Behavior Of School Children Research Articles

Radiation and Decline of Scholastic Aptitude Scores

Recent research suggests children born after nuclear testing began could have encountered genetic damage which might partially explain the decline in Scholastic Aptitude Test (SAT) scores witnessed since the 1960s (6). Continued nuclear testing allegedly could have produced an accumulation of damage to the gametes of parents, resulting in the continued drop in scores (2). In the wake of revelations concerning possible delayed physiological effecrs of nuclear radiacion on persons proximal to bomb test sites or Three Mile Island, such speculation appears more plausible than it once might have. It may also make sense, however, to examine the effects of a different, and possibly more prevalent, form of radiation-the electromagnetic radiation emitted by sets. Perhaps not coincidentally, the successive cohorts of children born into the television generation and a culrure increasingly preoccupied with have produced the initial and continued decline in SAT scores. Moreover, the advent of basically fits the five conditions which would have to exist to allow for a widespread ecological underlying the decline in scores (1). Those concerned with the SAT controversy have implicated only on the grounds that it allegedly produces effects such as passivity, shortened attention spans, or alienation from the print media. However, could prolonged and frequent exposure to TV radiation contribute to additional behavioral and psychologic~l changes and. ultimately, the decline in aptitude test scores? In one study, 30 children with unexplained symptoms of nervousness and fatigue received rapid and dramatic relief when physicians ordered them to abstain from their excessive television-viewing habits (4). Ott (5), concerned that possible radiation problems were never considered by the children's physicians, exposed plants and animals to TV radiation. Plants exhibited excessive vine and leaf growth and laboratory rats showed stimulated abnormal activities and then became exceedingly lethargic. Findings from other research (3) strongly suggest that hyperactive behavior in school children might be decreased by shielding the radiation from fluorescent lights in school classrooms. Additional evidence on the effects of electromagnetic radiation in the radio frequency wavelengrhs has been reviewed elsewhere (3, 5). The effect of radiation on scholastic aptitude remains unknown' bta appears to be as plausible a factor as genetic damage from nuclear test radiation. Of primary concern here, then, is the possible insidious effect of and light radiation on humans.

Issues, Strategies, and Perspectives in the Management of Disruptive Child Behavior in the Classroom

This paper focuses upon disruptive child behavior in the classroom. The goals of the paper are twofold: (a) to communicate knowledge and information regarding the dynamics of disruptive child behavior, and (b) to present practical, cost-effective behavior management strategies that teachers can use in remediating such behavior. Initially, the paper addresses the apparent trend toward an increase in both the frequency and the severity of child behavior problems occurring in the school setting. Possible reasons for this trend are presented, and our capacity as educators to respond to the challenge presented by it is discussed. In this section of the paper, factors relating to limitations in the educational setting which prevent or constrain the application of systematic behavior management procedures in the remediation of child behavior problems are also discussed. The main body of the paper deals with the following issues: (a) characteristics of disruptive child behavior in school; (b) teacher attempts to cope with disruptive child behavior; (c) strategies for remedying behavior problems in the classroom; (d) procedures for building in durability and generalization of treatment gains; and (e) limitations and ethical issues associated with the use of behavior management procedures. Behavior management procedures and strategies are presented in such a way, it is hoped, as to maximize their usage by classroom teachers. Considerable attention is given to the issues of practicality and cost-effectiveness in their application. The procedures presented and discussed are applicable in both regular and special classroom settings.

Comment on TV Ads

The findings of the effects of television advertisements on the health beliefs and behaviors of school children reported in the March issue1 have led the authors of the article to design a classroom exercise in which commercials pertaining to health are critically analyzed and students are trained in decision-making. I suggest an additional course of action. In January 1973, on the television program The Advocates, Nicholas Johnson, until recently a commissioner of the Federal Communications Commission, and I took the pro position on the topic "Should Drug Advertisements Be Banned From TV?" My basic argument was that any commercial advertisememit on a health matter is inherently misleading.

Modification of dominant behavior in school children: an attempted replication.

The two purposes of this study were to determine the differential effectiveness of four combinations of reward and punishment on interpersonal dominant behavior and to see if any modification of responding would still be in evidence after an interval of 1 wk. 100 third and fourth graders, combined in dyads, were randomly assigned to 5 treatment groups: reward-punishment, nonreward-punishment, reward-nonreward, intrinsic reward-nonreward, and control. There were 3 experimental phases: preconditioning, conditioning, and extinction, each phase utilizing a 7-number roulette wheel as the task. Over 50 conditioning trials there was a significant increase in dominant responding by nondominant members, but none of the treatment groups was effective in bringing about this increase. The effects of conditioning were not in evidence 1 wk. later.

The nature of school anxiety and its relationship to children's school behavior

The nature of school anxiety and its relationship to children's school behavior

Inconsequential behaviour in school children.

Inconsequential behaviour in school children.

Modification of dominant behavior in school children.

Modification of dominant behavior in school children.

Drawing Teachers into Scientific Work in Pedagogy

The question of joint work by the Department of Pedagogy of the Crimea Teacher Training Institute and school teachers first arose in 1949 when a postgraduate course in pedagogy was established in the Institute. This work attained its greatest scope in the mid-fifties when the graduate students and the Department staff went into the schools in order to organize experimental work jointly with the teachers. They worked on such problems as the following: unity of pedagogical influence in the ethical upbringing of children (T. P. Danilova); formation of communist moral convictions in schoolchildren (P. I. Shakun); formation of the moral behavior of schoolchildren (L. P. Filippova); public opinion in the student body and its influence on the moral consciousness and behavior of schoolchildren (L. S. Ul'ianitskaia); joint work of the family and the school in the moral upbringing of children (V. R. Bravkova); encouragement and punishment in the moral upbringing of schoolchildren (V. V. Strubitskii); Komsomol stude...

Factors behind the Behavior of Children in School

Factors behind the Behavior of Children in School

The relation of intelligence to behavior in school children

The purpose of this study is to determine the relation between intelligence and behavior in school children. Behavior in this study is considered from the viewpoint of the teacher and throughout this discussion refers to those forms of responses conducive or non-conducive to desirable schoolroom procedure. The shy, timid, withdrawing types of behavior were not considered in this study. In most cases the personality traits or characteristics considered in selecting the problem children may be classified as the attacking types of behavior, such as lying, stealing, cheating, whispering, fighting, bullying, impudence, defiance of authority, truancy, or disobedience. The well-adjusted children were selected on the basis of personality traits such as honesty, obedience, punctuality, reliability, trustworthiness, preparation of assignments, active participation in class work, congeniality, politeness, leadership, and so forth.

Review of A scale for evaluating the school behavior of children ten to fifteen.

Review of A scale for evaluating the school behavior of children ten to fifteen.