Biomedical subjects

R C Feldt

Publications and source records attributed to R C Feldt.

5 recordsLinked to original sources

PubMed2001

A proposed method for learning from textbooks in the primary grades: use of text structure to guide self-questioning.

A questioning strategy is proposed for teaching primary-level children about text organization or structure, such as cause-effect, comparison-contrast, and problem-solution. Once students can reliably identify different types of organization, they are taught to ask questions appropriate to each type to guide their learning. A cognitive-strategy instruction model is used as the vehicle for teaching children through modeling by a teacher, interactive discussion, and practice with corrective feedback. In addition, students are taught how to monitor the process, so responsibility is transferred from teacher to student. Some questions demand searching for answers in the text. Others are more complex, demanding integration of textual elements and use of personal knowledge for answering questions.

Child↗

PubMed1997

Examination-related feedback, mood and helping: a correlational study.

The association of mood with helping was examined. College students (N = 62) self-reported mood before and after receiving feedback (numerical score and letter grade) on an examination administered during the previous class session. Helping measures included the number of sessions in which they were willing to serve and the number of names in a list of 120 checked for spelling. Analysis indicated that examination scores were negatively correlated with negative affect (r = -.69) and positively correlated with positive affect (r = 51); however, there was no statistically significant relationship between mood and helping.

Achievement↗

PubMed1989

Effect of test expectancy on preferred study strategy use and test performance.

Among undergraduates in a carefully controlled design, 9 students who took notes studied longer than groups of 30 and 17 who did not. No differences were observed on test scores, retention interval, comprehension scores, or reading rate. Whether students expected multiple-choice or free-recall testing, strategies were similar, suggesting study oriented to rote learning.

Achievement↗

PubMed1989

Predicting nursing GPA and national council licensure examination for registered nurses (NCLEX-RN): a thorough analysis.

The study involved prediction of GPA in a nursing program and NCLEX-RN licensure score following completion of the program. The sample included 155 students who completed and 34 who failed to complete a baccalaureate nursing program for the 1984-1986 years. The best set of predictors of nursing GPA included ACT composite score, anatomy grade, and chemistry grade, R = .73. The best set of predictors of NCLEX-RN included ACT composite score, high school percentile rank, nursing GPA, and chemistry grade, R = .68. Classification of withdrawn and completing groups and also pass and fail NCLEX-RN performance via discriminant analysis provided results comparable to those of previous research; however, residual analysis indicated very large residuals for those withdrawing from the program as well as those who failed the licensure exam. An alternative to discriminant analysis for classifying students is suggested.

Achievement↗

PubMed1987

Metamemorial knowledge of good and poor readers: a developmental perspective.

Torgesen (1977b) suggested that reading-disabled children exhibit passivity in learning situations; they fail to employ strategies that enhance learning. Such passivity resembles that of young children who lack awareness of the utility of strategies that enhance cognitive efficiency in a variety of situations (e.g., listening, reading, and memory tasks). Such awareness is one aspect of metamemory, and children with reading problems may lag behind other children with regard to this aspect. Good readers (second-, third-, and fifth-graders) and poor readers (third- and fifth-graders) were interviewed to determine their level of knowledge about a number of variables that affect memory in real-life situations. Each child was asked questions concerning his or her memory ability, and then was shown pictures depicting manipulations of the variables number, time, category, and strategy, as well as two-way combinations of the four variables. Results generally failed to support the developmental lag hypothesis. Poor readers did not resemble younger children in their awareness of variables that affect memory but exhibited knowledge commensurate with that of good readers in the same grade.

Achievement↗