Self-Regulating Behaviors in Learning and Non-Learning Disabled College Students: Effects of Task Type and Difficulty Level

2000 ◽  
Author(s):  
Lisa Dillman ◽  
Kimberly Hoffman
Keyword(s):  
College Students ◽  
Learning Disabled ◽  
Task Type ◽  
Difficulty Level

Communication Apprehension and its Educational Implications: Some Initial Australian Data

1979 ◽  
Vol 23 (3) ◽  
pp. 262-269 ◽  
Author(s):  
William Crocker ◽  
Donald Klopf ◽  
Ronald Cambra
Keyword(s):  
College Students ◽  
Initial Data ◽  
Communication Apprehension ◽  
Learning Disabled ◽  
Learning Potential ◽  
Educational Implications ◽  
To Receive ◽  
Academic Implications ◽  
Similar Incidence

About 20 per cent of American college students suffer from debilitating communication apprehension (McCroskey, 1977) and, if a sampling of Australian college students typifies the larger population, Australia has a similar incidence. In America, the communication apprehensives are being classed as learning disabled or handicapped and are beginning to receive specialized instruction in order to maximize their learning potential (Hurt and Preiss, 1978). Australian college students may benefit from similar training. The purpose of this article is to describe the nature of communication apprehension (CA) and its academic implications, to present initial data on its prevalence in Australia, and to indicate some methods used to reduce its effects.

Repetitive Psychometric Measures: Equating Alternate Forms

1964 ◽  
Vol 14 (2) ◽  
pp. 335-338 ◽  
Author(s):  
Louis J. Moran ◽  
James P. Kimble ◽  
Roy B. Mefferd
Keyword(s):  
College Students ◽  
The Other ◽  
Difficulty Level ◽  
Correction Factors ◽  
Alternate Form ◽  
Two Samples ◽  
Psychometric Measures ◽  
Alternate Forms

The 20 alternate forms of five psychometric measures (Number Facility, Visualization, Speed of Perception, Speed of Closure, and Flexibility of Closure) were administered to two samples of 544 and 508 college students. All alternate forms but that for Number Facility were found to be reliably different in difficulty level. Statistical weights derived from either sample were found to decrease variability of alternate form means in the other sample. Correction factors were provided for the 20 alternate forms of all but the Number Facility measure.

Learning Disabled and Nondisabled College Students' Use of Structure in Recall of Stories and Text

1989 ◽  
Vol 12 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Ellen H. Bacon ◽  
Dale Carpenter
Keyword(s):  
College Students ◽  
Social Studies ◽  
Expository Text ◽  
Learning Disabled ◽  
Text Structure ◽  
Story Grammar ◽  
Story Structure ◽  
Support Research

This study compared LD and average college students' use of expository text structure and story grammar to recall social studies text passages. Students simultaneously read and listened to three passages with different structures: story grammar, comparison, and causation. Results were analyzed for structure use in immediate oral recall. No difference was found between the groups on the use of story grammar and comparison structure. However, the LD students scored significantly lower than their average peers on the causation structure. The results support research showing that LD students use story structure as well as nondisabled students and suggest that structure use is developmental, with use of comparison structures preceding use of causation.

Immediate Impressions of Nonverbal Ingratiation Attempts by Learning Disabled Boys

1980 ◽  
Vol 3 (2) ◽  
pp. 19-28 ◽  
Author(s):  
James H. Bryan ◽  
Richard Sherman
Keyword(s):  
College Students ◽  
Young Adult ◽  
Adult Female ◽  
Learning Disabled ◽  
Disabled Children ◽  
Nonverbal Behaviors ◽  
Standardized Interview ◽  
Mothers And Children

Learning disabled and nondisabled children were videotaped while being administered a standardized interview by a young adult female. Half of the children in each group received instructions to ingratiate themselves with the interviewer, while the remaining children were told to “act naturally”. The videotapes were subsequently used in three experiments in which the nature of the observers was varied. College students, mothers, and children served as observers and were asked to rate the videotaped child on a variety of items. Videotapes were presented without sound such that the ratings were based on nonverbal behaviors. In general, it was found that observers judged learning disabled children more harshly than nondisabled youngsters.

The Multidimensional Perfectionism Scale: Correlations with Depression in College Students with Learning Disabilities

1995 ◽  
Vol 77 (2) ◽  
pp. 483-490 ◽  
Author(s):  
C. Douglas Saddler ◽  
Robert L. Buckland
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Learning Disabled ◽  
Anxiety And Depression ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Men And Women ◽  
The Social ◽  
Behavioral Constructs ◽  
Undergraduate Men

Interpretations of depression in children and adolescents with learning disabilities have tended to be neuropsychological or motivational. Some research has related various cognitive-behavioral constructs with depression and other problematic outcomes for this population. Research with nonlearning-disabled college students has provided correlations for scores on the Self-oriented and the two social scales of the Multidimensional Perfectionism Scale with those on depression. No such work has been done with college students having learning disabilities. Measures for multidimensional perfectionism, anxiety, and depression were administered to 110 learning-disabled undergraduate men and women. Analysis showed that scores on only one of the social scales of perfectionism were positively correlated with depression scores, and this relation was weaker than previously found for nonlearning-disabled students. Findings are discussed in terms of previous research and a motivational interpretation of depression in learning-disabled college students.

Reduced Brightness Contrast as a Reading Aid

1989 ◽  
Vol 69 (2) ◽  
pp. 383-386 ◽  
Author(s):  
Elva H. Giddings ◽  
Stephen L. Carmean
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Learning Disabled ◽  
Brightness Contrast ◽  
Control Group ◽  
Disabled Students ◽  
Comprehension Test ◽  
Clinical Observations ◽  
The Mean

A standard reading comprehension test, modified by printing half of the material on medium grey paper to lower the contrast of print-to-page, was administered to 54 college students, 21 of whom had previously been diagnosed as learning disabled. Comprehension of the control group was little affected by the contrast, but the mean score for the learning disabled students was 10% higher on the pages with reduced contrast. This is congruent with Meares's 1980 clinical observations that reducing contrast significantly aids some readers.

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