Joe L Byers
Biographic Data
| ID | 1603698 |
|---|---|
| NAME | Joe L Byers |
| GIVEN NAMES | Joe L |
| FAMILY NAME | Byers |
| SIGNATURE | BYERS J L |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1963 |
| LATEST PUBLICATION YEAR | 1988 |
| H-INDEX | 1 |
Teacher Beliefs and the Cultures of Teaching
Beliefs about teaching, or orientations to teaching, of students in undergraduate teacher preparation programs at Michigan State University (MSU) and experienced classroom teachers are described and contrasted. Brousseau, Book, and Byers suggest that the effects of the "teaching culture" in shaping a teacher's educational beliefs are pervasive enough to span school settings (i.e., urban, suburban, and rural) and to minimize differences between be…
An Attributional Analysis of Teachers’ Affective Reactions to Student Success and Failure
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that t…
An Attributional Analysis of Teachers' Affective Reactions to Student Success and Failure
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that t…
Student Expectations and Teacher Education Traditions with Which We Can and Cannot Live
Effect of Test Items and Degree of Similarity upon Interference in Learning from Prose Materials
An experiment was performed to assess the effect of retroactive interference upon learning from prose materials. A test-no test variable was incorporated into a 2 × 2 design along with two levels of organizational similarity. Immediate and delayed tests were used to measure the retention of information stated directly in the passage and that which was based upon inference. Including the test after the original learning passage significantly affec…
A Note on the Calculation of Strategies in Concept Attainment
Since the publication of A Study of Thinking (1956), in which it is noted that strategies play a significant role in concept attainment (CA), there has been some attention given to various methods of calculating CA strategies (Byers, 1963).2 This paper reports a comparison of two slightly different methods of determining selection strategies that are appropriate for use with conjunctive concepts. The CA task may be briefly described as follows. T…
An Apparatus for Concept Attainment Research
A description of an instrument designed to facilitate concept attainment research. The Concept Attainment Device (CAD) was built to reduce several sources of E error in concept attainment experiments. S is presented with a 64 stimulus-position board. Associated with each of these positions are two response-key-feedback-lights. S's card choices are displayed on E's console in a decimal read-out. S's hypotheses are automatically checked for accurac…
Rate of Information Acquisition in Concept Attainment
Fifty-two Ss solved six conjunctive concept attainment problems. All problems had 2 relevant and 5 irrelevant attributes which were presented in a 6 by 6 random replicated Latin square design. All stimulus cards were continuously in S's view. Each stimulus card choice of S was recorded. From the protocols of S's card choices a record was made of the rate at which information about the concept became available. It was found that S's potential acqu…
Strategies and Learning Set in Concept Attainment
Thirty-six Ss solved six concept attainment problems. An objective rational procedure was developed for identifying the strategies that Ss employ in concept attainment tasks. Total-card-choices and time-to-criterion were found to show evidence of learning set. Further, it was found that Ss by and large utilized low risk strategies quite consistently, and when they did change them, the direction of change was from risky to less risky. There was al…
Student Expectations and Teacher Education Traditions with Which We Can and Cannot Live
An Attributional Analysis of Teachers’ Affective Reactions to Student Success and Failure
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that t…
Strategies and Learning Set in Concept Attainment
Thirty-six Ss solved six concept attainment problems. An objective rational procedure was developed for identifying the strategies that Ss employ in concept attainment tasks. Total-card-choices and time-to-criterion were found to show evidence of learning set. Further, it was found that Ss by and large utilized low risk strategies quite consistently, and when they did change them, the direction of change was from risky to less risky. There was al…
An Apparatus for Concept Attainment Research
A description of an instrument designed to facilitate concept attainment research. The Concept Attainment Device (CAD) was built to reduce several sources of E error in concept attainment experiments. S is presented with a 64 stimulus-position board. Associated with each of these positions are two response-key-feedback-lights. S's card choices are displayed on E's console in a decimal read-out. S's hypotheses are automatically checked for accurac…
Rate of Information Acquisition in Concept Attainment
Fifty-two Ss solved six conjunctive concept attainment problems. All problems had 2 relevant and 5 irrelevant attributes which were presented in a 6 by 6 random replicated Latin square design. All stimulus cards were continuously in S's view. Each stimulus card choice of S was recorded. From the protocols of S's card choices a record was made of the rate at which information about the concept became available. It was found that S's potential acqu…
A Note on the Calculation of Strategies in Concept Attainment
Since the publication of A Study of Thinking (1956), in which it is noted that strategies play a significant role in concept attainment (CA), there has been some attention given to various methods of calculating CA strategies (Byers, 1963).2 This paper reports a comparison of two slightly different methods of determining selection strategies that are appropriate for use with conjunctive concepts. The CA task may be briefly described as follows. T…
Effect of Test Items and Degree of Similarity upon Interference in Learning from Prose Materials
An experiment was performed to assess the effect of retroactive interference upon learning from prose materials. A test-no test variable was incorporated into a 2 × 2 design along with two levels of organizational similarity. Immediate and delayed tests were used to measure the retention of information stated directly in the passage and that which was based upon inference. Including the test after the original learning passage significantly affec…
An Attributional Analysis of Teachers’ Affective Reactions to Student Success and Failure
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that t…
An Attributional Analysis of Teachers' Affective Reactions to Student Success and Failure
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that t…
Student Expectations and Teacher Education Traditions with Which We Can and Cannot Live
Teacher Beliefs and the Cultures of Teaching
Beliefs about teaching, or orientations to teaching, of students in undergraduate teacher preparation programs at Michigan State University (MSU) and experienced classroom teachers are described and contrasted. Brousseau, Book, and Byers suggest that the effects of the "teaching culture" in shaping a teacher's educational beliefs are pervasive enough to span school settings (i.e., urban, suburban, and rural) and to minimize differences between be…
Psychology (9 works) · Mathematics education (5 works) · Social Psychology (5 works) · Social Psychology (5 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Academic achievement (2 works) · Advanced Text Analysis Techniques (2 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works)