Absence of Transfer in Unusual Uses Tests

1966 ◽  
Vol 18 (1) ◽  
pp. 237-238 ◽  
Author(s):  
Wilbert S. Ray
Keyword(s):  
High School ◽  
Summer School ◽  
Positive Transfer ◽  
School Age ◽  
Age Group ◽  
School Group

To produce weight responses to the word “screw-driver” in an Unusual Uses Test, the test was preceded by a test asking for uses of an electric iron. For the two groups, a high school age group, and a college summer school group, no evidence of positive transfer appeared.

scholarly journals Prevalence of measles antibody in children of different ages in Shiraz, Islamic Republic of Iran

2004 ◽  
Vol 10 (4-5) ◽  
pp. 468-473
Author(s):  
A. Karimi ◽  
A. Arjomandi ◽  
A. Alborzi ◽  
M. Rasouli ◽  
M. R. Kadivar ◽  
...  
Keyword(s):  
High School ◽  
Old Age ◽  
Age Groups ◽  
Booster Vaccination ◽  
School Age ◽  
Age Group ◽  
Islamic Republic ◽  
Vaccine Failure ◽  
Different Ages ◽  
Islamic Republic Of Iran

An outbreak of measles due to secondary vaccine failure prompted this investigation into the prevalence of measles antibody in children. We studied 608 children in 7 different age groups:6, 9, 14 and 18 months and 6, 10 and 15 years. Children in the 2 youngest groups received no vaccination; the rest were vaccinated at 9 months and 15 months. The 15-year-old age group received an additional vaccination. Transplacental measles antibody [Ab] decreased from 10.0% at 6 months to 0% at 9 months. Measles Ab was positive in 52.9% [14 months], 89.4% [18 months], 60.8% 96 years], 45.0% [10 years] and 96.8% [15 years]. To increase Ab levels, a booster vaccination is recommended, administered either with the second DPT booster or at pre-high school age

scholarly journals A Retrospective Cohort Study of COVID-19 among Children in Fulton County, Georgia, March 2020 - June 2021

2021 ◽  
Author(s):  
Chloe M Barrera ◽  
Mallory Hazell ◽  
Allison T Chamberlain ◽  
Neel R Ghandi ◽  
Udodirim Onwubiko ◽  
...  
Keyword(s):  
High School ◽  
Disease Surveillance ◽  
Adult Population ◽  
Age Groups ◽  
School Age ◽  
Age Group ◽  
Notifiable Disease ◽  
School Aged Children ◽  
Disease Surveillance System ◽  
Percent Positivity

Objective: To describe case rates, testing rates, and percent positivity of coronavirus disease 2019 (COVID-19) among children aged 0-18 years by school-age grouping. Design: We abstracted data from Georgia's State Electronic Notifiable Disease Surveillance System on all 10,437 laboratory-confirmed COVID-19 cases among children aged 0-18 years during March 30, 2020 to June 6, 2021. We examined case rates, testing rates, and percent positivity by school-aged groupings, namely: preschool (0-4 years), elementary school (5-10 years), middle school (11-13 years), and high school (14-18 years) and compared these data among school aged children to those in the adult population (19 years and older). Setting: Fulton County, Georgia. Main outcome measures: COVID-19 case rates, testing rates, and percent positivity. Results: Over time, the proportion of pediatric cases rose substantially from 1.1% (April 2020) to 21.6% (April 2021) of all cases in the county. Age-specific case rates and test rates were consistently highest among high-school aged children. Test positivity was similar across school-age groups, with periods of higher positivity among high-school aged children. Conclusions: Low COVID-19 testing rates among children, especially early in the pandemic, likely underestimate the true burden of disease in this age group. Despite children having lower measured incidence of COVID-19, we found when broader community incidence increased, incidence also increased among all pediatric age groups. As the COVID-19 pandemic continues to evolve, it remains critical to continue learning about the incidence and transmissibility of COVID-19 in children.

scholarly journals Formation of communication skills of high school students of digital technologies

2021 ◽  
Author(s):  
М.М. Шубович
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Social Groups ◽  
Digital Technologies ◽  
Educational Process ◽  
School Age ◽  
Age Group ◽  
School Students ◽  
Theoretical Justification

Актуальность статьи обусловлена необходимостью того, что современный подросток должен уметь «грамотно работать с информацией, быть коммуникабельным, контактным в различных социальных группах, уметь работать сообща в разных областях». В школах начали изменяться коммуникативные навыки и появляться новые, которые напрямую связаны с цифровыми технологиями. Однако сейчас существуют противоречия: между потребностью в личности, владеющей навыками коммуникации и недостаточной разработанностью теоретико-практических подходов по развитию коммуникативных навыков старшеклассников средствами цифровых технологий; между признанием общения в качестве ведущей деятельности в старшем школьном возрасте и недостаточной разработанностью методики психолого-педагогической работы с данной возрастной группой по развитию коммуникативных навыков. Таким образом, цель статьи заключается в выявлении психолого-педагогические условий развития коммуникативных навыков, их теоретического обоснования, а также в оценке психолого-педагогических возможностей комплекса практических мер с применением цифровых технологий как средства развития коммуникативных навыков старшеклассников в современном образовательном процессе. The relevance of the article is due to the need for a modern adolescent to be able to «work competently with information, be sociable, contact in various social groups, and be able to work together in different areas». Communication skills began to change in schools and new ones appeared that are directly related to digital technologies. However, now there are contradictions: between the need for a person who possesses communication skills and the insufficient development of theoretical and practical approaches to the development of high school students' communication skills by means of digital technologies; between the recognition of communication as a leading activity in senior school age and the insufficient development of the methodology of psychological and pedagogical work with this age group for the development of communication skills. Thus, the purpose of the article is to identify the psychological and pedagogical conditions for the development of communication skills, their theoretical justification, as well as to assess the psychological and pedagogical capabilities of a set of practical measures using digital technologies as a means of developing the communication skills of high school students in the modern educational process.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Risk as Value: A Switch of Set Hypothesis

1976 ◽  
Vol 38 (2) ◽  
pp. 655-658 ◽  
Author(s):  
George W. Kelling ◽  
Rhea Zirkes ◽  
Deena Myerowitz
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
General Tendency ◽  
Age Group ◽  
School Students ◽  
Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

Mnemonic Instruction of LD Students: A Field-Based Evaluation

1989 ◽  
Vol 12 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
High School ◽  
Junior High School ◽  
Test Scores ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
Future Research ◽  
School Age ◽  
Research And Practice ◽  
Mnemonic Instruction ◽  
Sizeable Number

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.

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