Mathematical Modeling in psychology

A classification of the tasks of human thermoregulation is proposed, which allows combining various scientific studies into one system, which takes into account environmental factors, biological feedback in the body and different properties of the constituent parts of the human thermoregulation system. The proposed multifactorial model of the human thermoregulation system is based on combining the classification of tasks represented by a group of main factors (temperature, time and the characteristic size of the system under consideration), with the classification of tasks in the studied sciences. The article discusses a number of the most significant scientific works for each area of research. Identified and systematized the most important problems for study in each of them from the point of view of heat and mass transfer and energy conversion at different levels of the description of biosystems in the human body.

This article presents results from a study of leadership coaches who worked with novice principals in a university-based induction program for a 3-year period. The qualitative case study describes how the support the coaches provided to the novice principals changed over time. The study reveals that coaches adapted their leadership coaching practice in response to the principal’s needs and shifted their coaching strategies as a result. The article concludes with a discussion of the findings in relation to existing research on leadership coaching for K-12 school leaders and offers suggestions for future research.

Abstract Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best understood in the context of its epistemic ...

This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on constructivist principles, successfully leads to the development of student teachers' understandings of technology education and technological practice within an initial teacher education programme. The paper describes the practical activity undertaken by final year students where a collaborative 'company approach' strategy is used. The data shows that while undertaking a constructivist based activity, students gain a rich understanding of theory related to technological practice and relevant links to learning in the classroom. Examples are presented of the higher level thinking obtained by the students as they participate in this ...

Teachers working with students with emotional/behavioral disorders (EBD) in elementary schools can be helped to increase use of an important behavioral strategy, behavior-specific praise statements (BSPS). Unfortunately, teachers’ behaviors return to baseline levels when researchers leave, and little is known about the use of praise on high school students. To investigate strategies to promote maintenance of behavior change, an intervention combining visual performance feedback and video self-modeling was implemented with three teachers of high school students with EBD. A multiple baseline with embedded withdrawal design demonstrated a functional relation between the intervention and increased use of BSPS; however, only one teacher continued to give BSPS when the intervention was withdrawn. Implications for practice and future research are discussed.

Children with language delays often manifest low rates of self-initiated expressive language, particularly in school settings. This pattern appears to develop as a means of coping with situations children, with mild to moderate language delays, believe they are unable to perform or may perform poorly. Interactive language training procedures are now being used to successfully increase syntactic complexity, develop morphology, and train transformational rules in language delayed/disordered children. This presentation discusses several linguistic and nonlinguistic strategies used in interactive language training which not only foster language acquisition, but are useful in increasing spontaneous language as well. An overview of these techniques is helpful for both parents and educators who now share the responsibility of language intervention with speech clinicians. As rates of self-initiated speech increase, it is more probable that improvements in the content, use and form of langua...

Based on Bandura's (1977) social learning theory, the purpose of this study is to identify the relationship of preservice teachers' perceptions of faculty modeling of computer-based technology and preservice teachers' intent of using computer-based technology in educational settings. There were ...

Forty-eight Junior High School adolescents (24 males, 24 females) were screened for unassertive school behaviour and randomly assigned to one of four groups: M — modelling only, I — instructions only, M+I — modelling and instructions, or C — control. The training groups consisted of six (45-minute) non-practice sessions, followed by three (45-minute) practice meetings. Significant improvements in self-reported assertion and in assertive behaviour for school situations was found for all training groups following practice. The emphasis on face validity for what was taught, identifying topics of considerable perceived importance and immediacy, and careful attention to contextual cues (setting and person), increased the value of cognitive components in SST with unassertive adolescents and enhanced the results. For guidance counsellors, the practical value of peer mediated versus adult mediated skills training is discussed.

A structured discourse strategy, employing child echoic imitations and adult expansion, was used to teach 5 autistic children two-term semantic relations. The 5 male preschoolers in late Stage I of linguistic development were exposed systematically to two-term semantic relations in a structured dialogue with a clinician. A combined multiple baseline and AB(A) design was used to examine the relationship between the clinician expansions and the children's subsequent spontaneous imitations and spontaneous productions. The results showed that an increase in modeling and expansion was related to an increase in the children's initial spontaneous imitations of two-term relations. Further, following the increase in spontaneous imitations, spontaneous productions of the two-term relations increased and were maintained, whereas spontaneous imitations subsequently decreased.

ABSTRACT This longitudinal study presents the communication techniques utilized by teachers interacting with four hearing impaired preschool children. Analysis of the interactions revealed that teachers relied extensively upon three techniques: label/model, extension and correction. The infrequent use of techniques such as expansion, completion, reinforcement, repetition and simple expatiation, which provide a richer language environment, is discussed. The implications of the use of linguistically restrictive techniques upon the language of young hearing impaired children are also discussed.

This study examined family rules about nutrition, exercise, and sun protection in 164 parent–young adult children dyads. Both parents and their young adult children independently reported on health rules that they perceived throughout their child's adolescent years and ...

Based on Bandura's (1977) social learning theory, the purpose of this study is to identify the relationship of preservice teachers' perceptions of faculty modeling of computer-based technology and preservice teachers' intent of using computer-based technology in educational settings. There were ...

Students learned teaching principles either with or without (control group) the presentation of a classroom exemplar in video or text format. Across 2 experiments, the video group produced higher transfer scores and affective ratings than the other groups. Four weeks later, the video group recalled more information about the exemplar than the text group, but no treatment effects were found on transfer. Qualitative analyses (Experiment 2) showed that the video group produced a significantly larger number of modeled behaviors in the transfer test than the text (immediate) and control (immediate and delayed) groups. Results encourage using classroom video exemplars to promote students ’ affect and retention, but suggest that additional pedagogies are needed to promote longer term transfer of theory into practice.