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45
Multipass: A Learning Strategy for Improving Reading Comprehension." Learning Disabilities Quarterly
, 1982
"... Abstract. Multipass, a complex learning strategy designed to enable students to gain information from textbook chapters, was taught to eight learning disabled adolescents. The instructional procedures involved a 10-step process including (a) description of the steps of the strategy, (b) modeling of ..."
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Abstract. Multipass, a complex learning strategy designed to enable students to gain information from textbook chapters, was taught to eight learning disabled adolescents. The instructional procedures involved a 10-step process including (a) description of the steps of the strategy, (b) modeling of the strategy, and (c) student practice to criterion in both ability-level and grade-level materials. A multiple-baseline design across three substrategies was replicated eight times. Results showed that students learned the Multipass strategy following the institution of training and were able to generalize their use of the strategy to grade-level tex-tbooks. Furthermore, students ' grades on tests covering the textbook material im-proved after they learned the strategy. These results show that a specific instruc-tional methodology can be effectively used to teach a complex learning strategy to learning disabled adolescents. Given the complex demands of the secondary curriculum, increased attention has been directed to an instructional model that teaches learning disabled (LD) students specific cognitive or learning strategies as a means of increasing their ability to cope with curriculum requirements
Do laboratory findings on testexpectancy generalize to classroom outcomes
- Review of Educational Research
, 1991
"... We conducted a meta-analysis of both classroom and laboratory studies of the effects of expecting a recall, recognition, essay, multiple-choice or true-false test on students' subsequent achievement. In laboratory studies, studying with a recall set produced strong positive effect sizes for bot ..."
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We conducted a meta-analysis of both classroom and laboratory studies of the effects of expecting a recall, recognition, essay, multiple-choice or true-false test on students' subsequent achievement. In laboratory studies, studying with a recall set produced strong positive effect sizes for both discrete and prose materials. However, studying with a recognition set produced no effects with discrete materials and small negative effects with prose materials. In contrast, results from classroom studies indicated that students achieved most when preparing for the type of test they received. These results run counter to standard wisdom in the college study skills area and lead us to challenge the assumption that laboratory studies on expecting tests of recall and recognition provide a useful analog to test expectancy effects involving essay and multiple-choice tests in the classroom. Has any instructor ever taught an undergraduate course without being asked questions about forthcoming tests? In addition to the usual questions about the material to be covered, there is sure to be the inevitable: Will the test be essay or multiple choice? Students ask this question, as if the answer matters, as if such
Integrating Agile Software Development into Stage-Gate Managed Product Development Abstract
"... Sweden. Agile methods have evolved as a bottom-up approach to software development. However, as the software in embedded products is only one part of development projects, agile methods must coexist with project management models typically of the stage-gate type. This paper presents a qualitative ca ..."
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Sweden. Agile methods have evolved as a bottom-up approach to software development. However, as the software in embedded products is only one part of development projects, agile methods must coexist with project management models typically of the stage-gate type. This paper presents a qualitative case study of two large independent software system projects that have used eXtreme Programming (XP) for software development within contexts of stage-gate project management models. The study is comprised of open ended interviews with managers as well as practitioners, followed by a structured, fully traceable, qualitative analysis. We conclude that it is possible to integrate XP in a gate model context. Key issues for success are the interfaces towards the agile subproject and management attitudes towards the agile approach. 1
Editorial: For the Special issue on Qualitative Software Engineering Research
, 2007
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The importance of processing automaticity and temporary storage capacity to the differences in comprehension between skilled and less skilled college-age deaf readers
- Journal of Deaf Studies and Deaf Education
, 2003
"... The prevalence of low comprehension among deaf readers has been documented for decades, yet the problem persists. Progress has been hampered by uncertainty regarding which aspects of reading competence ought to be the primary focus of concerted instructional efforts. This article examines whether te ..."
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The prevalence of low comprehension among deaf readers has been documented for decades, yet the problem persists. Progress has been hampered by uncertainty regarding which aspects of reading competence ought to be the primary focus of concerted instructional efforts. This article examines whether temporary storage capacity and/or processing automaticity may explain the difference in comprehension between skilled and less skilled adult deaf readers. Temporary storage capacity is the ability to maintain separate bits of information in current memory while they are being processed. Processing automaticity is the ability to complete certain basic operations of reading, such as recognizing individual words and chunking sets of words into meaningful phrases, with a minimum of intentional mental effort. In this study one group of deaf adults reading at the college level and another reading at the 5thgrade level completed a battery of experimental tasks that generated multiple indicators of storage capacity and automaticity. These included the reading span task of Daneman and Carpenter (1980), an analogous addition span task, two measures of phonological processing, and a sentence-reading task that varied the demands on temporary storage and processing automaticity. Results suggest that skilled readers do not command an exceptionally large temporary storage capacity, nor do less skilled readers suffer from deficient storage capacity. The indicators of processing automaticity suggest, however, that less skilled readers must invest significantly more conscious mental effort than skilled readers to complete basic operations of reading. These findings are applied to theory related to (a) the nature of the breakdowns in comprehension faced by readers with low automaticity, (b) the interaction of I am grateful to Karen Saulnier and Linda Stamper for their contributions to the completion of this research, and I thank Robert C. Johnson, Michael A. Karchmer, and Deborah Witsken for their valuable comments on earlier versions of this paper. Correspondence can be sent to Leonard P.
Covert retrieval practice benefits retention as much as overt retrieval practice
- Journal of Experimental Psychology. Learning, Memory, and Cognition
, 2013
"... Many experiments provide evidence that practicing retrieval benefits retention relative to conditions of no retrieval practice. Nearly all prior research has employed retrieval practice requiring overt responses, but a few experiments have shown that covert retrieval also produces retention advantag ..."
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Many experiments provide evidence that practicing retrieval benefits retention relative to conditions of no retrieval practice. Nearly all prior research has employed retrieval practice requiring overt responses, but a few experiments have shown that covert retrieval also produces retention advantages relative to control conditions. However, direct comparisons between overt and covert retrieval are scarce: Does covert retrieval—thinking of but not producing responses—on a first test produce the same benefit as overt retrieval on a criterial test given later? We report 4 experiments that address this issue by comparing retention on a second test following overt or covert retrieval on a first test. In Experiment 1 we used a procedure designed to ensure that subjects would retrieve on covert as well as overt test trials and found equivalent testing effects in the 2 cases. In Experiment 2 we replicated these effects using a procedure that more closely mirrored natural retrieval processes. In Experiment 3 we showed that overt and covert retrieval produced equivalent testing effects after a 2-day delay. Finally, in Experiment 4 we showed that covert retrieval benefits retention more than restudying. We conclude that covert retrieval practice is as effective as overt retrieval practice, a conclusion that contravenes hypotheses in the literature proposing that overt responding is better. This outcome has an important educational implication: Students can learn as much from covert self-testing as they would from overt responding.
Portraits of a discipline: An examination of introductory textbooks in America
- In
, 1992
"... The time has gone by when any one person could hope to write an adequate textbook of psychology. The science has now so many branches, so many methods, so many fields of application, and such an immense mass of data of observation is now on record, that no one person can hope to have the necessary f ..."
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The time has gone by when any one person could hope to write an adequate textbook of psychology. The science has now so many branches, so many methods, so many fields of application, and such an immense mass of data of observation is now on record, that no one person can hope to have the necessary familiarity with the whole.-An author of an introductory psychology text If we compare general psychology textbooks of today with those of from ten to twenty years ago we note an undeniable trend toward amelio-We are indebted to several people who provided helpful information in responding to our survey discussed in the second half of the chapter, including Solomon Diamond for calling attention to
Students' self-questioning and summarizing as reading study strategies
- Journal of Reading Behavior
, 1984
"... The effects of student-generated prequestions and summaries were compared as reading study strategies for college-age subjects. Eighty-seven freshmen and sophomores from several sections of a developmental reading course were trained to use one of two study approaches: (a) phrasing and answering hig ..."
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The effects of student-generated prequestions and summaries were compared as reading study strategies for college-age subjects. Eighty-seven freshmen and sophomores from several sections of a developmental reading course were trained to use one of two study approaches: (a) phrasing and answering higher level questions while reading or (b) constructing and checking summary statements while reading. An additional number of students from the same population served as members of a control group. The results of three post-treatment tests—free recall, an objective test, and an essay test—were used as dependent measures. The results indicated that training in summary genera-tion as an adjunct study activity significantly increased college students ' free recall as well as performance on the objective test and, especially, on the essay test. Training in the interspersed prequestioning significantly facilitated students ' performance on the objective test recall but not on free recall or the essay test. It was concluded that college students benefited from engaging in encoding strategies during reading and that specific strategies may be strongly related to posttest measures. Current theories of reading comprehension hold that readers are respon-sible for constructing meaning from text (Spiro, 1980). Consequently, much
The Developmental Origins of a Disposition Toward Empathy: Genetic and Environmental Contributions
"... The authors investigated the development of a disposition toward empathy and its genetic and environmental origins. Young twins' (N ϭ 409 pairs) cognitive (hypothesis testing) and affective (empathic concern) empathy and prosocial behavior in response to simulated pain by mothers and examiners ..."
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The authors investigated the development of a disposition toward empathy and its genetic and environmental origins. Young twins' (N ϭ 409 pairs) cognitive (hypothesis testing) and affective (empathic concern) empathy and prosocial behavior in response to simulated pain by mothers and examiners were observed at multiple time points. Children's mean level of empathy and prosociality increased from 14 to 36 months. Positive concurrent and longitudinal correlations indicated that empathy was a relatively stable disposition, generalizing across ages, across its affective and cognitive components, and across mother and examiner. Multivariate genetic analyses showed that genetic effects increased, and that shared environmental effects decreased, with age. Genetic effects contributed to both change and continuity in children's empathy, whereas shared environmental effects contributed to stability and nonshared environmental effects contributed to change. Empathy was associated with prosocial behavior, and this relationship was mainly due to environmental effects.
Student and Teacher Perspectives on the Usefulness of Content Literacy Strategies
"... The purpose of this study was to explore the similarities and differences between high school students and their teachers ' perspectives on the usefulness of content literacy strategies for learn-ing. Based on 88 teacher surveys, 500 student surveys, 10 teacher interviews, 12 student interviews ..."
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The purpose of this study was to explore the similarities and differences between high school students and their teachers ' perspectives on the usefulness of content literacy strategies for learn-ing. Based on 88 teacher surveys, 500 student surveys, 10 teacher interviews, 12 student interviews, and 30 classroom observations, we note the perceived effectiveness of specific content literacy strategies and how they are used. Implications for future professional development and use of content literacy strategies are noted. Keywords adolescent literacy, content literacy, school improvement The purpose of this study was to explore the similarities and differences between high school students and their teachers ' perspectives on the usefulness of content literacy strat-egies for learning. The participants in this study were affiliated with a large urban high school that used seven content literacy instructional strategies (anticipatory activities, graphic organizers, structured note-taking, read-alouds and shared reading, reciprocal teaching, vocabulary instruction, writing to learn) as a schoolwide focus for staff develop-ment activities for several years. The term strategy is not intended to represent the delivery of a single instructional event, but rather represents a conceptual umbrella for a set of
