Using Video Interaction Guidance to Develop Intrapersonal and Interpersonal Skills in Professional Training for Educational Psychologists

Autor/inn/en	Hayes, Ben; Dewey, Jessica; Sancho, Michelle
Titel	Using Video Interaction Guidance to Develop Intrapersonal and Interpersonal Skills in Professional Training for Educational Psychologists
Quelle	In: International Journal of Teaching and Learning in Higher Education, 26 (2014) 3, S.436-444 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Educational Psychology; Psychologists; Counselor Training; Teaching Methods; Reading Comprehension; Reading Rate; Recall (Psychology); Transfer of Training; Video Technology; Interpersonal Competence; Guidance; Course Evaluation; Student Attitudes; Higher Education; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Reading readiness; Reading speed; Lesegeschwindigkeit; Abberufung; Training; Transfer; Ausbildung; Interpersonale Kompetenz; Beratung; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland
Abstract	In this study we assessed the effects of paragraph length on the reading speed and comprehension of students. Students were randomly assigned to one of three groups: short paragraph length (SPL), medium paragraph length (MPL), or long paragraph length (LPL). Students read a 1423 word text on a computer screen formatted to align with their group designation, followed by assessments of content recall, application, and transfer. Results indicate that paragraph length has a significant effect on content application and transfer, but not on content recall. These results are interpreted within the current literature on text comprehension and computer screen eye fatigue. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01