Linked Life Data

16795290

Source:http://linkedlifedata.com/resource/pubmed/id/16795290

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
2
pubmed:dateCreated
2010-6-29
pubmed:abstractText
The major dependent variable was the rate at which first and second-grade students printed or wrote daily copying assignments. Data were also taken on the percentage of letters scored as errors according to a set of scoring criteria. Initially, these data were collected during a baseline condition in which each child returned to his seat as soon as his completed work had been scored, to wait for the rest of the class to finish their assignments. When the children were allowed to go to a playroom after their papers had been scored, there was a reliable increase in the mean printing or writing rates. Subsequent introductions of the baseline and playroom conditions replicated the relative effectiveness of access to the playroom to produce higher work rates. Finally, the total amount of time allowed for children to complete their assignments and then play was progressively reduced from 50 to 35 minutes. A progressive increase in work rates was correlated with these changes. Throughout the experiment, there was considerable variability in the mean number of letters scored as errors but there was a clear trend towards fewer errors.
pubmed:commentsCorrections
pubmed:language
eng
pubmed:journal
pubmed:status
PubMed-not-MEDLINE
pubmed:issn
0021-8855
pubmed:author
pubmed:issnType
Print
pubmed:volume
4
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
77-87
pubmed:dateRevised
2010-9-15
pubmed:year
1971
pubmed:articleTitle
The effects of access to a playroom on the rate and quality of printing and writing of first and second-grade students.
pubmed:affiliation
Southern Illinois University.
pubmed:publicationType
Journal Article