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1.
Zentall (2008) challenges Arantes and Grace’s (2008) failure to replicate Clement, Feltus, Kaiser, and Zentall (2000) by suggesting
that our results may have been due to insufficient training or to subjects’ experimental histories, and that our results are
actually consistent with those of Clement et al. when examined closely. On the contrary, our pigeons received more training
than Clement et al.’s did, and when an overall measure of preference on test trials was calculated, independent of the effect
of initiating event that we reported, there was no evidence of preference for the stimulus preceded by the greater response
requirement in our data. Although there have now been two unsuccessful attempts to replicate Clement et al.’s work ethic effect,
there is evidence that in some situations, the value of a stimulus, as assessed by transfer tests, varies inversely with the
context of reinforcement. It is important to look for convergent results using other procedures and transfer tests, such as
resistance to change, to identify the principles that determine when contrast manipulations affect value and when they do
not. 相似文献
2.
Thomas R. Zentall 《Learning & behavior》1998,26(4):363-377
When two initially unrelated stimuli are associated with the same event (e.g., many-to-one conditional discriminations), an emergent relation can develop between those stimuli, allowing them to be interchangeable in other contexts. The source of the emergent relation appears to be a common representation of the two stimuli, and the nature of the representation may be retrospective, involving one of the initial stimuli (probably the stimulus that first enters into association). These emergent relations have been implicated in the establishment of stimulus equivalent relations. However, the failure to find strong evidence for other emergent relations thought to be involved in stimulus equivalence (Sidman, 1990; e.g., bidirectional associations, transitive relations, and functional equivalence associated with one-to-many conditional discriminations) suggests that the mechanisms underlying the emergent relations found using transfer designs following many-to-one training are different from those presumed to underlie stimulus equivalence. On the other hand, evidence for the common representation of stimuli associated with the same arbitrary event extends the nature of those representations beyond those well-established effects found when the common events are biologically important (e.g., the differential outcomes effect). 相似文献
3.
The question posed in the current study is whether software alone is a sufficient tool for supporting young children’s emergent
writing. We researched the effect of reading an electronic book (e-book) on kindergarten children’s emergent word writing
with and without adult support. Ninety-six 5 to 6 years old children from low socioeconomic status (SES) families were randomly
assigned to one of three groups (32 children each): (1) independently reading the e-book; (2) reading the e-book with adult
support; (3) receiving the regular kindergarten program (control). Each intervention group received four e-book reading sessions.
The children’s emergent literacy was assessed before and after the intervention and included letter-name recognition, phonological
awareness and emergent word writing. Reading the e-book with adult assistance supported the children’s phonological awareness
and emergent word writing more significantly than reading the e-book without support and more than the control group. Reading
the e-book without adult support did not differ from the control group. Furthermore, the children’s initial emergent literacy
level and reading the ebook with adult assistance contributed the most to the children’s emergent word writing. Educational
implications are discussed. 相似文献
4.
Humans discount larger amounts of a delayed reinforcer less steeply than smaller amounts, but studies with pigeons and rats
have yet to reveal such a magnitude effect, suggesting that the effect may be unique to humans. The present study examined
whether the magnitude effect is observed in a species phylogenetically closer to humans, by comparing the rates at which rhesus
monkeys discounted 10% and 20% concentrations of sucrose. There were no systematic differences in the rates at which the monkeys
discounted the two sucrose concentrations, despite the fact that they strongly preferred the 20% concentration. Interestingly,
the monkeys discounted delayed sucrose at a rate higher than was observed with delayed cocaine, and lower than was observed
with delayed saccharin in previous studies (Freeman et al. Behavioural Processes, 82, 214-218, 2009; Woolverton et al. Experimental and Clinical Psychopharmacology, 15, 238-244, 2007). Taken together, these findings suggest that although both quantitative and qualitative differences can affect monkeys’
preferences between immediate reinforcers, qualitative differences between types of reinforcers (e.g., sucrose vs. cocaine)
can affect monkeys’ discounting rates in a way that quantitative differences within a reinforcer (e.g., 10% vs. 20% sucrose)
do not. 相似文献
5.
Irene M. Pepperberg 《Learning & behavior》1999,27(1):15-17
Kako (1999) requests new studies of linguistic continua between humans and nonhumans. I question the value of such studies and the importance of determining whether any component of language is uniquely human. I argue that training of specific constructs (e.g., closed classes) may not provide appropriate data, and that whether a particular species lacks or has human-like syntax likely results from specific ecological/evolutionary pressures. Social factors purported to drive intelligence and communication in primates likely exist for nonprimates such as parrots; moreover, Grey parrots demonstrate rudiments of supposedly uniquely human abilities: supralaryngeal vocal tract control, anticipatory coarticulation, and sound play. 相似文献
6.
Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies
have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes
that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes
during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes
(38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal
and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling
mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process
and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience
(‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the
present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect
training approach (i.e., supporting the learners with strategy prompts) were developed. 相似文献
7.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
8.
This study empirically addresses the claim made by Gibbons et al (The new production of knowledge: The dynamics of science and research in contemporary societies. Sage, Thousand Oaks, 1994) that a novel form of quality control (associated with Mode 2 knowledge production) is supplementing the “traditional” peer-review process (associated with Mode 1 knowledge production). A qualitative design was used to explore faculty members’ views on the criteria for assessing scientific research. Ninety-four semi-structured interviews were conducted with biomedical scientists, clinical scientists, and social scientists working in Canadian universities. Results show that the vast majority of participants are aligned with the “traditional” Mode 1 peer-reviewed procedures for assessing research and defining scientific excellence. These participants asserted that peer review is the best quality control mechanism for assessing scientific research, and peer recognition the key attribute for legitimacy in the academic arena. In contrast, participants ascribed a low value to non-academics’ judgment of their work. While the study findings do not provide support Gibbons et al.’s claim, they add to a growing body of evidence that supports the continuing importance of peer review in academic career success. 相似文献
9.
Items in a fixed series A-B-C can be anticipated employing either item information (e.g., ItemA cues signal Item B) or position
information (e.g., Position 2 cues signal Item B). Identical fixed series of rewarded and nonrewarded trials were employed
in investigations reported by Capaldi and Miller (1988), Capaldi, Alptekin, Miller, and Birmingham (1997), and Burns, Dunkman,
and Detloff (1999). These series were learned employing item cues according to Capaldi and colleagues and position cues according
to Burns et al. (1999). Burns et al.’s (1999) conclusions were based on rats’ behavior when shifted to novel series, which
could reveal position learning but not item learning. Employing the acquisition conditions of Burns and co-workers but shifts
to series that could reveal item learning, evidence for item learning was obtained in two experiments. The most reasonable
interpretation of the above set of findings is that rats employ a compound of both types of cues to signal items. To our knowledge,
no set of prior findings so strongly suggests a similar conclusion. 相似文献
10.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
11.
Mansoor Niaz 《Instructional Science》2008,36(3):233-249
The objective of this study is to facilitate in-service chemistry teachers’ understanding of nature of science and what ‘ideas-about-science’
can be included in the classroom. The study is based on 17 in-service teachers who had registered for a 11-week course on
‘Epistemology of Science Teaching’ as part of their Master’s degree program. The course is based on 17 readings drawing on
nature of science and its critical evaluation. Course activities included written reports, classroom discussions based on
participants’ presentations and written exams. Based on the results obtained this study has the following educational implications:
(a) Experimental data need to be interpreted carefully due to underdetermination of theories by data; (b) Kuhn’s normal science
manifests itself in the science curriculum through the scientific method and wields considerable influence; (c) Trilemma posed
by Collins (Stud Sci Educ 35:169–173, 2000), viz., creation of new knowledge ⇔ Kuhn’s normal science ⇔ teaching nature of
science, provided a big challenge and was thought provoking; (d) Of the different aspects of nature of science suggested by
experts, these teachers endorsed the following as most important: Creativity, Historical development of scientific knowledge,
Diversity of scientific thinking and Scientific method and critical testing; (e) With respect to the contradiction between
the positions of Lederman et al. (J Res Sci Teach 39:497–521, 2002) and Osborne et al. (J Res Sci Teach 40:692–720, 2003),
few supported the position of latter, viz., inclusion of scientific method in the classroom and a majority supported the former,
viz., scientific method as a myth; and (f) Participants were critical of the present stage of research with respect to the
scientific method and suggested the introduction of history, philosophy and epistemology of science to counteract its influence. 相似文献
12.
Antti Savinainen Jouni Viiri 《International Journal of Science and Mathematics Education》2008,6(4):719-740
The Force Concept Inventory (FCI) is a multiple choice test designed to monitor students’ understanding of the conceptual
domain of force and related kinematics (Hestenes et al. Physics Teacher 30:141–158 1992; Halloun et al., 1995, Online at http://modeling.asu.edu/R&E/Research.html). It has gained wide popularity
among both researchers and physics instructors in the United States and elsewhere. The FCI has also been criticized, and its
validity as a measure of the coherence of a student’s understanding of the force concept has been questioned. In this paper
we provide a characterization of students’ conceptual coherence and a way to evaluate it using the FCI. We divide students’
conceptual coherence into three aspects: representational coherence (the ability to use multiple representations and move
between them), contextual coherence (the ability to apply a concept across a variety of contexts), and conceptual framework
coherence (the ability to fit related concepts together, i.e. to integrate and differentiate between them). Postinstruction
FCI results and interview data from two Finnish high school groups (n=49 total) are discussed; the data provide evidence that the FCI can be used to evaluate students’ conceptual coherence—especially
contextual coherence—of the force concept. 相似文献
13.
In their recent study, Udell, Dorey, and Wynne (in press)[COMP: Ref. is LBE0034. Will have to be updated to (2011) here and in LBE0038, once page nos. are available.] showed that
in a begging task, at least in some conditions, dogs as well as wolves preferentially approached a human partner who could
see them in contrast to one whose eyes were occluded, and Udell et al. concluded that this success was dependent on the subjects’
experiences with the specific occluder used. Here we argue, however, that since both partners expressed similar attentiveness
towards the subjects by calling their names, Udell and colleagues’ conclusion does not refer to the sensitivity of canines
to others’ attentiveness, but instead reflects the fact that the animals obeyed a familiar command better in a familiar context
than in an unfamiliar one. Moreover, in contrast to Udell et al.’s conclusion, we believe that their data demonstrate that
pet dogs can generalize the use of the visibility of human eyes to novel situations, showing a preference towards an attentive
partner even if the eyes of the other partner are occluded in a novel way (e.g., having a bucket on his or her head). Finally,
after presenting alternative interpretations of the results of the wolves tested by Udell and colleagues, we conclude that
there is no evidence that wolves are sensitive to the attentional states of humans. 相似文献
14.
Ajda Kahveci 《Cultural Studies of Science Education》2010,5(3):735-741
Recent elaborations on cultural-historical activity theory (CHAT) (Engestr?m et al., eds., Perspectives on activity theory.
New York: Cambridge University Press, 1999) and its relation to organizational theories have produced a theoretical amalgam of these earlier ideas, which allow for
the exploration of learning in formal organizational contexts such as schools. In this paper I reflect on Candela’s work situated
in undergraduate Mexican physics by drawing attention to the CHAT-IT framework (Ogawa et al., Educational Researcher 37(2):83–95,
2008) as a viable lens. I suggest that it is important to understand the historical development of the Mexican university as an
educational organization as well as the role of physics professors as agents of change whose practices contribute to not only
breaking classroom walls but also to transforming the organization affecting future activity systems. 相似文献
15.
Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献
16.
The present research tested the generality of the “work ethic“ effect described by Clement, Feltus, Kaiser, and Zentall (2000).
In Experiment 1, we trained 10 pigeons on a pair of either simultaneous or successive discriminations. One discrimination
followed a high-effort requirement (20 pecks to the center key) and the other followed a low-effort requirement (1 peck).
Contrary to Clement et al.’s results, we found that preferences between the S+ and S− stimuli in transfer tests depended on the event that initiated the trial: Pigeons preferred the stimulus from the baseline
discrimination whose initiating event was most dissimilar from that preceding the test trial. Preferences were similar but
less extreme in the successive condition. In Experiment 2, we investigated whether test preferences depended on the amount
of training. A total of 12 pigeons were trained on a pair of simultaneous discriminations, except that test sessions were
scheduled after every three baseline sessions. Preferences increased across test sessions but were similar to those in Experiment
1. Together with Vasconcelos, Urcuioli, and Lionello-DeNolf (2007a), our study represents a second failure to replicate Clement
et al.’s work ethic effect. The finding that preference depends on the event that initiates the test trial suggests that choice
probes may not provide unambiguous assessments of stimulus value. 相似文献
17.
Barbara Garrick 《The Australian Educational Researcher》2011,38(4):401-416
In 2007 the Rudd Labor government in Australia introduced significant changes to education policy for the nation. The Skilling Australia’s Future (Rudd et al. Skilling Australia for the future. Election 2007 policy document, 2007) policy was meant to redress a perceived failure by the previous Howard federal Liberal-National Coalition
governments to fund and manage vocational skills training adequately. The Skilling Australia’s Future policy established a number of areas for immediate action. This paper looks at one of these areas from the policy document,
namely, the Rudd government’s plan for addressing skills shortages (Rudd et al. 2007, pp. 4–9) through the establishment of Trade Training Centres in schools. The policy is analysed using Critical Discourse
Analysis, featuring the semiotic concept of intertextuality. Findings from the application of this method suggest that Skilling Australia’s Future (2007) belongs within a history of like-minded policy and, although a new direction is provided by the allocation of Trade
Training Centres to selected high schools, the policy is not clearly separable from the market-driven discourse that has pervaded
education policy since the 1990s. 相似文献
18.
Charalambos Y. Charalambous Demetra Pitta-Pantazi 《Educational Studies in Mathematics》2007,64(3):293-316
Teaching and learning fractions has traditionally been one of the most problematic areas in primary school mathematics. Several
studies have suggested that one of the main factors contributing to this complexity is that fractions comprise a multifaceted
notion encompassing five interrelated subconstructs (i.e., part-whole, ratio, operator, quotient, and measure). Kieren was
the first to establish that the concept of fractions is not a single construct, but consists of several interrelated subconstructs.
Later on, in the early 1980s, Behr et al. built on Kieren’s conceptualization and suggested a theoretical model linking the
five subconstructs of fractions to the operations of fractions, fraction equivalence, and problem solving. In the present
study we used this theoretical model as a reference point to investigate students’ constructions of the different subconstructs
of fractions. In particular, using structural equation modeling techniques to analyze data of 646 fifth and sixth graders’
performance on fractions, we examined the associations among the different subconstructs of fractions as well as the extent
to which these subconstructs explain students’ performance on fraction operations and fraction equivalence. To a great extent,
the data provided support to the associations included in the model, although, they also suggested some additional associations
between the notions of the model. We discuss these findings taking into consideration the context in which the study was conducted
and we provide implications for the teaching of fractions and suggestions for further research. 相似文献
19.
Youssef Tazouti Caroline Viriot-Goeldel Cornélie Matter Anémone Geiger-Jaillet Rita Carol Dominique Deviterne 《European Journal of Psychology of Education - EJPE》2011,26(2):199-213
The present article investigates the effects of individual and contextual variables on children’s early learning in French
nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery
schools) and Germany (253 children from German kindergartens) measured skills that facilitate the learning of reading, writing
and arithmetic at primary school. We also evaluated educational family practices and parents’ expectations of their children’s
pre-school education. In order to take into account the hierarchical structure of our data, multilevel models were used in
the analysis, which was carried out using MLwiN software version 2.02 (Rasbash et al. 2005). Although French nursery schools emphasise academic learning, we did not find any significant differences in overall performances
between the French and German samples. However, significant differences were obtained for some subscale results. In addition,
our results indicate that individual and contextual variables have an impact on the differences observed between children
from the two countries. 相似文献
20.
This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives
for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the
teaching of English as a Second Language (ESL) was developed and evaluated. The program design was grounded in Mayer’s multimedia
learning theory (2001), Sweller’s cognitive load theory (CLT, 2005), and cognitive training theory using an inductive reasoning
paradigm (Klauer and Phye, Rev Educ Res 78(1):85–124, 2008). A successful integration of cognitive training theory into program design is expected to facilitate the transition of student’s
declarative knowledge of a grammar concept of passive voice to procedural knowledge (Phye, Contemp Educ Psychol 16:87–94,
1991; Phye et al., Empirical methods for evaluating educational interventions, Academic Press/Elsevier, San Diego, 2005). Two studies involving ten and four adult ESL learners were conducted in a Midwest community college. Grammar teaching occurred
within the context of history and geography of the USA. Students with low prior knowledge of passive voice grammar concepts,
intermediate level of general vocabulary, and adequate basic knowledge of content (basic geography and history) benefited
most from the program. Preliminary results are encouraging for the aforementioned integrative efforts. 相似文献