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University of Nebraska - Lincoln

Department of Educational Psychology: Faculty Publications

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Articles 151 - 166 of 166

Full-Text Articles in Education

Behavioral Consultation As A Process For Linking The Assessment And Treatment Of Social Skills, Susan M. Sheridan, Stephen N. Elliott Apr 1991

Behavioral Consultation As A Process For Linking The Assessment And Treatment Of Social Skills, Susan M. Sheridan, Stephen N. Elliott

Department of Educational Psychology: Faculty Publications

There has been recent interest in social skills assessment and treatment among researchers and practitioners. The research bases in these areas are expanding rapidly, and the identification of valid assessment methods and effective intervention strategies is promising. However, few researchers have identified ways in which social skills assessment and intervention can be linked in a practical manner. Likewise, the process by which services are delivered is rarely addressed. The purpose of this article is to present a model by which the interaction between social skills assessment and intervention can be enhanced, with a focus on the problem-solving process. One effective …

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Universals, Necessities, And Social Contexts, David Moshman Jan 1991

Universals, Necessities, And Social Contexts, David Moshman

Department of Educational Psychology: Faculty Publications

Elbers* does an excellent job of integrating, analyzing, and extending recent theoretical and empirical work concerning the relation of learning and development. The purpose of this commentary is to challenge Elbers to address the difficult question of universal sequences in human development. In order to focus the issue, a specific sequence in the development of logical reasoning is proposed.

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School Psychology At The University Of Utah, William R. Jenson, Elaine Clark, Susan M. Sheridan, Howard N. Sloane, Thomas J. Kehle Jan 1991

School Psychology At The University Of Utah, William R. Jenson, Elaine Clark, Susan M. Sheridan, Howard N. Sloane, Thomas J. Kehle

Department of Educational Psychology: Faculty Publications

The article describes the history of the school psychology program at the University of Utah from 1978, and discusses responsibilities of a school psychologist: utilizing and disseminating the knowledge base of psychology in educational problem solving; operating from a scientist-practitioner model, wherein practices prescribed are based on research-validated procedures and a sound theoretical framework. School psychologists are generalists and specialists and function as researchers, diagnosticians, interventionists, assessors, consultants, and advocates for children. Professionally, school psychologists are identified with the overarching goals of enhancing the academic, social, and emotional well-being of students.

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Eating And Exercising: Nebraska Adolescents' Attitudes And Behaviors, Ian Newman Jan 1991

Eating And Exercising: Nebraska Adolescents' Attitudes And Behaviors, Ian Newman

Department of Educational Psychology: Faculty Publications

Prevention Center Papers are occasional publications of the Nebraska Prevention Center for Alcohol and Drug Abuse. Their purpose is to make available information that would not otherwise be easily accessible.

This Prevention Center Paper should be considered a working document and does not reflect the official policy or position of the University of Nebraska-Lincoln, The U.S. Centers for Disease Control, the Nebraska Department of Education, or Health Education, Inc.

Prevention Center Papers are produced for a limited readership to stimulate discussion and generate a flow of communication between the Prevention Center and those interested in the broad field of disease …

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Nebraska Adolescents' Hiv/Aids Attitudes, Knowledge And Related Practices: 1989, Ian Newman, Joe Lutjeharms, Joanne Owens-Nauslar, Autumn Koch Jul 1990

Nebraska Adolescents' Hiv/Aids Attitudes, Knowledge And Related Practices: 1989, Ian Newman, Joe Lutjeharms, Joanne Owens-Nauslar, Autumn Koch

Department of Educational Psychology: Faculty Publications

This Prevention Center Paper (No. 22) describes the HIV/AIDS related knowledge, attitudes and practices of a random sample of 1240 Nebraska adolescents in grades 9-12. The data were gathered in 1989.
Data were gathered by staff of Health Education, Inc., a Nebraska-based nonprofit research and development corporation, as part of a contract with the Nebraska Department of Education. The Nebraska Department of Education has a major HIV /AIDS cooperative agreement with the U.S. Centers for Disease Control (CDC) in Atlanta, Georgia.
Schools were selected at random from each of the six classifications of Nebraska schools established by the Nebraska Department …

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Rationality As A Goal Of Education, David Moshman Jan 1990

Rationality As A Goal Of Education, David Moshman

Department of Educational Psychology: Faculty Publications

Abstract Those who believe education should involve more than learning facts often stress either (a) development or (b) thinking skills. A focus on development as a goal of education typically entails a conception of knowledge as organismic, holistic, and internally generated. In contrast, thinking skills programs commonly assume a mechanistic, reductionist perspective in which good thinking consists of some finite number of directly teachable skills. A conception of rationality as a goal of education is proposed that incorporates the complementary strengths and avoids the limitations of the developmental and thinking skills approaches. Rationality is defined as the self-reflective, intentional, and …

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Assessing And Treating Social Skills Deficits: A Case Study For The Scientist-Practitioner, Stephen N. Elliot, Susan M. Sheridan, Frank M. Gresham Nov 1989

Assessing And Treating Social Skills Deficits: A Case Study For The Scientist-Practitioner, Stephen N. Elliot, Susan M. Sheridan, Frank M. Gresham

Department of Educational Psychology: Faculty Publications

The goals of this article were to examine various empirically proven assessment and intervention methods that can be used to remediate social skills problems and to illustrate the utilization of these methods in a case study. The case study concerned a withdrawn elementary child, her teacher, and her parents in a joint consultative intervention designed to increase her interactions with peers illustrated in the course of assessment and treatment. Combining the manipulation of antecedent/consequent events with modeling or coaching procedures constituted an effective multimethod approach to providing psychological services.

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The Influence Of Parental Attitude And Behavior On Early Adolescent Cigarette Smoking, Ian Newman, Jolene M. Ward Jan 1989

The Influence Of Parental Attitude And Behavior On Early Adolescent Cigarette Smoking, Ian Newman, Jolene M. Ward

Department of Educational Psychology: Faculty Publications

In 1983, Nolte and colleagues reported parental attitude may be more powerful than parental behavior in shaping adolescent cigarette smoking behavior. This study replicates the finding of Nolte et al. and suggests parents need to be actively recruited to discourage their children from smoking, regardless of their own behavior. Fewer parents actively discourage youth smoking today than in 1983, a possible unfortunate result from on apparently successful effort to change the public attitude toward cigarette smoking.

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Readers' Forum: Belief In Testing, David Moshman Jul 1986

Readers' Forum: Belief In Testing, David Moshman

Department of Educational Psychology: Faculty Publications

Peter Glick and Mark Snyder's article [“Self-fulfilling Prophecy: The Psychology of Belief in Astrology,” May/June 1986] provides an important account of a deep-seated irrational tendency in human reasoning. They describe how people tend to test hypotheses using a verification strategy—that is, by seeking information that would sup-port the hypothesis. Such a strategy does not really test the hypothesis since it does not look for—and is thus unlikely to find—disconfirming evidence. This may account for the failure to reject not only astrology but a variety of myths, superstitions, and stereo-types.

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Development Of The Concept Of Inferential Validity, David Moshman, Bridget A. Franks Feb 1986

Development Of The Concept Of Inferential Validity, David Moshman, Bridget A. Franks

Department of Educational Psychology: Faculty Publications

An argument is valid if its conclusion necessarily follows from its premises, regardless of whether the premises and conclusion are empirically true or false. This research tested the hypothesis that understanding validity of inference (including its differentiation from empirical truth) is a relatively late development. Students in Experiment 1 were asked to sort sets of deductive arguments. None of the fourth graders used validity as a basis for distinguishing arguments, while 45% of the seventh graders and 85% of the college students did so. Experiments 2 and 3 explored whether the dramatic age difference could be narrowed by (a) varying …

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Math And Science Education, Geoffrey F. Davies, David Moshman, Lauren B. Resnick Sep 1983

Math And Science Education, Geoffrey F. Davies, David Moshman, Lauren B. Resnick

Department of Educational Psychology: Faculty Publications

Resnick provides an excellent brief account of current work in cognitive psychology and its important implications for math and science education. As she indicates, most cognitive psychologists view knowledge as consisting of highly organized schemata into which new experiences are assimilated and view the learner as actively constructing new knowledge. This view is consistent with the ideas that Piagetian theorists and educators have been propounding for many years, although Resnick’s discussion is rooted in the more detailed analysis of specific knowledge and learning in specific content areas that typifies the information-processing paradigm of modern cognitive science.

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Prediction Analysis And Developmental Priority: A Comment On Froman And Hubert, David Moshman Jan 1981

Prediction Analysis And Developmental Priority: A Comment On Froman And Hubert, David Moshman

Department of Educational Psychology: Faculty Publications

Froman and Hubert (1980) have attempted to show how recently developed prediction analysis techniques may be applied to issues of developmental priority, that is, to clarifying the interrelationship between two developing concepts. Although this work is in some respects an important advance over earlier statistical techniques, it seems to raise new problems: (a) It goes too far in identifying issues of developmental priority (sequence vs. synchrony) with issues of statistical relationship (dependence vs. independence) and thus (b) unjustifiably fails to consider certain information inherent in the data which, although irrelevant to issues of statistical relationship, is highly relevant to issues …

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Representation And Process In Reasoning About Logical Relationships, David Moshman Mar 1980

Representation And Process In Reasoning About Logical Relationships, David Moshman

Department of Educational Psychology: Faculty Publications

According to a popular conception of reasoning, the thinker first mentally represents given information and then processes the resulting representations. It is commonly assumed, at least implicitly, that difficulty of the representation step is solely a function of facility with the form and content of the information to be represented, while difficulty of the processing step is solely a function of facility with the operation(s) necessary to meet the task requirements. Within this two-step information processing model, form/content variables and task requirements should thus have an additive effect on problem difficulty. To test this prediction, 72 male students in grades …

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Development Of Formal Hypothesis-Testing Ability, David Moshman Jan 1979

Development Of Formal Hypothesis-Testing Ability, David Moshman

Department of Educational Psychology: Faculty Publications

It was postulated that formal operational hypothesis-testing ability includes at least three cognitive capacities: (a) implication comprehension, the ability to understand conditional relationships; (b) falsification strategy, the realization that to test a hypothesis, one must seek information that would falsify it; and(c) nonverification insight, the realization that hypotheses are not conclusively verified by supporting data. A total of 24 males in each of Grades 7, 10, and college evaluated data descriptions with respect to each of four hypothesized implication relationships and chose an experiment to test each hypothesis. Results suggested three sequences of qualitative change in hypothesis-testing ability: (a) from …

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Some Comments On Brée & Coppens’ “The Difficulty Of An Implication Task”, David Moshman Dec 1978

Some Comments On Brée & Coppens’ “The Difficulty Of An Implication Task”, David Moshman

Department of Educational Psychology: Faculty Publications

In a recent article in this Journal, Brée & Coppens (1976) tested Brée’s (1973) model of performance on Wason’s extensively studied “four-card task.” The Brée model is of considerable interest in that it (a) differentiates comprehension of the proposition to be tested from the hypothesis- testing strategy itself (as do Smalley, 1974, and Moshman, 1977), and (b) is closely related to Piaget’s theory of formal operations (Inhelder & Piaget, 1958) in its consideration of combinatorial analysis (elaboration of possibilities) and hypothetico-deductive reasoning (reasoning based on possibilities rather than facts). Unfortunately, the test of the model is marred both by incorrect …

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Infant Mortality As A Potential Measure Of Community Health In Urban Growth, Ian Newman Jun 1971

Infant Mortality As A Potential Measure Of Community Health In Urban Growth, Ian Newman

Department of Educational Psychology: Faculty Publications

This document is one of a series which contains the results of research carried out during a 1969 Summer Study of Urban Decentralization at the Oak Ridge National Laboratory, sponsored by the Department of Housing and Urban Development and the U.S. Atomic Energy Commission. The summary of the Summer Study is contained in "An Introduction to Urban Decentralization Research," ORNL-HUD-3.

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