Factor 1 was reading comprehension, Factor 2 indicates Word Reading, and Factor 3 determined Fluency. The reason for the factors was that all three were closing related to each other with .64 correlated in Comprehension and Word Reading, .58 correlated in Comprehension and Fluency, and a .51 correlation between Word Reading and Fluency. To identify the poor readers, a sample percentile score were computed for each factor score and a reading problem was defined if the student scored below the 15th percentile in any of the factors. The procedure determined that 63 students were at risk and needed further intervention. The study also proved that reading problems in middle elementary students requires a multi step process.
Each participant received a one-page fictional story and was then tested on recall of the important points covered in the story. It turned out that there wasn’t a significant difference between the results of all three fonts. Influence of Font Styles on Memory What if the levels of recall precision aren’t only the results of personal factors and individual differences, but also due to the physical characteristics of the materials being read? Do physical characteristics of the text used in a passage influence the memory of it? Although there is already an abundance of psychological research on reading and memory, the majority of this research has been on people’s reading deficits or their depths of information processing, yet not so much on the reading material that’s presented.
Write all your answers on the test paper itself. After the section is over, you will be given ten minutes to transfer your answers to the given answer sheet. You are not permitted to take this exam booklet out of the examination room. There are 40 questions in this section. They are broken up into four parts as follows: Section 1 Questions 1-10 Section 2 Questions 11-20
77). The following instruments were used in this study: EFI and SSTAEI as pretest measures, Beck Depression Inventory II (BDI-II), Coopersmith Self-Esteem Inventory (CSEI), State-Trait Anxiety Inventory (STAI), and the Vulnerability to drug use scale (Lin et al., 2004). Sample questions from each testing instrument were not provided in the study for review. However, treatment parameters were well explained with 12 individual treatment sessions lasting 1 hour each over a period of 6 weeks (Lin et al., 2004). Multiple methods of data collection were used with (3) self-report measures, (1) self-report questionnaire, (1) rating scale, and (1) 5-point Likert scale (Lin et al., 2004).
w w ap eP m e tr .X w om .c s er CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 0500/01 FIRST LANGUAGE ENGLISH Paper 1: Reading Passage SPECIMEN PAPER 1 hour 45 minutes Additional Materials: Answer Booklet/Paper Answer all questions. The number of marks is given in brackets [ ] at the end of each question or part question. Dictionaries are not permitted. SPECIMEN QUESTION PAPER (for scheme of assessment from 2005) For Examiner’s Use If you have been given a label, look at the details. If any details are incorrect or missing, please fill in your correct details in the space given at the top of this page.
Lin Article Critique Part III Whitney Barber Liberty University December 9, 2012 EVALUATING ANALYSIS AND RESULTS When an author reports percentages, it is also important for the underlying number of cases fir each percentage to be reported as well (Pyrczak, 2008). It can be considered misleading if all numbers are not reported. In the beginning of this study, there were forty participants. At the end, there were only fourteen leaving seven in each group. The four-month follow up consisted of only six from the experimental group and four from the controlled group.
I can be sure that my children will be given curricular materials that testify to the existence of their race: I worked in education for 10 years and the only time I really noticed a focus on the study of people of different cultures was when it was Black History Month, or when Social Studies focused on Native Americans or slavery. White students had a clear picture of the existence of their race through many teachings. Many important facts that are taught portray white people as key figures. I can go into a book shop and count on finding the writing of my race represented, into a supermarket and find the staple foods that fit with my cultural tradition, into a hairdresser’s shop and find someone who can deal with my hair: White people do not have to go to specialty shops to find food or clothing that fit into their cultural tradition. They can be found at any supermarket or department store.
Part 1 Summarising and interpreting the information in the table drawn on research by Stanley Milgram. ( pg 11 of DSE 141 Assignment booklet) The table shows the predictions by college students and three experimental results one made by the original study and two variations of the experiment. Where the participant learned with co – ‘teachers’ who defy the authority figure (variation 1) and where the participant teamed with co – ‘teachers’ who obey the authority figure (variation 2). ‘Each participant went through identical experimental procedure at which the teacher stopped shocking the learner . The experiment shows that on average level of shock at which teachers refused to continue in volts (variation 2) scored the highest (380), variation 1 scored 240 and 368 by the original study the difference is relatively small with variation 2 being quite high with the predictions made of 140 by the students.
Degree Specific Requirements (40 Hours) | 3 | MTH 284 (MATH 2384) | | | 3 | EED 374 (CIEE 3374) ¥ Apply online for Ed Prep admission in this class, if not before- $100.00 | Prerequisite for Literacy Methods | 3 | MTH 285 (MATH 2385) | | | 3 | EED 385 (CIEE 3385) ¥ | | 3 | MTH 383 (MATH 3383) | | | 3 | BSL 333 (BESL 3301) | | 3 | MTH 384 (MATH 3384) | | | 3 | SPD 390 (SPED 3301) | Fall & Spring Only | 3 | MTH 386 (MATH 3386) | | | 4 | BIO 245 (BIOL 2401) | | 3 | MTH 387 (MATH 3387) |
PSY 102: Psychology in the Modern World Your Name: Instructor: Bob Melara Your Section: FALL 2012 Your TA’s Name: ** Answer the questions in your own words, Type your answers, make sure you answer all parts, print the answered homework and take it with you to your next recitation! Only the two lowest homework grades can be dropped ** Homework #12 (Memory) 1. a) Define memory, and b) explain how flashbulb memories differ from other memories. 2. a) What is the difference between iconic memory and echoic memory? b) What is the difference between short-term memory and working memory? c) Describe the capacity and duration of short-term memory and long-term memory?