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The effect of direct instruction in metaphor on metaphor processing skill in adults with developmental disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of direct instruction in metaphor on metaphor processing skill in adults with developmental disabilities./
作者:	Young, Jeffrey.
面頁冊數:	1 online resource (106 pages)
附註:	Source: Dissertations Abstracts International, Volume: 57-12, Section: A.
Contained By:	Dissertations Abstracts International57-12A.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9621661click for full text (PQDT)
ISBN:	9798209116196

The effect of direct instruction in metaphor on metaphor processing skill in adults with developmental disabilities.
Young, Jeffrey.

The effect of direct instruction in metaphor on metaphor processing skill in adults with developmental disabilities. - 1 online resource (106 pages)

Source: Dissertations Abstracts International, Volume: 57-12, Section: A.

Thesis (Ph.D.)--University of Southern California, 1995.

Includes bibliographical references

This study examined the effect of direct instruction in metaphor on metaphor processing skill in adults with developmental disabilities. Thirty mild to moderately developmentally disabled adults (Mean Age 33.7) were pretested using the Similarities Scale of the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Subjects were rank ordered based upon their pretest score, and then randomly assigned to either the experimental condition in which they received the direct instruction in metaphor processing or the control condition in which they received a word puzzle to complete. Posttesting was conducted using the WAIS-R Similarities Scale and the Metaphor Practice Exercise (MPE--This instrument was developed by this researcher and found to be significantly correlated with the similarities scale). Although performance for all groups improved on the similarities scale posttest due to an apparent practice effect (significant at Alpha =.05), an analysis of covariance (pretest = covariate, posttest = dependent variable) detected no significant differences between the experimental condition and the control condition for the Similarities Scale or the MPE. Thus, the hypothesis that direct instruction in metaphor will improve metaphor processing skills in adults with developmental disabilities was not supported by the research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209116196Subjects--Topical Terms:

517650
Educational psychology.
Index Terms--Genre/Form:

542853
Electronic books.

The effect of direct instruction in metaphor on metaphor processing skill in adults with developmental disabilities.
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100 1 $a Young, Jeffrey. $3 3700989
245 1 4 $a The effect of direct instruction in metaphor on metaphor processing skill in adults with developmental disabilities.
264 0 $c 1995
300 $a 1 online resource (106 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 57-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Polkinghorne, Donald.
502 $a Thesis (Ph.D.)--University of Southern California, 1995.
504 $a Includes bibliographical references
520 $a This study examined the effect of direct instruction in metaphor on metaphor processing skill in adults with developmental disabilities. Thirty mild to moderately developmentally disabled adults (Mean Age 33.7) were pretested using the Similarities Scale of the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Subjects were rank ordered based upon their pretest score, and then randomly assigned to either the experimental condition in which they received the direct instruction in metaphor processing or the control condition in which they received a word puzzle to complete. Posttesting was conducted using the WAIS-R Similarities Scale and the Metaphor Practice Exercise (MPE--This instrument was developed by this researcher and found to be significantly correlated with the similarities scale). Although performance for all groups improved on the similarities scale posttest due to an apparent practice effect (significant at Alpha =.05), an analysis of covariance (pretest = covariate, posttest = dependent variable) detected no significant differences between the experimental condition and the control condition for the Similarities Scale or the MPE. Thus, the hypothesis that direct instruction in metaphor will improve metaphor processing skills in adults with developmental disabilities was not supported by the research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 517650
650 4 $a Special education. $3 516693
650 4 $a Language. $3 643551
655 7 $a Electronic books. $2 lcsh $3 542853
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9621661 $z click for full text (PQDT)