Maps, Text, and Seventh-Graders: A Study of Spatial Learning

1996 ◽  
pp. 3-11 ◽  
Author(s):  
Alisa D. Ramirez ◽  
Patricia Gilmartin
Keyword(s):  
Research Design ◽  
Spatial Learning ◽  
Seventh Graders ◽  
Significant Other ◽  
Seventh Grade ◽  
Performance Of Gender ◽  
Over Time ◽  
Slight Advantage

The research reported here examines the effectiveness of maps in geography text for seventh grade students by asking them to study either the text alone or the text with maps and then answer questions about the material. We also investigate the influences on students' performance of gender, time of testing (immediate or delayed), and kind of knowledge required (memorization versus inference). Results reveal a consistent advantage associated with the presence of maps but not at levels which are statistically significant. Other findings include a slight advantage of females over males (again, not significant), the fact that inference questions are more difficult to answer than those requiring simple memorization, and (not surprisingly) that students' performance declines over time. We offer possible explanations for our findings, including some related to the research design and the fact that our subjects were seventh-graders.

GRAMMATICAL ERROR IN WRITING DESCRIPTIVE TEXT AT SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL IN CIMAHI

2019 ◽  
Vol 2 (4) ◽  
pp. 501
Author(s):  
Kasini Kasini ◽  
Miftah Pusparaini
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Grammatical Error

The purpose of this research is to find the type of grammatical error in students’ writing descriptive text made by the seventh graders of junior high school in Cimahi.The population consists of five classes, and we took 20 students to be sample. The study found out that the types of grammatical error are: Omission, Addition,Misformation and Misordering. The total of each type of error are: Omission 39.34%, Misordering 28.68%, Addition 18.03%, and Misformation 13.93%. Based on the research, it can be assumed that students usually miss to put a word like to be must appear in a well-formed sentence. And the lowest frequently of error is misformation, it is because in descriptive text there are rarely use plural words.

scholarly journals Changing landscape of nutrition and dietetics research? A bibliographic analysis of top-tier published research in 1998 and 2018

2021 ◽  
pp. 1-10
Author(s):  
Sze Lin Yoong ◽  
Jacklyn Jackson ◽  
Courtney Barnes ◽  
Nicole Pearson ◽  
Taren Swindle ◽  
...  
Keyword(s):  
Research Design ◽  
Dissemination And Implementation ◽  
Cross Sectional ◽  
Bibliographic Analysis ◽  
Type Design ◽  
Study Type ◽  
Nutrition And Dietetics ◽  
Published Research ◽  
Research Type ◽  
Over Time

Abstract Objective: The current study sought to describe and compare study type, research design and translation phase of published research in nutrition and dietetic journals in 1998 and 2018. Design: This was a repeat cross-sectional bibliographic analysis of Nutrition and Dietetics research. All eligible studies in the top eight Nutrition and Dietetics indexed journals in 1998 and 2018 were included. Two independent reviewers coded each study for research design (study type and study design) and translation phase (T0-T4) of the research using seminal texts in the field. Setting: Not relevant. Participants: Not relevant. Results: The number of publications (1998, n 1030; 2018, n 1016) has not changed over time, but the research type, design and translation phases have. The proportion of intervention studies in 1998 (43·8 %) was significantly higher than 2018 (19·4 %). In 2018, more reviews (46·9 % v. 15·6 % in 1998) and less randomised trials (14·3 % v. 37·8 % in 1998) were published. In regard to translation phase, there was a higher proportion of T2–T4 research in 2018 (18·3 % v. 3·8 % in 1998); however, the proportion of T3/T4 (dissemination, implementation and population-level research) research was still low (<3 %). Our sensitivity analysis with the four journals that remained in the top eight journal across the two time periods found no differences in the research type, design and translation phases across time. Conclusions: There was a reduction in intervention and T0 publications, alongside higher publication of clinical study designs over time; however, published T3/T4 research in Nutrition and Dietetics is low. A greater focus on publishing interventions and dissemination and implementation may be needed.

Qualitative longitudinal research: researching fatherhood and fathers’ experiences

2018 ◽  
Author(s):  
Tina Miller
Keyword(s):  
Longitudinal Study ◽  
Qualitative Study ◽  
Research Design ◽  
Longitudinal Research ◽  
Methodological Issues ◽  
Research Project ◽  
Transition To Motherhood ◽  
Transition To Fatherhood ◽  
Over Time ◽  
Made In

This chapter focuses on a qualitative longitudinal (QL) research project, Transition to Fatherhood, and later episodes of fathering and fatherhood experiences. It begins by exploring the research design of this study and considers the inherent gendered and other assumptions made in it, which mirrors an earlier research project on Transition to Motherhood. Following an examination of some of the methodological issues that arose during this qualitative longitudinal study, the chapter turns to reflect on the important question of what adding time into a qualitative study can do. It considers what happens when narratives collected in later interviews are incorporated into earlier analysis and findings as lives and fatherhood experiences change, as well as the benefits of researching individuals over time.

Does Party Trump Ideology? Disentangling Party and Ideology in America

2018 ◽  
Vol 113 (1) ◽  
pp. 38-54 ◽  
Author(s):  
MICHAEL BARBER ◽  
JEREMY C. POPE
Keyword(s):  
United States ◽  
Research Design ◽  
The United States ◽  
Group Loyalty ◽  
Policy Statements ◽  
Party Attachment ◽  
Highly Correlated ◽  
Liberal Policy ◽  
Standing Question ◽  
Over Time

Are people conservative (liberal) because they are Republicans (Democrats)? Or is it the reverse: people are Republicans (Democrats) because they are conservatives (liberals)? Though much has been said about this long-standing question, it is difficult to test because the concepts are nearly impossible to disentangle in modern America. Ideology and partisanship are highly correlated, only growing more so over time. However, the election of President Trump presents a unique opportunity to disentangle party attachment from ideological commitment. Using a research design that employs actual “conservative” and “liberal” policy statements from President Trump, we find that low-knowledge respondents, strong Republicans, Trump-approving respondents, and self-described conservatives are the most likely to behave like party loyalists by accepting the Trump cue—in either a liberal or conservative direction. These results suggest that there are a large number of party loyalists in the United States, that their claims to being a self-defined conservative are suspect, and that group loyalty is the stronger motivator of opinion than are any ideological principles.

scholarly journals Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0250960
Author(s):  
Michael T. Warren ◽  
Kimberly A. Schonert-Reichl ◽  
Randip Gill ◽  
Anne M. Gadermann ◽  
Eva Oberle
Keyword(s):  
Fourth Graders ◽  
First Language ◽  
Trait Mindfulness ◽  
Young Adolescents ◽  
Seventh Grade ◽  
Longitudinal Association ◽  
Using Data ◽  
Over Time ◽  
At Home ◽  
Strong Relationships

Scholars have only just begun to examine elements of young adolescents’ social ecologies that explain naturalistic variation in trait mindfulness and its development over time. We argue that trait mindfulness develops as a function of chronically encountered ecologies that are likely to foster or thwart the repeated enactment of mindful states over time. Using data from 4,593 fourth and seventh grade students (50% female; MageG4 = 9.02; 71% English first language) from 32 public school districts in British Columbia (BC), Canada, we examined links from peer belonging, connectedness with adults at home, and peer victimization to mindfulness over time. Variable-centered analyses indicated that young adolescents with lower victimization in fourth grade reported higher mindfulness in seventh grade, and that cross-sectionally within seventh grade victimization, peer belonging, and connectedness with adults at home were each associated with mindfulness. Contrary to our hypothesis, connectedness with adults at home moderated the longitudinal association between victimization and mindfulness such that the negative association was stronger among young adolescents with high (vs. low) levels of connectedness with adults at home. Person-centered analysis of the fourth graders’ data confirmed our variable-centered findings, yielding four latent classes of social ecology whose mindfulness levels in seventh grade largely tracked with their victimization levels (from highest to lowest mindfulness): (1) flourishing relationships, (2) unvictimized but weak relationships with adults, (3) moderately victimized but strong relationships, and (4) victimized but strong relationships. Overall, our findings contribute to a growing body of evidence indicating that trait mindfulness may develop as a function of ecologically normative experiences in young adolescents’ everyday lives.

scholarly journals Effetiveness of Zahorik Model in the Acquisition of Listening and Speaking Skills in the Light of the Motivation toward Learning Arabic among the Seventh Grade Students in Jordan

2017 ◽  
Vol 11 (2) ◽  
pp. 258
Author(s):  
Amal A. Wasas ◽  
Adnan S. Al. Abed
Keyword(s):  
The Other ◽  
Seventh Graders ◽  
Control Group ◽  
Seventh Grade ◽  
Validity And Reliability ◽  
Reliability Indicators ◽  
Listening Skill ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Speaking Skills

This study aimed at measuring the effectiveness of Zahorik Model in the acquisition of listening and speaking skills in the light of the motivation toward learning Arabic, among the seventh grade students in Jordan. The subjects of this study were selected purposely from the seventh grade students of a high school in Amman-Jordan. Two classes were selected randomly, one with (26) students, was assigned as an experimental group, where the other of (26) students, was assigned as a control group. Two tests were developed, one for the listening skill, and the other one for the speaking skill. A scale to measure the motivation toward learning Arabic was also developed. All validity and reliability indicators were obtained for these instruments. The results showed statistical differences in listening and speaking skills, for seventh graders, attributed to the method of teaching in favor of the experimental groups. The result also showed statistical differences in the speaking skill attributed to the interaction between the method and motivation toward learning Arabic, but showed no statistical differences in listening skill attributed to the interaction between the method and motivation toward learning Arabic. A set of recommendations were concluded in the light of these findings. 

scholarly journals Hippocampus-dependent emergence of spatial sequence coding in retrosplenial cortex

2018 ◽  
Vol 115 (31) ◽  
pp. 8015-8018 ◽  
Author(s):  
Dun Mao ◽  
Adam R. Neumann ◽  
Jianjun Sun ◽  
Vincent Bonin ◽  
Majid H. Mohajerani ◽  
...  
Keyword(s):  
Population Dynamics ◽  
Spatial Learning ◽  
Calcium Imaging ◽  
Place Cell ◽  
Retrosplenial Cortex ◽  
Population Code ◽  
Spatial Activity ◽  
Cellular Calcium ◽  
Hippocampal Lesions ◽  
Over Time

Retrosplenial cortex (RSC) is involved in visuospatial integration and spatial learning, and RSC neurons exhibit discrete, place cell-like sequential activity that resembles the population code of space in hippocampus. To investigate the origins and population dynamics of this activity, we combined longitudinal cellular calcium imaging of dysgranular RSC neurons in mice with excitotoxic hippocampal lesions. We tracked the emergence and stability of RSC spatial activity over consecutive imaging sessions. Overall, spatial activity in RSC was experience-dependent, emerging gradually over time, but, as seen in the hippocampus, the spatial code changed dynamically across days. Bilateral but not unilateral hippocampal lesions impeded the development of spatial activity in RSC. Thus, the emergence of spatial activity in RSC, a major recipient of hippocampal information, depends critically on an intact hippocampus; the indirect connections between the dysgranular RSC and the hippocampus further indicate that hippocampus may exert such influences polysynaptically within neocortex.

Becoming Tech Experts

2011 ◽  
pp. 225-240
Author(s):  
Catherine Schifter
Keyword(s):  
Elementary School ◽  
Middle Schools ◽  
Social Studies ◽  
Sixth Graders ◽  
School Experiences ◽  
The Other ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Grade Classroom ◽  
Mathematics And Science

As with fifth and sixth grades, the seventh grade classroom depends on whether the school is an elementary school or middle school. In many Kindergarten through eighth grade schools in Philadelphia, seventh graders have two different teachers rather than only one as with sixth graders. One teacher concentrates on literacy and social studies, while the other teacher takes on mathematics and science. These students cycle between two different classrooms. In contrast, students in middle schools may have a homeroom teacher, but they cycle through a number of different classrooms and teachers for each subject. Their school experiences are much different from those of students who only travel between two classrooms.

Longitudinal outcomes associated with significant other responses to chronic fatigue and pain

2017 ◽  
Vol 25 (5) ◽  
pp. 692-702
Author(s):  
Karen B Schmaling ◽  
Jessica L Fales ◽  
Sterling McPherson
Keyword(s):  
Mental Health ◽  
Theoretical Models ◽  
Significant Others ◽  
Chronic Fatigue ◽  
Future Research ◽  
Significant Other ◽  
Physical And Mental Health ◽  
Longitudinal Outcomes ◽  
Over Time

This study investigated significant others’ behavior associated with fatigue, pain, and mental health outcomes among 68 individuals with chronic fatigue (43% also had fibromyalgia) over 18 months. More negative significant others’ responses were associated with more pain, poorer physical and mental health, and more fatigue-related symptoms over time. More fibromyalgia tender points covaried with more solicitous significant others’ responses over time. Better mental health covaried with more distracting significant others’ responses over time. The results are discussed in terms of theoretical models of the role of perceived significant others’ responses on patient outcomes and recommendations for future research.

Seventh Graders’ Direct Experience with, and Feelings toward, Amphibians and Some Other Nonhuman Animals

2011 ◽  
Vol 19 (3) ◽  
pp. 225-247 ◽  
Author(s):  
Iztok Tomažič
Keyword(s):  
Factor Analysis ◽  
Animal Species ◽  
Companion Animals ◽  
The Other ◽  
Self Report ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Direct Experience ◽  
Time To Build ◽  
Nonhuman Animals

AbstractThis study investigated how seventh-grade students (11-12 years old) rate their fear of, and disgust toward, amphibians in comparison to some other nonhuman animal species. For the purpose of evaluating these variables, a questionnaire with open-ended and self-report questions was used. The study found that direct experience of animals significantly affects students’ self-reported fear and disgust ratings. Boys generally reported less fear and disgust toward animals than girls. With regard to amphibians, students expressed relatively high disgust, but low fear. There were no differences in disgust ratings between boys and girls. Also, a majority of students reported having no direct experience of amphibians, and their attitudes hovered between negative and neutral. Factor analysis placed amphibians in a category of disgust-relevant animals. The other two categories that emerged were interpreted as fear-relevant animals and companion animals. The study concluded that education should place greater importance on allowing students to experience a variety of different animal species directly in order to foster positive change in their feelings and attitudes toward them, and at the same time to build on their understanding of animals.

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