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The modality effect is a term used in experimental psychology, most often in the fields dealing with memory and learning, to refer to how learner performance depends on the presentation mode of studied items.
In criminology, differential association is a theory developed by Edwin Sutherland proposing that through interaction with others, individuals learn the values, attitudes, techniques, and motives for criminal behavior. The differential association theory is the most talked about of the learning theories of deviance.
Positive criminology [1] is based on the perspective that integration and positive life influences that help individuals develop personally and socially will lead to a reduced risk of criminal behavior and better recovery of offenders.
Mode effect is a broad term referring to a phenomenon where a particular survey administration mode causes different data to be collected. For example, when asking a question using two different modes ( e.g. paper and telephone), responses to one mode may be significantly and substantially different from responses given in the other mode.
These and other new theories care less about theories per se than about the knowledge they represent, focusing on interactive, reciprocal, dialectical, or codetermination causality, challenging whether there is a correct ordering of causal variables or whether the relations are constant over time. (see also Messerschmidt (1997) which examines ...
Several experiments use individuals with antisocial parents who have been adopted and raised by other people. Consistently, however, antisocial behavior prevails in the child despite the deviant, biological parents being absent. [3] One such experiment used individuals whose biological parents exhibited criminal behavior and who were adopted.
Historically, questions regarding the functional architecture of the mind have been divided into two different theories of the nature of the faculties. The first can be characterized as a horizontal view because it refers to mental processes as if they are interactions between faculties such as memory, imagination, judgement, and perception, which are not domain specific (e.g., a judgement ...
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.