Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 3323. Next 10 >>
1. Experience and Sentence Processing: Statistical Learning and Relative Clause Comprehension (EJ820336)
Author(s):
Wells, Justine B.; Christiansen, Morten H.; Race, David S.; Acheson, Daniel J.; MacDonald, Maryellen C.
Source:
Cognitive Psychology, v58 n2 p250-271 Mar 2009
Pub Date:
2009-03-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Sentences; Short Term Memory; Language Processing; Word Order; Grammar; Adults; Models; Computation; Individual Differences; Control Groups; Cognitive Processes; Reading Skills; Reading Rate; Reading Processes
Abstract: Many explanations of the difficulties associated with interpreting object relative clauses appeal to the demands that object relatives make on working memory. MacDonald and Christiansen [MacDonald, M. C., & Christiansen, M. H. (2002). "Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996)." "Psychological Review," 109, 35-54] pointed to variations in reading experience as a source of differences, arguing that the unique word order of object relatives makes their processing more difficult and more sensitive to the effects of previous experience than the processing of subject relatives. This hypothesis was tested in a large-scale study manipulating reading experiences of adults over several weeks. The group receiving relative clause experience increased reading speeds for object relatives more than for subject relatives, whereas a control experience group did not. The reading time data were compared to performance of a computational model given different amounts of experience. The results support claims for experience-based individual differences and an important role for statistical learning in sentence comprehension processes. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. Urban Middle-Grade Student Mathematics Achievement Growth under Comprehensive School Reform (EJ821080)
Mac Iver, Martha Abele; Mac Iver, Douglas J.
Journal of Educational Research, v102 n3 p223-236 Jan-Feb 2009
2009-00-00
Descriptors: Urban Schools; Mathematics Curriculum; School Restructuring; Achievement Gains; Mathematics Achievement; Instructional Materials; Educational Change; Grade 5; Change Strategies; Middle School Students; Grade 6; Grade 7; Grade 8; Academic Standards; Models; Correlation; Computation; Mathematics Skills; Mathematical Concepts
Abstract: Recognizing the need to implement standards-based instructional materials with school-wide coherence led some Philadelphia schools to adopt whole-school reform (WSR) models during the late 1990s. The authors report on the relation between mathematics achievement growth for middle-grade students on the Pennsylvania System of School Assessments and the number of years schools implemented either a WSR model with National Science Foundation-supported mathematics curriculum or a WSR model without a mathematics curriculum component, from 1997 to 2000. As the authors hypothesized, mathematics achievement gains (Grades 5-8) were positively related to the number of years those schools were implementing a specific mathematics curricular reform. Additional analyses indicated that the relation held for both computation skills and ability to apply mathematics concepts. (Contains 1 figure, 5 tables, and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Word Problem-Solving Instruction in Inclusive Third-Grade Mathematics Classrooms (EJ821081)
Griffin, Cynthia C.; Jitendra, Asha K.
Journal of Educational Research, v102 n3 p187-201 Jan-Feb 2009
Descriptors: Problem Solving; Word Problems (Mathematics); Mathematics Instruction; Inclusive Schools; Instructional Effectiveness; Learning Strategies; Grade 3; Pretests Posttests; Intervention; Computation; Mathematics Skills
Abstract: The authors examined the effectiveness of strategy instruction taught by general educators in mixed-ability classrooms. Specifically, the authors compared the mathematical word problem-solving performance and computational skills of students who received schema-based instruction (SBI) with students who received general strategy instruction (GSI). Participants were 60 3rd-grade student participants randomly assigned to treatment conditions. Teachers pretested and posttested participants with mathematical problem-solving and computation tests, repeatedly measuring their progress on word problem solving across the 18-week intervention. Both SBI and GSI conditions improved word problem-solving and computation skills. Further, results show a significant difference between groups on the word problem-solving progress measure at Time 1, favoring the SBI group. However, this differential effect did not persist over time. The authors discuss implications for future research and practice. (Contains 3 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Are Apparent Sex Differences in Mean IQ Scores Created in Part by Sample Restriction and Increased Male Variance? (EJ821833)
Dykiert, Dominika; Gale, Catharine R.; Deary, Ian J.
Intelligence, v37 n1 p42-47 Jan-Feb 2009
Descriptors: Psychological Testing; Cognitive Tests; Intelligence Quotient; Factor Analysis; Longitudinal Studies; Gender Differences; Males; Cognitive Ability; Foreign Countries; Scores; Computation; Age Differences; Sampling
Abstract: This study investigated the possibility that apparent sex differences in IQ are at least partly created by the degree of sample restriction from the baseline population. We used a nationally representative sample, the 1970 British Cohort Study. Sample sizes varied from 6518 to 11,389 between data-collection sweeps. Principal components analysis of scores obtained on four cognitive tests administered at age 10 was used to obtain estimates that we name "IQ". These age-10 scores were then used to estimate the sex differences at age 10, and also among participants in the two later waves, at age 26 and 30. At age 10, there was a small but significant advantage for boys (Cohen's d = 0.081). Boys had greater variability in these IQ scores. We then investigated how this very small male advantage at 10 changed with sample restriction. We used the same IQs obtained at age 10, but considered only those subjects who returned for data-collection sweeps at ages 26 and 30 years. Subjects returning at age 26 and 30 were more likely to be females and to have higher age-10 IQ scores. Attrition at age 30 was 28% and the male advantage in IQ scores increased by 15%. Attrition at age 26 was 43% and the male advantage in IQ scores increased by 48%. The findings underline the importance of monitoring attrition in longitudinal studies, as well as emphasising the need for representative samples in studying sex differences in intelligence. A proportion of the apparent male advantage in general cognitive ability that has been reported by some researchers might be attributable to the combination of greater male variance in general cognitive ability and sample restriction, though this remains to be tested in a sample with an appropriate mental test battery. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. A Comparison of Curricular Effects on the Integration of Arithmetic and Algebraic Schemata in Pre-Algebra Students (EJ821416)
Moseley, Bryan; Brenner, Mary E.
Instructional Science: An International Journal of the Learning Sciences, v37 n1 p1-20 Jan 2009
2009-01-00
Descriptors: Word Problems (Mathematics); Arithmetic; Algebra; Mathematics Instruction; Curriculum; Middle School Students; Interviews; Computation; Control Groups; Thinking Skills; Geometric Concepts; Comparative Analysis; Teaching Methods
Abstract: This research examines students' ability to integrate algebraic variables with arithmetic operations and symbols as a result of the type of instruction they received, and places their work on scales that illustrate its location on the continuum from arithmetic to algebraic reasoning. It presents data from pre- and post-instruction clinical interviews administered to a sample of middle school students experiencing their first exposure to formal pre-algebra. Roughly half of the sample (n = 15) was taught with a standards-based curriculum emphasizing representation skills, while a comparable group (n = 12) of students received traditional instruction. Analysis of the pre- and post-interviews indicated that participants receiving a standards-based curriculum demonstrated more frequent and sophisticated usage of variables when writing equations to model word problems of varying complexity. This advantage was attenuated on problems that provided more representational support in which a diagram with a variable was presented with the request that an expression be written to represent the perimeter and area. Differences in strategies used by the two groups suggest that the traditional curriculum encouraged students to continue using arithmetic conventions, such as focusing on finding specific values, when asked to model relations with algebraic notation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. National Assessment of Adult Literacy: Indirect County and State Estimates of the Percentage of Adults at the Lowest Literacy Level for 1992 and 2003. Research and Development Report. NCES 2009-482 (ED503830)
Mohadjer, Leyla; Kalton, Graham; Krenzke, Tom; Liu, Benmei; Van de Kerckhove, Wendy; Li, Lin; Sherman, Dan; Dillman, Jennifer; Rao, Jan
National Center for Education Statistics
Numerical/Quantitative Data; Reports - Evaluative
Descriptors: Adult Literacy; English; National Surveys; Predictor Variables; Prose; Statistical Analysis; Computation; Comparative Analysis; Models
Abstract: The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL and NALS produced direct estimates of Prose, Document, and Quantitative literacy, each reported on a 0 to 500 scale and on four performance levels: Below Basic, Basic, Intermediate, and Proficient based on this scale. This report, describes the statistical methodology used to produce the model-dependent (indirect) estimates of the percentages of adults at the lowest literacy level for individual states and counties for 1992 and 2003. The measure chosen for the indirect estimation is the percentage of adults lacking Basic prose literacy skills (BPLS). The literacy of adults who lack BPLS ranges from being unable to read and understand any written information in English to being able to locate easily identifiable information in short, commonplace prose text, but nothing more advanced. It should be noted that adults who were not able to take the assessment because they were not able to communicate in English or Spanish (i.e. language barrier cases) are included in the indirect estimates and classified as lacking BPLS because they can be considered to be at the lowest level of English literacy. Three appendices are included: (1) 2003 NAAL predictor variable sources; (2) Indirect estimates of the percentage lacking Basic prose literacy skills and corresponding credible intervals, by state: 2003; and (3) Indirect estimates of the percentage lacking Basic prose literacy skills and corresponding credible intervals, by state: 1992. (Contains 70 footnotes, 2 figures and 21 tables.) [Additional BPLS information is available at: http://nces.ed.gov/naal/estimates/index.aspx] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (578K)
7. The Numeracies of Boatbuilding: New Numeracies Shaped by Workplace Technologies (EJ822598)
Zevenbergen, Robyn; Zevenbergen, Kelly
International Journal of Science and Mathematics Education, v7 n1 p183-206 Feb 2009
2009-02-00
Journal Articles; Reports - Descriptive
Descriptors: Employees; Numeracy; Mathematics Skills; Job Skills; Apprenticeships; Recall (Psychology); Interviews; Industry; Competence; Computation; Problem Solving; Cognitive Processes; Thinking Skills; Measurement Techniques
Abstract: Within increasing pressure on young people to perform successfully in work, there is a growing concern regarding their levels of numeracy (and literacy). Whether such concerns are founded is the basis of this paper. This paper reports on the numeracy practices undertaken by three young boatbuilders who were nearing the completion of their 4-year apprenticeship. Using a method of stimulated recall and supplemented with interview data, the numeracy practices enacted by the boatbuilders was documented. It was found that the employees were highly competent in a number of areas--estimation, problem solving, holistic thinking and measuring (formal and informal). These skills are at variance with the basic skills being called for by public and government. It is proposed that the numeracy skills used by the employees may represent significant changes in workplaces being brought about through new technologies, and thus creating new and different numeracy demands from those of previous generations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Effect of Recent Tax Changes on Taxable Income: Evidence from a New Panel of Tax Returns (EJ822734)
Heim, Bradley T.
Journal of Policy Analysis and Management, v28 n1 p147-163 Win 2009
Descriptors: Tax Credits; Income; Taxes; Federal Legislation; Public Policy; Statistical Analysis; Computation; Economic Factors
Abstract: This paper estimates the elasticity of taxable income to the net-of-tax share using a panel of tax returns that follows a random sample of taxpayers from 1999 to 2005, spanning the EGTRRA 2001 and JGTRRA 2003 tax changes. Results suggest that the elasticity of taxable income to the current year's net-of-tax share lies between 0.3 and 0.4 overall, and that the elasticity of a broader measure of income falls between 0.1 and 0.2 overall, with substantially higher elasticities for taxpayers reporting income in excess of $500,000. (Contains 6 tables and 24 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. An Empirical Examination of the Impact of Group Discussion and Examinee Performance Information on Judgments Made in the Angoff Standard-Setting Procedure (EJ822972)
Clauser, Brian E.; Harik, Polina; Margolis, Melissa J.; McManus, I. C.; Mollon, Jennifer; Chis, Liliana; Williams, Simon
Applied Measurement in Education, v22 n1 p1-21 Jan 2009
Journal Articles; Reports - Evaluative
Descriptors: Generalizability Theory; Group Discussion; Standard Setting (Scoring); Scoring; Computation; Test Items; Program Effectiveness; Cutting Scores; Difficulty Level; Probability; Foreign Countries; Credentials; Physicians
Abstract: Numerous studies have compared the Angoff standard-setting procedure to other standard-setting methods, but relatively few studies have evaluated the procedure based on internal criteria. This study uses a generalizability theory framework to evaluate the stability of the estimated cut score. To provide a measure of internal consistency, this study also compares the estimated proportion correct scores resulting from the Angoff exercise to empirical conditional proportion correct scores. In this research, judges made independent estimates of the proportion of minimally proficient candidates that would be expected to answer each item correctly; they then discussed discrepancies and revised their estimates. Discussion of discrepancies decreased the variance components associated with the judge and judge-by-item effects, indicating increased agreement between judges, but it did not improve the correspondence between the judgments and the empirical proportion correct estimates. The judges then were given examinee performance information for a subset of the items. Subsequent ratings showed a substantial increase in correspondence with the empirical conditional proportion correct estimates. Particular attention is given to examining the discrepancy between the judgments and empirical proportion correct estimates as a function of item difficulty. (Contains 8 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Estimating the Probability of Negative Events (EJ823119)
Harris, Adam J. L.; Corner, Adam; Hahn, Ulrike
Cognition, v110 n1 p51-64 Jan 2009
Descriptors: Computation; Probability; Behavior; Prevention; Environmental Influences
Abstract: How well we are attuned to the statistics of our environment is a fundamental question in understanding human behaviour. It seems particularly important to be able to provide accurate assessments of the probability with which negative events occur so as to guide rational choice of preventative actions. One question that arises here is whether or not our probability estimates for negative events are systematically biased by their severity. In a minimal experimental context involving an unambiguous, objective representation of probability, we found that participants judged a controllable event as more likely to occur when its utility was extremely negative than when it was more neutral. A decision-theoretic explanation based on loss function asymmetries is advanced which supports the claim that probability estimates are not "intrinsically" biased by utilities. (Contains 10 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help