San Diego State University

About: San Diego State University is a education organization based out in San Diego, California, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 12418 authors who have published 27950 publications receiving 1192375 citations. The organization is also known as: SDSU & San Diego State College.

How Design Experiments Can Inform a Rethinking of Transfer andViceVersa

Abstract: Limitations with current approaches to the investigation of the transfer of learning in design experiments constrain the type of information that is available to researchers as they make design decisions. This article addresses these limitations by presenting a reconceptualization of transfer, called actor-oriented transfer, which emerged from design experiment work. The merits of this alternative model are considered in terms of the information it provides to design experimenters.

Scores on the MacArthur Communicative Development Inventory of children from lowand middle-income families

Abstract: This study compared the language skills in a group of very low-income toddlers with those of a middle-income sample matched on age and sex. The assessment instrument was the MacArthur Communicative Development Inventory (CDI) for toddlers, a parent report form. The scores for the low-income group were strikingly lower on the three key indices evaluated: size of expressive vocabulary, age of appearance of word combinations, and complexity of utterances. The entire lowincome distribution was shifted about 30% toward the lower end of the middle-income distribution for both productive vocabulary and grammatical development. The magnitude of these income/ social class effects was larger than reported in most prior reports for children in this age range. This finding underscores the cautionary note issued by the CDI developers, which states that the published CDI norms, based on a middle-class sample, may not be directly applicable to low-income samples.

A Catalog of CH 3 OH 7 0 -6 1 A + Maser Sources in Massive Star-forming Regions

Abstract: We present a Very Large Array survey of 44 massive star-forming regions in the 44 GHz 70-61 A+ methanol transition; 37 fields showed maser emission. Thirty-one sources were also observed in the 23 GHz 92-101 A+ methanol line; two fields showed maser emission. Although the 44 GHz line is a class I maser, we find a large number of these masers in relatively close association with H II regions and water masers. Several sources show strong evidence for a correlation between 44 GHz masers and shocked molecular gas, supporting the interpretation that molecular outflows may give rise to class I maser emission. We provide maser positions with arcsecond accuracy that not only locate the masers with respect to other star formation phenomena, but also provide, for the stronger masers, phase referencing sources that can be used to calibrate future 7 mm (44 GHz) observations of these regions.

Gender Differences in Domain-Specific Self-Esteem: A Meta-Analysis:

Abstract: This meta-analysis examines gender differences in 10 specific domains of self-esteem across 115 studies, including 428 effect sizes and 32,486 individuals. In a mixed-effects analysis, men scored s...

On the Relation between Social Information Processing and Socially Competent Behavior in Early School‐Aged Children

Abstract: This article tested the hypotheses that (1) children's behavioral competence is a function of patterns of social information processing; (2) processing correlates of behavior occur at each of 5 steps of processing within each of 3 social situations; (3) measures at each step uniquely increment each other in predicting behavior; (4) the relation between processing and behavior is stronger within than across domains; and (5) processing patterns are more sophisticated among older than younger children and the processing-behavior relation is stronger among older than younger children. Videorecorded stimuli were used to assess processing patterns (encoding, interpretational errors and bias, response generation, response evaluation, and enactment skill) in 3 domains (peer group entry, response to provocation, and response to authority directive) in 259 first-, second-, and third-grade boys and girls (ages 6-9 years). Ratings of behavioral competence in each domain were made by peers and teachers. Findings generally supported hypotheses, with the magnitude of relations being modest.