Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavioral-genetic analysis [0.03%]
美国、澳大利亚和斯堪的纳维亚国家对早期读写能力教学的反应：行为遗传分析
Stefan Samuelsson,Brian Byrne,Richard K Olson et al.
Stefan Samuelsson et al.
Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to geneti...
How Parents Influence School Grades: Hints from a Sample of Adoptive and Biological Families [0.03%]
父母如何影响学生成绩：来自收养家庭和生物家庭的启示
Wendy Johnson,Matt McGue,William G Iacono
Wendy Johnson
Using the biological and adoptive families in the Minnesota-based Sibling Interaction and Behavior Study, we investigated the associations among genetic and environmental influences on IQ, parenting, parental expectations for offspring educ...
Agreement among response to intervention criteria for identifying responder status [0.03%]
响应于干预识别应答者状态的标准的一致性
Amy E Barth,Karla K Stuebing,Jason L Anthony et al.
Amy E Barth et al.
In order to better understand the extent to which operationalizations of response to intervention (RTI) overlap and agree in identifying adequate and inadequate responders, an existing database of 399 first grade students was evaluated in r...
How Is Knowledge Generated About Memory Encoding Strategy Effectiveness? [0.03%]
关于记忆编码策略有效性的知识是如何产生的？
Christopher Hertzog,Jodi Price,John Dunlosky
Christopher Hertzog
This study evaluated how people learn about encoding strategy effectiveness in an associative memory task. Individuals studied two lists of paired associates under instructions to use either a normatively effective strategy (interactive ima...