Classroom interaction: Two studies of severely educationally subnormal children

1978 ◽  
Vol 19 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Michael Beveridge ◽  
Peter Evans
Keyword(s):  
Experimental Study ◽  
Individual Differences ◽  
Discrimination Learning ◽  
Observational Studies ◽  
Classroom Assessment ◽  
Classroom Interaction ◽  
Current Paper ◽  
Assessment Scale ◽  
Inhibition Factor ◽  
Classroom Behaviour

An experimental study of go/no-go discrimination learning had previously indicated that individual differences in learning relate to childrens’ scores on the excitation/inhibition factor of a classroom assessment scale. The current paper reports two observational studies which show that this scale factor also relates to aspects of the children's classroom behaviour. In particular, the frequency of initiation of interaction, amount of speech, number of approaches and likelihood of interacting with the teacher, were positively and significantly related to the degree of excitation of the children. These results were interpreted as indicating that excitable children are more reinforcement seeking than inhabitable children, and that this tendency leads to the differences observed in the classroom.

Readers’ Perceptions of Lexical Cohesion in Text

2013 ◽  
Author(s):  
Jane Morris
Keyword(s):  
Experimental Study ◽  
Individual Differences ◽  
Common Core ◽  
Etude Expérimentale ◽  
Semantic Relations ◽  
Lexical Resources ◽  
Lexical Cohesion ◽  
Preliminary Results ◽  
Lexical Semantic ◽  
Étude Expérimentale

Preliminary results from an experimental study of readers’ perceptions of lexical cohesion and lexical semantic relations in text are presented. Readers agree on a common “core” of groups of related words and exhibit individual differences. The majority of relations reported are “non-classical” (not hyponymy, meronymy, synonymy, or antonymy). A group of commonly used relations is presented. These preliminary results indicate potential for improving both relations existing in lexical resources, and methods dependent on lexical cohesion analysis.Les résultatspréliminaires d’une étude expérimentale sur les perceptions des lecteurs au sujet de la cohésion lexicale et des relations lexicales sémantiques de textes sont présentés. Les lecteurs s’entendent sur un « noyau » commun de groupes de mots reliés et présentent des différences individuelles. La majorité des relations indiquées sont « non classiques » (ni hyponymiques, méronymiques, synonymiques ou antonymiques). Un groupe de relations couramment utilisées est présenté. Ces résultats préliminaires indiquent le potentiel nécessaire pour améliorer aussi bien les relations existant dans les ressources lexicales que les méthodes dépendant de l’analyse de la cohésion lexicale. 

Movements of Plants – A Source of Information for the Mechanisms of Robots

2016 ◽  
Vol 823 ◽  
pp. 61-64
Author(s):  
Alina Elena Romanescu ◽  
Laura Diana Grigorie ◽  
Daniela Vintilă
Keyword(s):  
Experimental Study ◽  
Mechanical Systems ◽  
Main Idea ◽  
Current Paper ◽  
General Movement ◽  
Source Of Information

The current paper presents an experimental study of the movements of plants, as well as various conclusions of the research. The main idea is that the general movement of a plant under the action of the wind is a very complex one, and it can be studied within the research for creating mechanical systems based on the same principles.

scholarly journals The Implementation of the Visual Self-Assessment Scale as a Method of Formation of Rehabilitation Motivation

2017 ◽  
Vol 6 (3) ◽  
pp. 135-148
Author(s):  
N.V. Romanovsky ◽  
E. Novikova
Keyword(s):  
Experimental Study ◽  
Pilot Study ◽  
Diagnostic Technique ◽  
Anxiety Level ◽  
The Self ◽  
Assessment Scale ◽  
Depression And Anxiety ◽  
Self Assessment

The article describes an experimental study of persons with acquired disabilities, conducted in 2016 on the basis of the Center “Preodolenie” (Moscow). The study involved 30 people aged 40 to 75 years. The main objective of the study was increasing patients ‘motivation for rehanilitation using modification of the technique for diagnosing the self-appraisal of the Dembo-Rubinstein - corrective-diagnostic technique "Self-appraisal scale". In the pilot study, we had to assess the effectiveness of the corrective component of this method in terms of increasing motivation to rehabilitation. The results of the study indicate the probable effectiveness of this method. As we can see in more realistic subjects self-appraisal and the level of claims, as well as a depression and anxiety level decrease compared with the initial similar indicators.

scholarly journals Reframing Assessment Concepts

1996 ◽  
Vol 4 ◽  
pp. 17 ◽  
Author(s):  
Catherine S. Taylor ◽  
Susan Bobbitt Nolen
Keyword(s):  
Preservice Teachers ◽  
Individual Differences ◽  
Large Scale ◽  
Classroom Assessment ◽  
Validity And Reliability ◽  
Assessment Data ◽  
State Accountability

We question the utility of traditional conceptualizations of validity and reliability, developed in the context of large scale, external testing, and the psychology of individual differences, for the context of the classroom. We compare traditional views of validity and reliability to alternate frameworks that situate these constructs in teachers' work in classrooms. We describe how we used these frameworks to design an assessment course for preservice teachers, and present data that suggest students in the redesigned course not only saw the course as more valuable in their work as teachers, but developed deeper understandings of validity and reliability than did their counterparts in a traditional tests and measurement course. We close by discussing the implications of these data for the teaching of assessment, and for the use and interpretation of classroom assessment data for purposes of local and state accountability.

scholarly journals Functional constraints, usage, and mental grammars: A study of speakers' intuitions about questions with long-distance dependencies

2013 ◽  
Vol 24 (4) ◽  
pp. 633-665 ◽  
Author(s):  
Ewa Dąbrowska
Keyword(s):  
Experimental Study ◽  
Individual Differences ◽  
Functional Constraints ◽  
Long Distance ◽  
Frequency Of Use

AbstractThis paper describes an experimental study which attempts to reconcile two usage based approaches to questions with long distance dependencies (LDDs): the Lexical Template Hypothesis (Dąbrowska 2004, 2008; Verhagen 2005, 2006) and Goldberg's BCI (“Backgrounded Constituents are Islands”) constraint (Goldberg 2006; Ambridge and Goldberg 2008). The study replicates Ambridge and Goldberg's (2008) results supporting the BCI constraint; but it also shows that (1) LDD questions with think and say, the verbs which are part of the hypothesised templates, are judged to be more acceptable than predicted by BCI and (2) BCI cannot explain complementizer effects (why LDD questions with that are judged less acceptable than questions without that). The results also suggest that there are considerable individual differences in speakers' sensitivity to the constraint.Thus, the two hypotheses are complementary: BCI explains why certain LDD questions are more acceptable than others, and hence accounts for differences in the frequency of prototypical and unprototypical LDD questions, while the lexical template hypothesis explains the effects of the frequency of use on speakers' mental grammars.

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