Intermodal learning in infancy: learning on the basis of two kinds of invariant relations in audible and visible events

In this research, the development of intermodal perception in infancy was examined by using a new method, the intermodal learning method. 3-month-old infants were given the opportunity to learn a relation between 2 single film and soundtrack pairs through a 2-min familiarization period under 1 of 4 conditions. Films of naturalistic events were accompanied by a soundtrack that was (1) appropriate to the composition of the object and synchronous with its motions, (2) appropriate and nonsynchronous, (3) inappropriate and synchronous, or (4) inappropriate and nonsynchronous. A group of control subjects was familiarized with irrelevant films and soundtracks. Then all subjects were tested in a 2-choice intermodal preference test to determine under which familiarization conditions intermodal learning had occurred. Results indicated that only subjects who had been familiarized with appropriate and synchronous film and soundtrack pairs showed evidence of intermodal learning as compared with the performance of control subjects. Intermodal learning occurred on the basis of 2 kinds of invariant audio-visual relations, temporal synchrony, and temporal microstructure specifying the composition of the object. Intermodal learning did not occur through association on the basis of co-occurrence, nor did it occur when any incongruent audio-visual structure was present. These findings support an invariant-detection view of the development of intermodal perception.     

Generalization of serial learning in the pigeon

Sequence learning in pigeons was studied in asimultaneous chaining paradigm: all stimuli and the opportunity to respond to each stimulus were available simultaneously. In contrast to the traditionalsuccessive chaining paradigm, a simultaneous chaining paradigm provides no differential feedback following each response (except the last). Subjects were first trained to perform on sequences of two (AB), then three (ABC), and then four colors (ABCD). Performance greatly exceeded that predicted by models of random choice. Generalization to novel arrays of three and four colors was complete. After training with a four-color sequence, the subjects were tested with subsequences consisting of all possible combinations of two and three of the four training colors (e.g., BD, AD, BC, ACD, BCD, etc.). The successful completion of these subsequences showed that the organization of the original sequence did not entail overt pecks to successive elements of that sequence. That subjects can respond accurately on nonadjacent subsets is not readily explained by a chaining theory, or by any theory that assumes that responding to element n provides a cue for responding to element n+1.     

研究性学习的十个关系

将研究性学习作为必修课程来设置,是我国基础教育课程改革的一个重大突破.本文分析了在开设研究性学习课程时需要认真把握的十个基本关系,旨在进一步揭示研究性学习的本质,消除广大教师对研究性学习的神秘感和畏惧心,加快研究性学习的实施进程.     

Peer relations in peer learning

Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance of peer learning and a large amount of research on collective learning practices, questions regarding the quality of peer interaction, and how peer relations influence learning, are not well elaborated. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learning as fundamentally social. Inspired by meta-ethnography an integrative analysis across seven qualitative studies was accomplished. The approach enabled an investigation of peer interactions in different educational settings. The analysis elaborates on how instructional designs and students’ relational knowledge mediate interaction in peer learning. The paper further discusses the potential of approaches synthesising qualitative studies as a tool in qualitative research.     

如何认识探究学习与研究性学习的关系

开设研究性学习课程是我国本次课程改革的一个重要措施。然而 ,这一课程又同时被理解为一种学习方式 ,从而使人们对研究性学习与探究学习的关系产生了种种模糊认识。一些人认为 ,这两种学习方式是完全一样的 ,只是名称不同 ;而另一些人认为 ,研究性学习是比探究学习更加“高级”的学习方式 ,它应该包含探究学习。本文提出 ,应该将研究性学习看成是探究学习的特殊形式 ,主要用于面向跨学科的现实问题的研究性学习课程中 ;除了在研究性学习课程中促进学生探究学习以外 ,还应该在学科教学中采用灵活多样的方式促进学生开展探究学习     

Generalization of causal efficacy judgments after evaluative learning

In three experiments, we examined the effect of response-outcome relations on human ratings of causal efficacy and demonstrated that such efficacy ratings transfer to novel situations through derived stimulus relations. Causal efficacy ratings were higher, and probability of an outcome given a response was lower, for a differential reinforcement of high rate schedule than for either a differential reinforcement of low rate schedule (Experiment 1) or a variable interval schedule (Experiment 2). In Experiment 3, we employed schedules that were equated for outcome probability and noted that ratings of causal efficacy and the rate of response were higher on a variable ratio than on a variable interval schedule. For participants in all three experiments, causal efficacy ratings transferred to the stimulus present during each schedule and generalized to novel stimuli through derived relations. The results corroborate the view that schedules are a determinant of both response rates and causal efficacy ratings. In addition, the novel demonstration of a mechanism of generalization of these ratings via derived relations has clinical implications.     

Generalization of the CS- preexposure effect transfers to taste- aversion learning

Rats repeatedly exposed to a maple, vanilla, banana, or water solution were subsequently poisoned with lithium chloride after drinking the maple solution. Subjects preexposed to water showed the strongest aversions to maple, followed, in descending order, by rats preexposed to banana, vanilla, and maple. These results suggest that the effects of prepoisoning experience with a novel flavor generalized to the maple CS and interfered with the development of the maple aversion. The technique reported here is potentially applicable to study of gustatory discrimination processes.     

基于现代网络的个性化学习

联合国教科文组织将人的潜能得到充分的发展作为人的基本权利。从古到今,这些观念反映到学习就是学习者的个性化学习,现代网络教育因其教育目的、内容、方法的极大丰富和多重组合,学习手段的多元选择、学习支助的日趋完善等为学习者提供更多选择,使个性化学习成为可能。     

Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning

Online learning continues to grow, but there is limited empirical research on the personal factors that influence success in online contexts. This investigation addresses this research gap by exploring the relations between several discrete achievement-related emotions (boredom, frustration, and enjoyment) and self-regulated learning behaviors (elaboration and metacognition) in an online course. Results from a survey of 302 undergraduates participating in an online course indicated that enjoyment, a positive activating emotion, was a positive predictor of elaboration and metacognition. Moreover, consistent with previous findings from a similar sample, frustration, a negative activating emotion, emerged as a positive predictor of metacognition. Implications for the theory, research, and practice of online learning are discussed, as are theoretical implications for understanding students' achievement emotions and self-regulated learning behaviors.     

Space,relations, and the learning of science

In the literature on the situated and distributed nature of cognition, the coordination of spatial organization and the structure of human practices and relations is accepted as a fact. To date, science educators have yet to build on such research. Drawing on an ethnographic study of high school students during an internship in a scientific research laboratory, which we understand as a “perspicuous setting” and a “smart setting,” in which otherwise invisible dimensions of human practices become evident, we analyze the relationship between spatial configurations of the setting and the nature and temporal organization of knowing and learning in science. Our analyses show that spatial aspects of the laboratory projectively organize how participants act and can serve as resources to help the novices to participate in difficult and unfamiliar tasks. First, existing spatial relations projectively organize the language involving interns and lab members. In particular, spatial relations projectively organize where and when pedagogical language should happen; and there are specific discursive mechanisms that produce cohesion in language across different places in the laboratory. Second, the spatial arrangements projectively organize the temporal dimensions of action. These findings allow science educators to think explicitly about organizing “smart contexts” that help learners participate in and learn complex scientific laboratory practices.     

Appropriating roles and relations of power in collaborative learning

Using situated social practice theories to investigate classroom interactions highlights the mutually constitutive nature of students’ activity and classroom practices. Combined with examination of the circulation and techniques of power, students’ appropriation of roles and redistribution of power is illuminated. In this case study, a teacher’s hierarchical collaborative learning system spread rights to exercise power differentially among students. Analyses revealed the ways in which students appropriated that structure to construct a more egalitarian system, as well as the inherent tensions and contradictions that accompanied that appropriation. Their reproduction and transformation of roles and power in the collaborative learning system afforded opportunities to engage as active agents; to participate in the construction of knowledge, skills and practices; and to contribute meaningfully to the social and academic life of the classroom. The hope is to contribute to theory and practice in a way that addresses the complexity of collaborative learning and resists simplistic adoptions that may undermine student learning and agency.     

基于Web2.0的非正式学习模型研究

Web2.0的到来将引领学习者去适应一种新的学习主流方式——非正式学习,一时间,依赖先进的网络技术来构建网络非正式学习网络环境就成了远程教育研究的热点之一。文章在归纳总结多种非正式学习定义的基础上,给出了一种新定义,进一步对非正式学习的特点做了概括,对其有效性做了分析,在相应的理论支撑的基础上构建了基于Web2.0的非正式学习模式。     

一例基于SPSS的英语学习策略实证研究

本研究旨在探讨辽宁省某大学非英语专业文理科生和男女生两大群体在英语学习策略使用上的异同点.同时对影响受试英语成绩的三大策略进行了分析说明,并建议教师应该对这些策略进行教学和培训,以期提高教师的教学效果和学生的英语成绩.     

Signaling a change in cue-outcome relations in human associative learning

In three experiments, we assessed the role of signals for changes in the consequences of cues as a potential account of the renewal effect. Experiment 1 showed recovery of responding following extinction when acquisition, extinction, and test phases occurred in different contexts. In addition, extinction treatment in multiple contexts attenuated context-induced response recovery. In Experiment 2, we used presentations of an extraneous stimulus (ES), instead of context shifts, and found that responding recovered from extinction only when the ES was presented both between acquisition and extinction and between extinction and test. In Experiment 3, we used a reversal learning design in which, during training, two cues were first paired with different outcomes, then paired with the alternative outcomes, and finally paired again with the original outcomes. In this experiment, presentation, just prior to testing, of an ES that had previously been presented between the different phases produced an expectation of reversal in the meaning of the cues.     

Broadening the basis of assessment to prevent the narrowing of learning

ABSTRACT

This article presents an argument for a reconsideration of the types of assessment pro‐ moted by national policy. It argues that education for the twenty‐first century should place emphasis on higher‐order skills and ‘deep learning’ while not neglecting basic skills. The evidence relating to the impact of assessment on learning is briefly reviewed, as is the current state of understanding about different types of learning. On this basis it is argued that the range of types of assessments used, both formally and informally, should be expanded to illuminate and support a wide spectrum of rel‐ evant learning, including both the learning of facts and skills, deeper understandings of concepts and principles and their application in unfamiliar contexts. The impli‐ cations for policy and for the refocusing of national assessment in England are then discussed and an alternative framework is proposed.     

企业建立以学习型组织为导向的培训体系探讨

在工作复杂性和更新性日益增强的今天，培训已不仅是新职工的“必修课程”．也是老职员需要不断参加的活动，是企业一项长期的工作，也是人力资源开发的重要手段。过去求职者在选择公司时首先问的问题一般是“我每个月的薪水是多少≯而现在的求职者在选择企业时经常问的是“有没有培训的计划和机会？晋升的前途如何？”说明现在人们在温饱问题基本解决的前提下，大家更关心的是自己的未来，从另一个角度说，也是关心企业的未来。     

机械控制工程基础课程主动学习教学策略研究

针对机械控制工程基础课程特点,以知行结合、学以致用为教学目标,结合建构主义理论,认为建立问题导向的主动学习体系,有助于学生主动学习,实现知行结合,达到教育的目的。论述了问题导向主动学习的关键构成,提出了机械控制工程基础课程主动学习的教学策略。     

Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis

The signaling principle recommends emphasizing relevant aspects of a multimedia message by means of signals (e.g., color coding). We determined the effectiveness of signals that highlight correspondences between text and pictures as well as possible boundary conditions by means of a meta-analysis. To this end, 58 potentially relevant articles were identified in a comprehensive search. After rating the studies based on inclusion criteria and correcting for biases, 27 studies were included in the meta-analysis yielding 45 pairwise comparisons with N = 2464 participants. Domain-specific prior knowledge, pacing of the materials, pictorial format, mapping requirements, and distinctiveness of signals were coded as moderators. For transfer and comprehension performance a positive small-to-medium effect size (r = .17, 95% CI [0.11, 0.22]) favoring signaled multimedia material was found, which was moderated by prior knowledge. The findings support the effectiveness of the signaling principle in particular for learners with low prior knowledge.     

The effects of cooperative learning on peer relations,academic support,and engagement in learning among students of color

Abstract

Despite Brown vs. Board of Education, prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N?=?15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education.