Effects of Online Children’s Songs on the Primary ELLs’ Listening Ability and Affective Domains

2021 ◽  
Vol 12 (4) ◽  
pp. 359-370
Author(s):  
Tecnam Yoon ◽  
Jihye Yang
Keyword(s):  
Children's Songs ◽  
Listening Ability ◽  
Affective Domains

Treatment Noncompliance as a Function of Therapist Attributes and Social Support

1984 ◽  
Vol 29 (3) ◽  
pp. 212-216 ◽  
Author(s):  
Ronald J. Dyck ◽  
Anthony S. Joyce ◽  
Hassan F.A. Azim
Keyword(s):  
Social Support ◽  
Premature Termination ◽  
Family Members ◽  
Short Term ◽  
Treatment Termination ◽  
Therapist Competence ◽  
The Social ◽  
Listening Ability ◽  
Treatment Noncompliance

Premature termination of short-term psychotherapy was examined as a function of therapist and social support variables. Patient perceived therapist competence, knowledge, relaxed manner, understanding of the help wanted, attitude, acceptance, listening ability, and sensitivity differentiated Continuers from Terminators. Although few of the social support variables were related to the mode of treatment termination, Continuers were found to be more likely than Terminators to have discussed attendance at the Clinic with others, especially family members. These findings were discussed in terms of their relevance to treatment of the emotionally ill and to the training of clinicians.

A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

2021 ◽  
Vol 20 (4) ◽  
pp. 833-839
Author(s):  
Raisa Nazir Ahmed Kazi ◽  
Mirfat Mohamed Labib El Kashif ◽  
Manjur Kolhar
Keyword(s):  
Learning Outcomes ◽  
Medical Science ◽  
Affective Domain ◽  
Assessment Methods ◽  
Cognitive Domain ◽  
Digestive Physiology ◽  
Traditional Lecture ◽  
Lecture Session ◽  
Affective Domains ◽  
Different Levels

Background: -Video-based teaching, a distance learning tools is widely beingused in the present COVID-19 pandemic. Present study compares cognitive and affective domains learning outcomes between traditional and video-based physiology lecture. Methods and material: -A total of 25female students of Applied Medical College, Prince Sattam bin Abdul Aziz University, kingdom of Saudi Arabia during 2019 were selected for the study. Physiology course consist of 45 credit hours in a fifteen-week semester. Students were evaluated by various methods for different levels of cognitive and affective domains between traditional method of endocrine physiology lecture session and video-based digestive physiology lecture session. Marks obtained by each student in all the assessment methods of cognitive and affective domains were calculated to get a total mean score and expressed in percentage and compared between the traditional and video-based physiology lecture. Results: -The total mean score for all the assessment methods of the cognitive domains in the digestive physiology lecture with video was 70% and endocrine lecture without video was 50%.The total mean score for affective domain in the digestive physiology lecture with video was 80% and endocrine lecture without video was 50%.Cognitive domain show no major difference between traditional endocrine physiology and video-based digestive physiology lecture, while student performance was good for affective domain in the lecture supported by video. Conclusion: -Video-based teaching helps the learner to achieve objectives of the different levels of affective domain compared to cognitive domain as well as compared to traditional lecture with no video. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.833-839

Social and Affective Development of Children: A Programmatic Perspective

1983 ◽  
Vol 49 (4) ◽  
pp. 339-346 ◽  
Author(s):  
Maurice J. Elias ◽  
Charles A. Maher
Keyword(s):  
Public Schools ◽  
Social Cognitive ◽  
Public Law ◽  
Instructional Program ◽  
Affective Development ◽  
Instructional Format ◽  
Cognitive Problem ◽  
The Social ◽  
State Of Affairs ◽  
Affective Domains

The development of handicapped and nonhandicapped children in the social and affective domains is considered as a potentially important, yet presently neglected aspect of Public Law 94–142. Given this current perceived state of affairs, the social-cognitive problem-solving approach is presented as a necessary and viable means for ensuring social and affective development of all children in public schools. Within this context, the utilization of a television-based instructional format to facilitate children's social and affective development is described, and application of that approach is illustrated by an actual example of a television-based instructional program.

Sign in / Sign up

Export Citation Format

Share Document