WorldCat Identities

Bierly, Margaret M.

Overview
Works: 14 works in 39 publications in 1 language and 148 library holdings
Genres: Programmed instructional materials 
Roles: Author
Publication Timeline
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Most widely held works by Margaret M Bierly
Educational psychology by N. L Gage( Book )

19 editions published between 1975 and 1998 in English and Undetermined and held by 98 WorldCat member libraries worldwide

Educational psychology : study guide by N. L Gage( Book )

1 edition published in 1988 in English and held by 14 WorldCat member libraries worldwide

Educational psychology. Instructor's manual by Margaret M Bierly( Book )

4 editions published in 1984 in English and held by 9 WorldCat member libraries worldwide

Instructor's manual educational psychology by Margaret M Bierly( Book )

3 editions published in 1984 in English and held by 8 WorldCat member libraries worldwide

Educational psychology, fifth edition, N.L. Gage, David C. Berliner, Study guide by Margaret M Bierly( Book )

2 editions published in 1992 in English and held by 6 WorldCat member libraries worldwide

Educational psychology (3rd ed.) : student study guide by Margaret M Bierly( Book )

1 edition published in 1984 in Undetermined and held by 4 WorldCat member libraries worldwide

The influence of a semantic constraint and phonological stress on children's comprehension of a complex syntactic structure by Margaret M Bierly( Book )

2 editions published in 1975 in English and held by 2 WorldCat member libraries worldwide

Cataloguing Teacher Training Materials in a Computerized RetrievalSystem: Separating the Baby from the Bath Water by Margaret M Bierly( Book )

1 edition published in 1974 in English and held by 1 WorldCat member library worldwide

This paper describes the efforts of the Program on Teacher Effectiveness of the Stanford Center for Research and Development in Teaching to survey and catalog available teacher training products. It is stated that the project developed from the program's own need to identify potential products which could be incorporated into the program's Systematic Teacher Training Model--a flexible training system for preservice and inservice teachers. The paper defines teacher training products and describes the identification of products. In a section on what makes up a "flexible catalog," the following categories are outlined: developers, subject matter specificity, target audience, grade level specificity, target outcomes for teachers and for students, availability, nature of the training situation, and field test results. The final section describes the uses of a computerized catalog. (Ja)
The Need for Including the Topic of Developmental Psycholinguistics inEducational Psychology Courses by Margaret M Bierly( Book )

1 edition published in 1978 in English and held by 1 WorldCat member library worldwide

Although educational psychologists are concerned with the acquisition of knowledge, particularly in the classroom, language acquisition and knowledge of language are areas slighted in their textbooks. Integration of developmental psycholinguistics into educational psychology courses should employ the recently emerging rationalist view rather than the older empiricist view. The rationalist view suggests that the human mind contains preconceptions about the nature of language, enabling persons to implicitly determine the linguistic rules of their community. This position has three major implications for teaching: (1) language differences among children do not reflect differences in cognitive ability, but rather differences in the speaker-hearer community; (2) individual differences in children's linguistic performance in classroom settings should be distinguished from their linguistic competence, and each aspect should be dealt with accordingly; and (3) teachers who have an understanding of language acquisition and knowledge can provide experiences that develop the child's metalinguistic awareness. Several practical methods for implementing each of these three aspects of psycholinguistics in the classroom are discussed. Suggested source materials and annotated bibliographies for student and instructor are appended. (Author/MHP)
Educational psychology : instructor's manual with test items by N. L Gage( Book )

1 edition published in 1984 in English and held by 1 WorldCat member library worldwide

Prejudice toward contemporary outgroups as a generalized attitude by Margaret M Bierly( Book )

1 edition published in 1982 in English and held by 1 WorldCat member library worldwide

Faculty career strategies preferred by university administrators and faculty by Kathryn E Lewis( Book )

1 edition published in 1986 in English and held by 1 WorldCat member library worldwide

A Validation of a Method of Assessing Young Children's Language Competence by Margaret M Bierly( Book )

1 edition published in 1971 in English and held by 1 WorldCat member library worldwide

Twenty children (10 from a Day Care Center and 10 from a Head Start Center) were administered a 28-item, parallel form language comprehension task. The method utilized concrete materials (I.E., puppets and other familiar objects, spoon, flower, ball) which subjects manipulated when presented with sentences of 7 different grammatical constructions. There were 2 main effects, that of sentence type (active versus passive voice) and that of different preschool groups (Head Start Center versus Day Care Center), with no significant interaction. The reliability coefficient of Form a versus Form b was significant at the .001 level. (Author)
A Developmental Study of the Influence of Semantic and PhonologicalVariables on Linguistic Comprehension by Margaret M Bierly( Book )

1 edition published in 1977 in English and held by 1 WorldCat member library worldwide

The study examined the influence of the semantic variable of contrastive gender of the pronoun, and the phonological variable of contrastive stress of the pronoun, on four- to eight-year-old children's comprehension of syntactic structures containing the nonidentity pronominal reference. Four types of items were generated: those containing syntactic information, those containing syntactic and semantic information, those containing syntactic and phonological information, and those containing syntactic, semantic, and phonological information. Multivariate analyses of variance examining differences between item types indicated that the semantic variable enhanced comprehension, while the phonological variable did not. Children can efficiently use a semantic strategy to aid comprehension at age five. (Author)
 
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Languages
English (37)