Children, Youth and Environments 03/1994; DOI: 10.2307/41515266
The majority of environmental information is presented in factual, expository text format. Although this form of text may be sufficient when learner interest is already high or when incentives are strong, environmental communicators cannot always rely on traditional text to provide citizens or students with environmental information that is comprehensible and motivating. The literature suggests that the qualities of written material that make it more interesting, particularly those qualities found in stories, could make text more meaningful and memorable to readers. This twist on written material could open significant opportunities for research and new presentation techniques for written text.
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"Reinforcements should be provided to keep positive attitudes and behaviour on track. These reinforcements could be positive peer pressure by informing potential doers how many other people are behaving positively, such as through petitions (Katzev, 1986); public recognition for action taken (via prizes, certificates, and gifts) (Monroe & DeYoung, 1994); incentives and keeping the doers informed of the positive consequences of their actions (e.g. increase in fish catch, increase in tourism arrivals, increase in environmental quality) (Day, 2002). "
[Show abstract][Hide abstract] ABSTRACT: A well structured environmental education programme should have objectives related to awareness creation, knowledge accumulation, positive attitude inculcation, problem solving skills acquisition and citizen participation. Environmental education works at both school (passive, interactive, experiential education and empowerment) and public levels (behaviour modification). Social marketing strategies include changing behaviour, overcoming behavioural barriers, and providing easy access and channels. The challenges include finance, plan effectiveness, behaviour modification, human resource needs, participating agencies and political will. The environmental message must be accessible and tailored to the existing knowledge and interests of the target audience and it must also be clear, uncomplicated and empowering.
Procedia - Social and Behavioral Sciences 12/2012; 42:144–152. DOI:10.1016/j.sbspro.2012.04.175
"Research with young children without autism spectrum disorders or other developmental disabilities shows that infants, toddlers, and older preschoolers engage in personally interesting activity   and that they find many aspects of their social and nonsocial environments situationally interesting  . Research also shows that young children with developmental disabilities exhibit both personal and situational interests [19, 32–34] and that children's interests function as a development-instigating characteristic influencing both behavioral and developmental outcomes . "
[Show abstract][Hide abstract] ABSTRACT: Incorporating the interests and preferences of young children with autism spectrum disorders into interventions to promote prosocial behavior and decrease behavior excesses has emerged as a promising practice for addressing the core features of autism. The efficacy of interest-based early intervention practices was examined in a meta-analysis of 24 studies including 78 children 2 to 6 years of age diagnosed with autism spectrum disorders. Effect size analyses of intervention versus nonintervention conditions and high-interest versus low-interest contrasts indicated that interest-based intervention practices were effective in terms of increasing prosocial and decreasing aberrant child behavior. Additionally, interest-based interventions that focused on two of the three core features of autism spectrum disorders (poor communication, poor interpersonal relationships) were found most effective in influencing child outcomes. Implications for very early intervention are discussed in terms addressing the behavior markers of autism spectrum disorders before they become firmly established.