Papers by Patricia Haught
Preservice Teachers’ Academic Memories of School: A Tool for Learning
American Journal of Educational Research, Feb 3, 2015
American Journal of Educational Research, 2016
The current study, based in the autobiographical memory paradigm, was conducted to extend knowled... more The current study, based in the autobiographical memory paradigm, was conducted to extend knowledge of academic recollections about school subjects. Undergraduates (N=195) were directed to recall memories about Language Arts, Social Studies, Math, Science, Physical Education, and Music/Art. In contrast to prior research where reported memories of school tended to focus on social components, the present study used prompts to provide a framework that focused on academic memories. Positive and Negative Learning Experiences were reported more frequently than Positive and Negative Teacher Behaviors, Interpersonal Experiences, or Recognition. Math was the only content area where Negative Learning Experiences were most often reported. A recency effect was evident for memories of different school subjects. Extremely pleasant recollections were frequently reported in all school subjects. No gender differences were observed.
Problem-solving performance of young and older adults
This report describes a program designed to encourage minority and financially, socially, or educ... more This report describes a program designed to encourage minority and financially, socially, or educationally disadvantaged incoming, freshman students to pursue health profession career goals. Sixteen at-risk students were selected to participate in a summer intervention program in West Virginia; a control group of 16 pre-medicine or pre-dentistry subjects was used for comparison. The intervention program was a four-week residential summer program in which students received a monetary weekly allowance with all meals, room and board, and transportation provided. Subjects were pretested in biology, chemistry, mathematics, reading, writing, and study skills; individualized programs were set up based on testing results. Study halls were mandatory, and each student received social support from instructors, formal seminars, site visits, and group social activities. Intervention students completed the Learning and Study Strategies Inventory (LASSI) and the Perceptions, Expectations, Emotions...
This study examined the effects of attribution training (an intervention designed to increase mot... more This study examined the effects of attribution training (an intervention designed to increase motivation and achievement) on undergraduate students' effort and performance. The sample consisted of 93 undergraduate, freshman students enrolled in a study strategies course during the fall semester. The attribution training was varied for each student by attribution training mode (live, video, or control), time of semester (beginning or end), and gender of script reader (male or female). Other independent variables examined included gender of the participant (male or female) and ACT and SAT scores (low versus high). Change Scores (post minus pre) served as dependent variables for both GRE practice score and homework completion rate. Results indicated that attribution training increased homework completion rate when training was carried out via the live video mode of attribution training. Students also increased homework completion rate at the beginning as opposed to the end of the semester. Students did better on GRE practice scores when attribution training was carried out by a male as compared to a female presenter. This research will help guide future researchers interested in examining the effectiveness of various modes of attribution training.
Higher Education Studies, 2017
The design, development and deployment of online instruction has become standard practice. The fo... more The design, development and deployment of online instruction has become standard practice. The focus of the study was on student perceptions of course rubrics and not on the rubrics, themselves, or the instructors. In order to improve student engagement online we conducted an exploratory study of the awareness and perceptions of course rubrics. Fifty graduate students completed an online survey at the end of the semester about their awareness and perceptions of course rubrics. All students reported that they were aware that course rubrics existed. They indicated that they had learned about this information through the course syllabus, professor announcements via email and posts to LMS. Most students reported reviewing rubrics prior to submitting an assignment. One of the key findings from this study was that students see rubrics as a mechanism for scaffolding their performance, and thus, instructors need to focus more effort on designing rubrics to accomplish more than student asses...
This report describes a program designed to encourage minority and financially, socially, or educ... more This report describes a program designed to encourage minority and financially, socially, or educationally disadvantaged incoming, freshman students to pursue health profession career goals. Sixteen at-risk students were selected to participate in a summer intervention program in West Virginia; a control group of 16 pre-medicine or pre-dentistry subjects was used for comparison. The intervention program was a four-week residential summer program in which students received a monetary weekly allowance with all meals, room and board, and transportation provided. Subjects were pretested in biology, chemistry, mathematics, reading, writing, and study skills; individualized programs were set up based on testing results. Study halls were mandatory, and each student received social support from instructors, formal seminars, site visits, and group social activities. Intervention students completed the Learning and Study Strategies Inventory (LASSI) and the Perceptions, Expectations, Emotions...
Improved Learning and Study Strategies Inventory (LASSI) and Academic Performance: The Impact of Feedback on Freshmen
The purpose of the investigation was to determine the effect of extended, one-on-one feedback abo... more The purpose of the investigation was to determine the effect of extended, one-on-one feedback about the Learning and Study Strategies Inventory (LASSI) on academic performance and post-course LASSI scores. Freshman students (N = 69) in a one-semester study strategies course were given individual LASSI profiles and general feedback in a group setting; half of the students received additional individual feedback which consisted of specific suggestions for improving performance on each pre-course LASSI score below the 50th percentile. The results indicated that students who received extended, one-on-one feedback had significantly higher scores on seven post-course LASSI subscales (Attitude, Motivation, Time Management, Anxiety, Concentration, Selecting Main Ideas, and Test Strategies). These students also had (a) significantly fewer LASSI subscales under the 50th percentile on the post-course measure, (b) a higher semester grade point average at the end of the semester, and (c) a highe...
Effects of preference, prompt, and task agreement on the discrimination learning of mentally retarded adults
American journal of mental deficiency
Twenty-seven mentally retarded employees of a sheltered workshop were trained on five discriminat... more Twenty-seven mentally retarded employees of a sheltered workshop were trained on five discrimination tasks (wires, hardware, moldings, capacitors, and fasteners) using five combination of preference, prompt, and task agreement: all agree, preference different, prompt different, tasks different, and all different. The data revealed that when the learners were prompted in the dimension of the target discrimination (a) fewer errors were made, (b) training time was reduced, and (c) fewer training trials were required to reach criterion. Preference for a particular dimension (color, shape, or size, as measured by a screening test) did not significantly affect performance on the discrimination tasks. Findings were discussed in terms of the functions of prompts as feedback, reinforcement, and symbolic parts of a compound stimulus.
Moments of transfer of stimulus control in practical assembly tasks by mentally retarded adults
American journal of mental deficiency, 1982
Twenty vocational rehabilitation clients, divided into two aptitude groups, were trained to assem... more Twenty vocational rehabilitation clients, divided into two aptitude groups, were trained to assemble three different 10-part apparatuses (lawn mower engine, electric drill, and bicycle brake) using three progressive prompt delay intervals (1, 3, and 5 seconds). The experimenter modeled selection and placement of each part on Trial 1 (0-second delay). On Trial 2, the modeling prompt was delayed 1, 3, or 5 seconds. On subsequent trials, a correct response increased the delay interval while an incorrect response shortened the delay interval. The 1-second delay condition produced fewest errors, most trials with no errors, and earliest acquisition. The patterns of the "moments of transfer" (shift from prompt dependent to independent responding) were similar for the high- and low-aptitude groups.
Degrees of specificity in task analysis
American journal of mental deficiency, 1984
The effects of training identical tasks using three different degrees of task-analysis specificit... more The effects of training identical tasks using three different degrees of task-analysis specificity (long, 28 steps; medium, 14 steps; and short, 7 steps) were assessed. Mildly, moderately, and severely mentally retarded vocational rehabilitation clients were taught to assemble three apparatuses (lawn mower engine, electric drill, carburetor) in a counterbalanced design. The short task analysis resulted in most errors in training, but training time did not differ. A Level of Retardation X Treatment interaction indicated that although all subjects made more errors during training with the short task analysis, severely retarded subjects made the most errors in that condition.
Placement of prompts, length of task, and level of retardation in learning complex assembly tasks
American journal of mental deficiency, 1984
Vocational rehabilitation clients were divided into two retardation groups (mildly and moderately... more Vocational rehabilitation clients were divided into two retardation groups (mildly and moderately mentally retarded). Each subject was taught four different assembly tasks (lawn mower engine, bicycle brake, carburetor, and drill), each utilizing one of four different teaching methods (short task--preresponse prompting, long task--preresponse prompting, short task--error-correction prompting, and long task--error-correction prompting). Modeling of correct selection and placement of parts was used either before the subject's response or after an error had been made. Preresponse prompts yielded fewer errors than did error-correction prompts in training trials. Training by error-correction, however, was better than preresponse prompting for producing fewer errors on test (probe) trials for the moderately retarded subjects. Mildly retarded subjects performed equally well in both prompting conditions on test trials. Prompting conditions and level of retardation did not interact with l...
American Journal of Educational Research, 2015
Prior research in memory examined recollections of school. The current study sought to extend ear... more Prior research in memory examined recollections of school. The current study sought to extend earlier research concerning memories of school to preservice teachers. Based on prior research protocols, undergraduate teacher education majors (N=83) enrolled in an undergraduate Educational Psychology course were asked to describe teaching episodes that were related to (a) two memories of subjects in grades 1 through 12 they Plan To Teach and (b) two memories of subjects in grades 1 through 12 they Plan Not To Teach. For each description of an academic event, they indicated (a) what school subject it was, (b) what grade level, (c) how well they remembered the event, and (d) how unpleasant or pleasant the event was. Memories were more positive for the Plan To Teach subjects and more negative for the Plan Not To Teach subjects. This finding applied to both Elementary and Secondary preservice teachers who reported more pleasant memories for the subjects they Plan To Teach. More positive memories for Plan To Teach subjects were reported across the academic scoring categories of Teacher Behavior, Learning Experiences, and Recognition. Implications for the teaching of Educational Psychology and other foundation courses were discussed.
Experimental Aging Research, 2000
Longitudinal Adult Practical Problem-Solving: 1983, 1993, 2003
Educational Gerontology, 2007
A 20-year longitudinal study was conducted to examine adult performance on practical problems. Ef... more A 20-year longitudinal study was conducted to examine adult performance on practical problems. Effects of independent variables of age, education, and administration time were assessed on solutions generated and quality points earned. Younger adults generated more solutions than other adults in 1983, 1993, and 2003. Both younger and middle adults increased the number of solutions offered across the 2 decades,
Educational Gerontology, 1999
This study examined the possible relationship between scores on the Nelson-Denny Reading Test (cu... more This study examined the possible relationship between scores on the Nelson-Denny Reading Test (current forms G and H) and performance on the Medical College Admissions Test (MCAT) and the United States Medical Licensing Examination (USMLE) Step 1 examination scores. Participants were 730 medical students at a mid-Atlantic university, and for 572 of these students, MCAT scores were also available. All four Nelson-Denny Reading Test variables (Vocabulary, Comprehension, Total Score, and Reading Rate) were positively correlated with the MCAT verbal reasoning score. Nelson-Denny Vocabulary and Total Scores were positively correlated with the USMLE Step 1 score, but the Nelson-Denny Comprehension score was not significantly related to the USMLE Step 1 score. MCAT scores have been shown to be correlated with USMLE scores. Results suggest that medical schools should consider using an index of reading to predict applicants who will achieve success in medical school. (Contains 15 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the ori inal document.
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Papers by Patricia Haught