education Journal》2011,39(2):161-167

Early childhood is a critical period of rapid physical, cognitive, and psycho-social development of a child. The quality of care and education which a child receives at this crucial age will determine to a great extent the level of his/her physical and cognitive development in the future. In Nigeria, Early Childhood Care, Development and Education (ECCDE) is an aspect of Universal Basic Education which was introduced in 1999 to increase the access of children to basic education and improve the state of education in the country. While all hands are on deck to ensure successful implementation and achievement of the objectives of the scheme, it is unfortunate that ECCDE is facing some challenges thus making it unrecognized in Nigeria. This paper examines the challenges of early childhood education in Nigeria. To improve the situation, the following measures are recommended: establishment of more public crèche, kindergarten, and nursery schools by the government; enforcement of the use of mother tongue in the teaching of children; training more personnel in the field of early childhood education in tertiary institutions; and introducing unified curriculum as well as providing more infrastructures.  相似文献   

Students’ perceptions of classroom instructional environments in the context of ‘Universal Design for Learning’     

Michael M. Abell  Eunjoo Jung  Matthew Taylor 《Learning Environments Research》2011,14(2):171-185

Using a sample of 867 students in Grades 5–12, the present study investigated whether students’ perceptions toward the instructional environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school students in the study showed higher perception scores than upper-elementary or middle-school students in the personalisation and participation aspect of the classroom environment. The results for teacher gender indicated that students in the study perceived a more personalised classroom environment with female teachers than with male teachers. Policy implications and methodological considerations are provided for future study.  相似文献   

Impact of brief or extended extinction of a taste aversion on inhibitory associations: Evidence from summation,retardation, and preference tests     

Brooks DC  Bowker JL  Anderson JE  Palmatier MI 《Learning & behavior》2003,31(1):69-84

In five conditioned taste aversion experiments with rats, summation, retardation, and preference tests were used to assess the effects of extinguishing a conditioned saccharin aversion for three or nine trials. In Experiment 1, a summation test showed that saccharin aversion extinguished over nine trials reduced the aversion to a merely conditioned flavor (vinegar), whereas three saccharin extinction trials did not subsequently influence the vinegar aversion. Experiment 2 clarified that result, with unpaired controls equated on flavor exposure prior to testing; the results with those controls suggested that the flavor extinguished for nine trials produced generalization decrement during testing. In Experiment 3, the saccharin aversion reconditioned slowly after nine extinction trials, but not after three. Those results suggested the development of latent inhibition after more than three extinction trials. Preference tests comparing saccharin consumption with a concurrently available fluid (water in Experiment 4, saline in Experiment 5) showed that the preference for saccharin was greater after nine extinction trials than after three. However, saccharin preference after nine extinction trials was not greater, as compared with that for either latent inhibition controls (Experiments 4 and 5) or a control given equated exposures to saccharin and trained to drink saline at a high rate prior to testing (Experiment 5). Concerns about whether conditioned inhibition has been demonstrated in any flavor aversion procedure are discussed. Our findings help explain both successes and failures in demonstrating postextinction conditioned response recovery effects reported in the conditioned taste aversion literature, and they can be explained using a memory interference account.  相似文献   

Science diaries: a brief writing intervention to improve motivation to learn science     

Matthew Bernacki  Timothy Nokes-Malach  J. Elizabeth Richey  Daniel M. Belenky 《教育心理学》2016,36(1):26-46

This study investigated the hypothesis that prompting students to self-assess their interest and understanding of science concepts and activities would increase their motivation in science classes. Students were randomly assigned to an experimental condition that wrote self-assessments of their competence and interest in science lessons or a control condition that wrote summaries of those same lessons. Writing activities were 10?min long and were given approximately once a week for eighteen weeks. Student motivation was assessed via self-report surveys for achievement goals and interest in science before and after the intervention. Students in the experimental condition showed higher endorsement of mastery goals and reported greater situational interest in science topics after the intervention compared to students who summarised the lessons. Increases in situational interest predicted higher individual interest in the domain. Results indicate an instructional practice requiring just 3?hours out of a semester of instruction was sufficient to achieve these effects on motivation in science classes.  相似文献   

The Relationship Between Physical,Sexual, and Emotional Abuse and Unhealthy Weight Loss Behaviors     

Amanda G. Ferrier  Matthew P. Martens  M. Dolores Cimini 《Journal of College Counseling》2005,8(2):118-126

The authors investigated the relationship between abuse in adult relationships and the tendency to engage in unhealthy weight loss behaviors. Undergraduate women responded to questions regarding weight loss behaviors, whether or not they had recently been in an abusive relationship, and perceived body image. Results indicated that women who had recently been in abusive relationships were more likely to endorse unhealthy weight loss. Implications for college counselors are discussed.  相似文献   

Career Counseling for Longevity: Self-Care and Burnout Prevention Strategies for Counselor Resilience     

Thomas M. Skovholt  Tabitha L. Grier  Matthew R. Hanson 《Journal of Career Development》2001,27(3):167-176

Balancing self-care and other-care is often a struggle for career counselors and others in the helping professions. The process of caring is made up of a constant series of empathic attachments, active involvements, and felt separations. The ability to continually engage in the caring cycle is important for success. However, the constant need to re-create the cycle of caring can lead to counselor depletion and burnout. This article provides a developmental framework for assisting career counselors to avoid depleted caring while prolonging their professional longevity. The model of self-care includes recognizing the hazards of high touch work, such as limited resources and constant one-way caring. Also addressed are specific means of professional and personal sustenance, such as maximizing experiences of professional success and balancing personal wellness throughout one's career.  相似文献   

Librarians collaborate successfully with nursing faculty and a writing centre to support nursing students doing professional doctorates     

Matthew Bernstein  Linda Roney  Meredith Kazer  Elizabeth H. Boquet 《Health information and libraries journal》2020,37(3):240-244

This study explores how a three‐way collaboration between a University library, writing centre and faculty created avenues of training and support for students within a Doctor of Nursing Practice (DNP) program in an American University. The role of each partner involved in the collaboration is discussed alongside the profile of the DNP students. Lesson planning and classroom techniques for DNP information literacy classes are described and feedback from the partners and the students are discussed. The study confirms that collaboration is effective in improving research and writing skills. D.I.  相似文献