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Undergraduate subjects taught identifying traits of animals (fish, reptiles, amphibians, mammals) to a fifth grade student confederate over a microphone. Subjects were randomly assigned to one of four conditions in which they failed (F) or succeeded (S) in teaching five animal comparison problems. The four conditions were (a) F, S, S, S, S; (b) F, F, F, S, S; (c) S, F, F, F, S; and (d) S, S, S, F, S. The teaching sessions were tape recorded and analyzed for Teaching Time, Word Rate, and Voice Amplitude. Analyses revealed increased Teaching Time and decreased Word Rate following failure. Voice Amplitude increased across teaching sessions independent of success or failure. Findings were interpreted as more consonant with frustration-aggression than frustrative nonreward energizing theory. 相似文献
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Ralph R. Turner 《Contemporary educational psychology》1978,3(4):367-375
The present study explored the development of locus of control in rural Appalachian Follow Through participants and in lower and middle-class comparison groups. The IAR was administered to 249 first-, third-, and sixth-grade children along with standardized achievement tests. Contrary to previous research, participation in Follow Through did not enhance internality; no social class differences were revealed. A significant social class by sex interaction was found. Strong support was not found for a developmental trend. The patterns of correlations between locus of control and achievement indicated a stronger relationship for the lower-class samples rather than for the middle-class as has been previously reported. Implications concerning different developmental antecedents in Appalachian homes as a function of sex-role socialization as well as the nature of future intervention research are discussed. 相似文献
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Parents in Prison is an innovative family support service housed at the Tennessee State Prison for Men. Developed in response to inmates' recognition of the need for child abuse and neglect prevention services relevant to men who are in prison, the program model has potential for becoming a major service delivery strategy. Leadership for Parents in Prison is provided by an inmate committee which receives consultation and assistance from a community advisory board and an institutional sponsor. Program components--correspondence and classroom courses, monthly events featuring community guest speakers, and family-focused social activities and projects--address family needs during incarceration and upon return to community living. These diverse components and the flexible service delivery format permit widespread inmate participation not readily available in a prison setting. Parents in Prison successes demonstrate that the period of incarceration can be used to improve parental skills and knowledge and to strengthen family relationships. They also demonstrate the viability of a family support service which relies on inmate leadership, community volunteer participation, and institutional support. The future success of this model depends on replication in other prison settings, dissemination of the program products which have been and continue to be developed, and rigorous, systematic examination of the impact that participation has on child abuse and neglect problems associated with a father's incarceration. 相似文献
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Edward C. Caldwell Don H. Nix Percy D. Peckham 《Contemporary educational psychology》1981,6(2):127-134
Gibson and her colleagues have presented arguments and evidence suggesting that the most appropriate unit to teach in reading is neither the single letter nor the whole word but a higher-order unit determined from examining grapheme-phoneme correspondences. The present study employed a computer analysis of the most frequently occurring (approximately 18,000) words in the English language. All letter strings from two to seven letters in length (here after called ngrams) were output with all the words in which the ngram appeared printed beneath the ngram. In addition type and token frequencies of each ngram were calculated and printed in separate rank order and alphabetic lists. Preliminary analysis of the consistency of mappings of various ngrams suggests that many are potentially useful for reading instruction. Current research with the computer is designed to extend the preliminary analysis. 相似文献
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The study was designed to assess the effects of a student's race, dialect, and physical attractiveness on teachers' evaluations. The students were of two races, black and white; three physical attractivenss levels, high, middle, and low; and they spoke one of two dialects, Black English or Standard English. Sixty-eight, white, elementary school teachers listened to each student's response and rated the student in terms of personality, quality of response, and current and future academic abilities. Analysis of the results showed that all main effects and interactions were significant. Generally, black students, Black English-speaking students, and low attractive students were rated lower. The results also revealed that teachers' ratings in the different areas were highly consistent with one another. Discussion centered around the results' implications for determining the cause(s) of black children's failure in school. The results provide some support for attributing these children's academic failures to their race and dialect rather than to their actual performance. 相似文献
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The study was designed to determine whether professional experiential characteristics or stereotyped expectations best predict teachers' ratings of racially and linguistically different children. Sixty-eight white elementary school teachers rated 12 speakers who differed in race and dialect. Biographical information concerning teachers' training experience teaching black students was collected as were stereotyped expectancies. Results of maximum R2 improvement techniques revealed that professional characteristics were unrelated to teachers' ratings, but that stereotyped attitudes predicted the teachers' performance. The results are discussed with reference to the implication for success of disadvantaged children in the educational system and for future in-depth research. 相似文献
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Three approaches (Rule, Higher-order Unit, Whole Word) to decoding in a simulated reading task were studied. Rule complexity was varied in three experiments employing symbols ($, @, etc.) as stimuli and numbers as responses. CAI was the experimental vehicle. The 110 fifth and sixth grade boys and girls from an inner-city school were randomly assigned to one of the 11 groups in the three experiments. When the rule was simple (one-to-one correspondence) the rule approach was superior, but when the rule was complex (simulation of the final e rule in reading) the higher-order unit approach was superior. Higher-order unit subjects studied examples composed of the fewest stimuli possible to illustrate the rule. 相似文献
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