Jeanne Ormrod - Academia.edu (original) (raw)

Papers by Jeanne Ormrod

Supreme Court Practice Tenth Edition Bloomberg Law April 20th, 2019 Description Now in its Tenth ... more Supreme Court Practice Tenth Edition Bloomberg Law April 20th, 2019 Description Now in its Tenth Edition Supreme Court Practice is written with the benefit of the authors’ first hand knowledge and experience and provides comprehensive analysis of the Supreme Court The treatise offers up to date guidance on every aspect of practice before the Court under its newly revised 2013 Rules—from the most fundamental to the most obscure

The Journal of geography, May 1, 1995

... Title: Effectiveness of Teaching Pedagogical Content Knowledge through Summer Geography Insti... more ... Title: Effectiveness of Teaching Pedagogical Content Knowledge through Summer Geography Institutes. ... Finds that participants not only made substantive changes in how they taught geography, but also ... Education Level: Elementary Secondary Education; Higher Education. ...

Journal of Teacher Education, 1996

Roeper Review, Sep 1, 1983

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...

Perceptual and Motor Skills, Apr 1, 1989

Students at three grade levels (Grades 314, Grades 718, and undergraduates) were pretested to ide... more Students at three grade levels (Grades 314, Grades 718, and undergraduates) were pretested to identify 10 words each student could not spell. The students were then asked to "think aloud" as they studled the words; their utterances were tape-recorded and later transcribed. Imme&ately after the study session, students were given a posttest over the 10 studied words. Analyses of the smdy session protocols indicated that: (1) The amount of study time was not positively correlated with posttest spelling scores. (2) The two most commonly used study strategies, word pronunciation and letter rehearsal, accounted for the majority of the thinkaloud utterances but were not positively correlated with posttest scores. (3) Overpronunciation, in which words were overenunciated or mispronounced in a way that more closely matched the word's spelling than normal pronunciation, was correlated .51 with posttest scores for the undergraduates, the only group who used this strategy with any frequency. (4) While overpronunciation (an effective strategy) was more frequently observed for older students, letter rehearsal (an ineffective strategy) was observed more often for younger students. Implications for spelling theory and educational practice are discussed.

Gifted Child Quarterly, Jul 1, 1982

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - display, print, save, export, and email selected records - get My List count - save record to My List - get references ...

Chapter 1 Introduction to Educational Psychology Chapter 2 Learning, Cognition, and Memory Chapte... more Chapter 1 Introduction to Educational Psychology Chapter 2 Learning, Cognition, and Memory Chapter 3 Learning in Context Chapter 4 Higher-Level Cognitive Processes Chapter 5 Cognitive Development Chapter 6 Motivation and Affect Chapter 7 Personal and Social Development Chapter 8 Instructional Strategies Chapter 9 Classroom Management Strategies Chapter 10 Assessment Appendix A Answers to Praxis Practice Exercises Appendix B Interpreting Standardized Test Scores Glossary References

Perceptual and Motor Skills, Oct 1, 1986

students were given a computer-assisted instruction lesson in psychology. The lesson required the... more students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3-to 6day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-withpractice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

Psychological Reports, Oct 1, 1990

The effects of overlearning (practice beyond mastery) and speeded practice in spelling instructio... more The effects of overlearning (practice beyond mastery) and speeded practice in spelling instruction were examined in a sample of 93 undergraduates. Spelling instruction that included speeded practice during overlearning trials facilitated spelling performance on both immediate and 3-wk. delayed posttests.

Perceptual and Motor Skills, Aug 1, 1985

Concerns are raised regarding the samples used in studies of learning disabled children. In this ... more Concerns are raised regarding the samples used in studies of learning disabled children. In this study, subjects were 56 high school students; 10 exhibited perceptual or processing difficulties (“learning disabled”), 15 performed poorly on reading achievement tests (“low readers”), and 31 showed no scholastic problems (“nondisabled”). Scores of the three groups were compared on nine memory tasks involving either auditory or visual input and encompassing a wide variety of content (digits, pictures, related and unrelated words, paired-associates, or sentences). The nondisabled group performed significantly better than the learning disabled group on all but one of the tasks. The low readers' performance was similar to that of the learning disabled group for some tasks, but significantly different on other tasks, most notably on tasks involving visual factors. Implications for research with learning disabled populations are discussed.

Perceptual and Motor Skills, Aug 1, 1985

Colorado Summary.-Two free-recall tasks, one utilizing words and the other utilizing pictures, we... more Colorado Summary.-Two free-recall tasks, one utilizing words and the other utilizing pictures, were presented to 15 male and 18 female high school students. While no significant sex differences were observed for total recall on either task, boys exhibited significantly greater semantic clustering in their order of recall for both tasks. In the recall of words, girls showed a significantly greater tendency to retain presentation order than did boys; however, this difference did not exist for picture recall. Inconsistencies between these results and those of other studies may be explained by the age differences in the sample: the present study involved adolescents while previous studies involved younger children.

Perceptual and Motor Skills, Oct 1, 1990

Two studies examined the speed with which good spellers and poor spellers spell easy and difficul... more Two studies examined the speed with which good spellers and poor spellers spell easy and difficult words. At both the elementary school (Grades 3 and 4) and undergraduate levels, good spellers spelled words more quickly than poor spellers. This difference appeared even for very easy words that all subjects could spell. Implications for the importance of automaticity in spelling competence are discussed.

Perceptual and Motor Skills, Aug 1, 1985

The role of visual memory in learning to spell words was investigated through a matching task on ... more The role of visual memory in learning to spell words was investigated through a matching task on which one nonsense word was presented, then a second word identical in spelling or differing in one letter was presented. Ten pairs of 9th and 10th-grade students, matched for intelligence and sex but of different spelling ability, were asked to indicate whether word pairs were spelled the same or differently. The two words of a pair were either the same or different in print size or letter case. Significant effects were obtained for spelling ability, print size (same or different), and letter case (same or different), and the interaction of size × case, providing evidence for the use of visual memory by both good and poor spellers in learning to spell words. Good spellers were equally able to identify matched and mismatched pairs, while poor spellers showed greater difficulty in identifying mismatches than matches, supporting Frith's (1980) “partial cues” explanation of poor spelling performance.

Supreme Court Practice Tenth Edition Bloomberg Law April 20th, 2019 Description Now in its Tenth ... more Supreme Court Practice Tenth Edition Bloomberg Law April 20th, 2019 Description Now in its Tenth Edition Supreme Court Practice is written with the benefit of the authors’ first hand knowledge and experience and provides comprehensive analysis of the Supreme Court The treatise offers up to date guidance on every aspect of practice before the Court under its newly revised 2013 Rules—from the most fundamental to the most obscure

The Journal of geography, May 1, 1995

... Title: Effectiveness of Teaching Pedagogical Content Knowledge through Summer Geography Insti... more ... Title: Effectiveness of Teaching Pedagogical Content Knowledge through Summer Geography Institutes. ... Finds that participants not only made substantive changes in how they taught geography, but also ... Education Level: Elementary Secondary Education; Higher Education. ...

Journal of Teacher Education, 1996

Roeper Review, Sep 1, 1983

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...

Perceptual and Motor Skills, Apr 1, 1989

Students at three grade levels (Grades 314, Grades 718, and undergraduates) were pretested to ide... more Students at three grade levels (Grades 314, Grades 718, and undergraduates) were pretested to identify 10 words each student could not spell. The students were then asked to "think aloud" as they studled the words; their utterances were tape-recorded and later transcribed. Imme&ately after the study session, students were given a posttest over the 10 studied words. Analyses of the smdy session protocols indicated that: (1) The amount of study time was not positively correlated with posttest spelling scores. (2) The two most commonly used study strategies, word pronunciation and letter rehearsal, accounted for the majority of the thinkaloud utterances but were not positively correlated with posttest scores. (3) Overpronunciation, in which words were overenunciated or mispronounced in a way that more closely matched the word's spelling than normal pronunciation, was correlated .51 with posttest scores for the undergraduates, the only group who used this strategy with any frequency. (4) While overpronunciation (an effective strategy) was more frequently observed for older students, letter rehearsal (an ineffective strategy) was observed more often for younger students. Implications for spelling theory and educational practice are discussed.

Gifted Child Quarterly, Jul 1, 1982

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - display, print, save, export, and email selected records - get My List count - save record to My List - get references ...

Chapter 1 Introduction to Educational Psychology Chapter 2 Learning, Cognition, and Memory Chapte... more Chapter 1 Introduction to Educational Psychology Chapter 2 Learning, Cognition, and Memory Chapter 3 Learning in Context Chapter 4 Higher-Level Cognitive Processes Chapter 5 Cognitive Development Chapter 6 Motivation and Affect Chapter 7 Personal and Social Development Chapter 8 Instructional Strategies Chapter 9 Classroom Management Strategies Chapter 10 Assessment Appendix A Answers to Praxis Practice Exercises Appendix B Interpreting Standardized Test Scores Glossary References

Perceptual and Motor Skills, Oct 1, 1986

students were given a computer-assisted instruction lesson in psychology. The lesson required the... more students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3-to 6day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-withpractice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

Psychological Reports, Oct 1, 1990

The effects of overlearning (practice beyond mastery) and speeded practice in spelling instructio... more The effects of overlearning (practice beyond mastery) and speeded practice in spelling instruction were examined in a sample of 93 undergraduates. Spelling instruction that included speeded practice during overlearning trials facilitated spelling performance on both immediate and 3-wk. delayed posttests.

Perceptual and Motor Skills, Aug 1, 1985

Concerns are raised regarding the samples used in studies of learning disabled children. In this ... more Concerns are raised regarding the samples used in studies of learning disabled children. In this study, subjects were 56 high school students; 10 exhibited perceptual or processing difficulties (“learning disabled”), 15 performed poorly on reading achievement tests (“low readers”), and 31 showed no scholastic problems (“nondisabled”). Scores of the three groups were compared on nine memory tasks involving either auditory or visual input and encompassing a wide variety of content (digits, pictures, related and unrelated words, paired-associates, or sentences). The nondisabled group performed significantly better than the learning disabled group on all but one of the tasks. The low readers' performance was similar to that of the learning disabled group for some tasks, but significantly different on other tasks, most notably on tasks involving visual factors. Implications for research with learning disabled populations are discussed.

Perceptual and Motor Skills, Aug 1, 1985

Colorado Summary.-Two free-recall tasks, one utilizing words and the other utilizing pictures, we... more Colorado Summary.-Two free-recall tasks, one utilizing words and the other utilizing pictures, were presented to 15 male and 18 female high school students. While no significant sex differences were observed for total recall on either task, boys exhibited significantly greater semantic clustering in their order of recall for both tasks. In the recall of words, girls showed a significantly greater tendency to retain presentation order than did boys; however, this difference did not exist for picture recall. Inconsistencies between these results and those of other studies may be explained by the age differences in the sample: the present study involved adolescents while previous studies involved younger children.

Perceptual and Motor Skills, Oct 1, 1990

Two studies examined the speed with which good spellers and poor spellers spell easy and difficul... more Two studies examined the speed with which good spellers and poor spellers spell easy and difficult words. At both the elementary school (Grades 3 and 4) and undergraduate levels, good spellers spelled words more quickly than poor spellers. This difference appeared even for very easy words that all subjects could spell. Implications for the importance of automaticity in spelling competence are discussed.

Perceptual and Motor Skills, Aug 1, 1985

The role of visual memory in learning to spell words was investigated through a matching task on ... more The role of visual memory in learning to spell words was investigated through a matching task on which one nonsense word was presented, then a second word identical in spelling or differing in one letter was presented. Ten pairs of 9th and 10th-grade students, matched for intelligence and sex but of different spelling ability, were asked to indicate whether word pairs were spelled the same or differently. The two words of a pair were either the same or different in print size or letter case. Significant effects were obtained for spelling ability, print size (same or different), and letter case (same or different), and the interaction of size × case, providing evidence for the use of visual memory by both good and poor spellers in learning to spell words. Good spellers were equally able to identify matched and mismatched pairs, while poor spellers showed greater difficulty in identifying mismatches than matches, supporting Frith's (1980) “partial cues” explanation of poor spelling performance.