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The perception of university students on the performance of the interpreter of libras in higher education ; A percepção de universitários sobre a atuação do intérprete de libras no ensino superior
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In: Revista Educação Especial; Revista Educação Especial, v. 30, n. 58, maio/ago. 2017; 529-540 ; 1984-686X (2017)
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| 82 |
Changing students into experimenters with simulation-based feedback
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In: The Western Conference on Science Education (2017)
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| 83 |
Bloodwater Parish
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In: ETD collection for University of Nebraska - Lincoln (2017)
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| 85 |
SIGN LANGUAGE INTERPRETERS’ USE OF HAPTIC SIGNS IN INTERPRETED MEETINGS WITH DEAFBLIND PERSONS
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In: Interpreting (2017)
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| 86 |
The Language of Schooling: A Challenge to Subject Learning
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In: Bergen Language and Linguistics Studies (BeLLS); Årg 7 (2017): Remaining Relevant – Modern Language Studies Today ; Bergen Language and Linguistics Studies; Vol 7 (2017): Remaining Relevant – Modern Language Studies Today ; 1892-2449 ; 10.15845/bells.v7i0 (2017)
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| 87 |
Paralinguistic Speech Recognition: Classifying Emotion in Speech with Deep Learning Neural Networks
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In: Senior Projects Spring 2016 (2016)
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| 88 |
Observation of $B^0_s\to\bar{D}^0 K^0_S$ and evidence for $B^0_s\to\bar{D}^{*0} K^0_S$ decays
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| 90 |
Using Wise Interventions to Motivate Deliberate Practice
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Abstract:
Deliberate practice leads to world-class excellence across domains. In the current investigation, we examined whether psychologically “wise” interventions targeting expectancies and values—stock antecedents of ordinary effortful behaviors—could motivate non-experts to engage in deliberate practice and improve their achievement. As a preliminary, we developed and validated a novel task measure of deliberate practice and confirmed its association with (a) expectancy-value beliefs and (b) achievement in the non-expert setting (Study 1). Next, across four longitudinal, randomized-controlled, field experiments, we intervened. Among lower-achievers, wise deliberate practice interventions improved math performance for fifth and sixth graders (Study 2), end-of-semester grades for undergraduates (Study 3), and end-of-quarter grades for sixth graders (Study 4); the same pattern of results emerged in end-of-quarter grades for seventh graders (Study 5). Following the intervention, expectancy-value beliefs and deliberate practice improved for one month (Study 4), but not four (Study 5). Treatment proved beneficial over and above two control conditions, one that taught standard study skills (Studies 2 and 3), and one that discussed deep interests, generalized motivation, and high achievement (Studies 4 and 5). Collectively, these findings provide preliminary support for the heretofore untested hypothesis that deliberate practice submits to the same laws that govern typical forms of effortful behavior, and that wise interventions that tap into these laws can spur short-term gains in adaptive beliefs, deliberate practice, and objectively-measured achievement.
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Keyword:
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5091297/
http://www.ncbi.nlm.nih.gov/pubmed/27762575
https://doi.org/10.1037/pspp0000074
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| 92 |
Teaching English to young learners: supporting the case for the bilingual native English speaker teacher
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| 93 |
How To Speak the Truth on Social media: An Inquiry into Post-Dialectical Information Environments
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| 95 |
Blending at Brandeis — A Classic Adventure
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In: Blended Learning in the Liberal Arts Conference (2015)
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| 98 |
The Impact of Teaming and Cognitive Style on Student Perceptions of Design Ideation Outcomes
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In: Industrial Design Conference Presentations, Posters and Proceedings (2015)
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| 100 |
On the origin of Sēwēes'i'i music ; L'origine de la musique Sēwēes'i'i
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