Carol Bilbrey

Transfer-appropriate processing (TAP)

Transfer-appropriate processing (TAP), as applied to implicit memory, has tended to emphasize general forms of processing (e.g.,perceptual or conceptual processing). In the present studies, the TAP principle was employed in a more specific manner in order to more precisely assess the relations between the processing engaged during first exposure and that engaged during second exposure to items. Thirteen experiments used a two-phase, cross-task design in which participants engaged in different combinations of seven specific intentional tasks between Phase 1 and Phase 2. Maximum repetition priming was found when tasks were the same in Phases 1 and 2. When Phase 1 and Phase 2 tasks differed, there were lesser, or no, repetition priming effects, depending on the particular combination of tasks. The results demonstrate the importance of the specific intentional processes engaged during repetition priming and the potential heuristic value of TAP, as a principle and methodology, for exploring the organization of memory and related process models.

Improving Mathematics Instruction for Early Childhood Teachers: Professional Development Components That Work

The purpose of this study is to critically investigate the association between preschool teachers’ mathematics instruction and their participation in a preschool mathematics intervention program in terms of 2 perspectives. First, the study examined whether preschool teachers’ participation in the preschool mathematics intervention program had significant effects on implementing mathematical activities more often and with higher quality in their classrooms. Second, within the treatment group, the study examined the effects of exposure to professional development as well as individual contributions of various professional development types on the amount and quality of mathematics activities the teachers provided for their students.

Professional Development for Preschool Teachers: Evidence for Practice

This article summarizes the findings and implications of a study examining effects of a professional development program for preschool teachers with emphasis on mathematics.