A theoretical and pragmatic application of paradigmatic behaviorism : screening and identification of high potential/underachievers currently in regular education

Typescript.Thesis (Ph. D.)--University of Hawaii at Manoa, 1990.Includes bibliographical references (leaves 160-174)Microfiche.xi, 174 leaves, bound ill. 29 cmThe purposes of the present investigation were (1) to provide the field of high potential/underachievers with a unified theory that is heuristic in its manner of explaining current phenomena and in anticipating potential problems, (2) to suggest a practical device for screening of the low-incidence, high potential/underachieving population with the goal of better serving these individuals, and (3) to delineate important ramifications of the present analysis. As a result of the application of a paradigmatic-behavioral approach (Staats, 1963, 1975) to the underidentification problem of high potential/underachievers, an experiment was conducted with the purpose of developing a screening strategy and device. The investigation involved comparing three groups of subjects: (1) high potential/underachievement, (2) high potential, and (3) regular education. These groups were contrasted on four psychometric measures of "achievement" based on the Stanford Achievement Test series: (1) Total Listening Comprehension, (2) Total Reading, (3) Total Language, and (4) Total Math. In addition, a discriminant analysis was conducted on the subjects with high potential/underachievement and those in regular education. The results of these analyses were consistent and supportive of the paradigmatic-behavioral predictions: (1) High potential/underachievers scored higher on the Total Listening Comprehension composite as compared to an average of the Total Reading, Total Language, and Total Math scores; the reverse relationship existed for the students who were high potential and those from regular education. (2) On the Total Listening Comprehension measure, children from regular education scored significantly lower than the high potential/underachievers and the high potential. (3) In contrast, for the average of the Total Reading, Total Language, and Total Hath scores, the high-potential group performed significantly higher than both the high-potential/underachieving and regular-education samples. (4) Overall, the high-potential group scored significantly higher than the high-potential/underachievers and the subjects from regular education. (5) Of the four Total tests, the discriminant analysis revealed that the Total Listening Comprehension composite contributed the most to predicting group affiliation. A 88% "hit rate" was obtained. The analysis concluded with the implications and advantages of unified positivism and paradigmatic behaviorism. Specific to this investigation was the development of a practical screening device. Broader ramifications were discussed

Policy Recommendations to Prevent Youth Violence and Substance Abuse and Foster Positive Youth Development among Native Hawaiian and Pacific Islander Adolescents

Native Hawaiians and other Pacific Islanders represent diverse groups with unique histories and rich cultural traditions. They also confront significant challenges in health and education, experiencing disproportionally higher rates of violence and substance abuse. Policy recommendations regarding youth delinquency, substance abuse, and positive development include: (1) application of a socio-ecological approach; (2) utilization of a positive youth development and restorative approach; (3) development of culturally based interventions; (4) the building of capacity for youth-serving organizations; (5) development and strengthening of collaborations; (6) juvenile justice reforms; and (7) encouragement of research that disaggregates ethnic groups and gives greater consideration to community perspectives

Medical Students & Wikipedia Editing: Implications for reinforcing & improving information literacy skills

PosterThis poster presents the results of a pilot study that examines the use of Wikipedia editing with first-year medical students as an intervention for reinforcing and improving information literacy skills. The study took place at the University of Hawaii at Manoa, John A. Burns School of Medicine with students from the MD class of 2022. Methods: The students learned to edit and contribute to Wikipedia over a period of three months from August to November 2018. At the conclusion of the editing experience, students were asked to respond to a retrospective pre/post survey to assess the impact of Wikipedia editing on various information literacy skills. Results: Data gathered from the survey show a statistically significant improvement in the students' perceived information literacy skills