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Temporal organization of memory strategies on a sort/recall task
Title
Temporal organization of memory strategies on a sort/recall task.
Creator
Park, Cynthia Louise Smith, Florida Atlantic University, Bjorklund, David F., Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description
This study examined the temporal structure of children's study behaviors on a sort/recall task. Forty-two fifth-grade children were given six sort/recall trials, each consisting of a two-minute study period followed by a recall assessment. Three trials used the same word list on each trial, while three trials used different word lists on each trial. Half of the participants received the different word list trials first while the order was reversed for the remaining participants. Results were...
Show moreThis study examined the temporal structure of children's study behaviors on a sort/recall task. Forty-two fifth-grade children were given six sort/recall trials, each consisting of a two-minute study period followed by a recall assessment. Three trials used the same word list on each trial, while three trials used different word lists on each trial. Half of the participants received the different word list trials first while the order was reversed for the remaining participants. Results were analyzed for differences between recall groups, type of word list used, and presentation order of the trials. High recallers demonstrated stronger temporal patterns of study behaviors than did low recallers (as measured by Fourier analysis of time series data). High recallers also showed stronger tendencies to use behaviors that facilitated performance in close temporal proximity. Type of word list affected recall and temporal patterns of a portion of the study behaviors analyzed.
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Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/15580
Subject Headings
Study skills, Recollection (Psychology), Memory
Format
Document (PDF)
self-examination: A learning methodology, reexamined
Title
The self-examination: A learning methodology, reexamined.
Creator
Weiner, Jutta., Florida Atlantic University, Smiley, Lydia R., Courtney, David W.
Abstract/Description
This study extends and partially replicates an investigation by David W. Courtney, titled The Self-Examination: A Learning Methodology, conducted in 1974 with two groups of students enrolled in an interdisciplinary art course. The original study was adapted to an art appreciation course. The purpose of this study was to reexamine the efficacy of the self-examination (SE) to promote creative thinking and aesthetic perception as well as a favorable student attitude toward the course. The study...
Show moreThis study extends and partially replicates an investigation by David W. Courtney, titled The Self-Examination: A Learning Methodology, conducted in 1974 with two groups of students enrolled in an interdisciplinary art course. The original study was adapted to an art appreciation course. The purpose of this study was to reexamine the efficacy of the self-examination (SE) to promote creative thinking and aesthetic perception as well as a favorable student attitude toward the course. The study was conducted with two groups of students enrolled in an art appreciation course at Palm Beach Community College North in the Fall semester of 1989. The experimental group wrote two SEs and the control group wrote one comparison paper and took a multiple-choice examination. Both groups also took multiple-choice quizzes and final examinations. Pretest-posttest analyses of the test for creativity and aesthetic perception, using t-tests, and of the course evaluation, using multivariate tests of significance, indicated no significant difference between the experimental and control groups.
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Date Issued
1990
PURL
http://purl.flvc.org/fcla/dt/12261
Subject Headings
Study skills, Self-culture, Creative thinking
Format
Document (PDF)
College alcohol and life skills study with student-athletes
Title
College alcohol and life skills study with student-athletes.
Creator
Gregory, Barry M., Florida Atlantic University, Decker, Larry E.
Abstract/Description
This randomized controlled trial evaluated the efficacy of a brief intervention designed to reduce high-risk drinking and alcohol-related problems. Volunteer student athletes were randomly assigned to receive a 3-session feedback and skills intervention, a 2-session feedback and skills intervention, or a workbook control. The alcohol and life skills intervention was based on cognitive-behavioral skills training and motivational enhancement strategies. The skills and feedback groups received...
Show moreThis randomized controlled trial evaluated the efficacy of a brief intervention designed to reduce high-risk drinking and alcohol-related problems. Volunteer student athletes were randomly assigned to receive a 3-session feedback and skills intervention, a 2-session feedback and skills intervention, or a workbook control. The alcohol and life skills intervention was based on cognitive-behavioral skills training and motivational enhancement strategies. The skills and feedback groups received personal feedback on the quantity and frequency of their alcohol and other drug use, college-drinking norms, alcohol-related consequences, alcohol beliefs, and problem severity in ten domains of health, psychiatric, and psychosocial adjustment. All student athletes completed the Drug Use Screening Inventory (DUSI-R) and the College Alcohol/Life Skills Project Survey. Analyses of covariance were conducted to determine if differences existed between the three groups on the variables of interest. There were no significant differences between the three groups. Paired t tests were used to measure differences from pretest to posttest for each of the three groups. In the skills group, the estimated drinks per week decreased significantly, with a 60 percent improvement in perceptions of college drinking norms. The skills group also reported a significant decrease in positive alcohol outcome expectancies. In the feedback group, the number of drinks consumed per week at baseline decreased 47 percent. Significant decreases were also found in the feedback and skills groups on the DUSI-R composite and substance use, behavior problems, health status, social competence, work adjustment, peer relations, and leisure/recreation domain scores. The results of this study support the efficacy of brief interventions based on the social learning and cognitive behavioral model of drinking. The brief feedback and skills intervention significantly reduced misperceptions of college drinking norms, improved functioning in the DUSI-R domains linked in the literature with substance abuse, and reduced false alcohol beliefs. The significant findings favored the skills and feedback groups as compared to the control. The non-significant findings of drinking reductions on five drinking measures in the feedback group have important significance for campus alcohol education programs. Results support the use of motivation feedback and life skills strategies to reduce high-risk drinking and alcohol related problems.
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Date Issued
2001
PURL
http://purl.flvc.org/fcla/dt/11944
Subject Headings
College athletes--Life skills guides, College athletes--Alcohol use, Alcoholism--Study and teaching
Format
Document (PDF)
DIgital assist
Title
DIgital assist: comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders.
Creator
Rody, Carlotta A., College of Education, Department of Exceptional Student Education
Abstract/Description
High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for...
Show moreHigh school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. ... However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362580
Subject Headings
Study skills, Technological innovations, Note-taking, Technological innovations, Educational psychology, Problem children, Education, Behavior disorders in children, Behavioral assessment of children, Emotional problems of children
Format
Document (PDF)
Aggression and prosocial behavior predict changes in perceptions of friendship quality in primary and middle school students
Title
Aggression and prosocial behavior predict changes in perceptions of friendship quality in primary and middle school students.
Creator
Shawcross, Lauren, Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools...
Show moreThis study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools in the United States.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004408, http://purl.flvc.org/fau/fd/FA00004408
Subject Headings
Friendship in adolescence, Friendship in children, Interaction analysis in education, Interpersonal relations in adolescence, Interpersonal relations in children, Social perceptions in adolescence, Social perceptions in children, Social psychology, Social skills -- Study and teaching (Elementary), Social skills -- Study and teaching (Middle school)
Format
Document (PDF)