教学幽默的质化研究——北京高校第六届青年教师教学基本功比赛案例研究

通过对北京高校第六届青年教师教学基本功比赛获奖选手的课堂案例进行质化研究,利用NVivo77软件对课程逐字稿以进行质化分析,得到23种教学幽默技能,并得出符合我国教学情景的五种教学幽默方式:回应社会、回应知识点、回应历史、回应教师以及回应学生。     

Impulsive cognitive style: Three modification techniques

Fifty-five boys aged 8-11, categorized as impulsives by means of the Matching Familiar Figures test, participated in a study comparing the effects of three different techniques, designed to change an impulsive cognitive style on response accuracy and response latency. One group of impulsives was trained to increase response latency by means of modeling and instructions. A second group was trained to increase response accuracy by a strategy of visual detailing. The third group was trained to increase response accuracy by a strategy of visual discrimination. The two groups trained to increase response accuracy showed a significant decrease in errors, as well as an increase in response latency. The “visual discrimination” group had a significantly shorter response latency than the “visual detailing” group. Subjects trained only to increase response latency did show a significant increase in latency; however, there was no decrease in errors.     

A Mixture IRTree Model for Extreme Response Style: Accounting for Response Process Uncertainty

This paper presents a mixture item response tree (IRTree) model for extreme response style. Unlike traditional applications of single IRTree models, a mixture approach provides a way of representing the mixture of respondents following different underlying response processes (between individuals), as well as the uncertainty present at the individual level (within an individual). Simulation analyses reveal the potential of the mixture approach in identifying subgroups of respondents exhibiting response behavior reflective of different underlying response processes. Application to real data from the Students Like Learning Mathematics (SLM) scale of Trends in International Mathematics and Science Study (TIMSS) 2015 demonstrates the superior comparative fit of the mixture representation, as well as the consequences of applying the mixture on the estimation of content and response style traits. We argue that methodology applied to investigate response styles should attend to the inherent uncertainty of response style influence due to the likely influence of both response styles and the content trait on the selection of extreme response categories.     

The effects of sensory stimulation in inducing or intensifying the “transport response” in white rats

A series of experiments was carried out to investigate the ability of different types of stimulation to induce or intensify the “transport response” in 15-day-old rat pups when an initial stimulus, a pinch to the nape of the neck, produced either no transport response or only a very weak response. Rat pups given supplemental tactile stimulation, in the form of either an airpuff to the ventrum of a pinch to the tail, showed consistently stronger response intensities than when given only a pinch to the nape of the neck. Visual and auditory stimuli produced no increment in response intensities over those with only a dorsal pinch. Two additional experiments were carried out. The first investigated the ability of a puff of mist from an atomizer to induce a transport response in rats too old to show a strong response. The second investigated the induction of the transport response with supplemental stimulation in 19-day-old pups given haloperidol. Results suggest a nondopaminergic system subserving the response facilitation seen with supplemental tactile stimulation.     

Extinction of chained instrumental behaviors: Effects of consumption extinction on procurement responding

Operant behavior is typically organized into sequences of responses that eventually lead to a reinforcer. Response elements can be categorized as those that directly lead to reward consumption (i.e., a consumption response) and those that lead to the opportunity to make the consumption response (i.e., a procurement response). These responses often differ topographically and in terms of the discriminative stimuli that set the occasion for them. We have recently shown that extinction of the procurement response acts to weaken the specific associated consumption response, and that active inhibition of the procurement response is required for this effect. To expand the analysis of the associative structure of chains, in the present experiments we asked the reverse question: whether extinction of consumption behavior results in a decrease in the associated procurement response in a discriminated heterogeneous chain. In Experiment 1, extinction of consumption alone led to an attenuation of the associated procurement response only when rats were allowed to make the consumption response in extinction. Exposure to the consumption stimulus alone was not sufficient to produce weakened procurement responding. In Experiment 2, rats learned two distinct heterogeneous chains, and extinction of one consumption response specifically weakened the procurement response associated with it. The results add to the evidence suggesting that rats learn a highly specific associative structure in behavior chains, emphasizing the role of learning response inhibition in extinction.     

Effects of response options on the mathematics performance of secondary students with emotional or behavioral disorders

ABSTRACT

This study examined the effects of three response options (traditional responding, response cards, and response systems) on the mathematics performance, participation, and time on-task of secondary students with emotional or behavioral disorders (EBD). A three-way crossover design was utilized to evaluate the efficacy of response options in secondary mathematics classrooms. Thirty-three students with EBD attending an urban high school and their teachers served as participants. Results indicated that the use of response cards (white boards) or response systems (ActivResponders) significantly increased students’ mathematics performance, participation, and time on-task when compared to traditional responding. Further, the use of response cards resulted in significant increases in performance and response accuracy over the increases found when using response systems. Social validity data indicated that students and teachers felt they benefited from the use of response cards and systems. Limitations, discussions, and implications for practice and future research are presented.     

A Comparison of Multiple-Choice and Constructed Figural Response Items

In contrast to multiple-choice test questions, figural response items call for constructed responses and rely upon figural material, such as illustrations and graphs, as the response medium. Figural response questions in various science domains were created and administered to a sample of 4th-, 8th-, and 12th-grade students. Item and test statistics from parallel sets of figural response and multiple-choice questions were compared. Figural response items were generally more difficult, especially for questions that were difficult (p < .5) in their constructed-response forms. Figural response questions were also slightly more discriminating and reliable than their multiple-choice counterparts, but they had higher omit rates. This article addresses the relevance of guessing to figural response items and the diagnostic value of the item type. Plans for future research on figural response items are discussed.     

基于政治系统理论的教育考试舆情应对分析

教育考试中的舆情愈来愈多地给政府和相关教育部门带来压力,如何更好地进行舆情应对成为一个关键问题。基于政治系统理论,从输入、输出和反馈3个环节进行舆情事件应对分析发现,教育部门在舆情应对中存在应对能力不强、回应内容不明确、信息流通性差及缺乏权威引导等问题,其原因包括舆情应对存在认知偏差、维护自身利益、应对机制不完善和舆论引导经验缺乏等。据此,提出提升舆情应对意识、健全舆情应对机制、掌握舆论话语权、建设回应型政府等建议。     

Improving the Predictive Validity of Reading Comprehension Using Response Times of Correct Item Responses

Response times have often been used as ancillary information to improve parameter estimation. Under the dual processing theory, assuming reading comprehension requires an automatic process, a fast, correct response is an indicator of effective automatic processing. A skilled, automatic comprehender should be high in response accuracy and low in response times. Following this argument, several questions were addressed in this study. First, individuals with higher ability endorsed a correct response more quickly in the reading comprehension assessment, suggesting correct response times provide useful information in discriminating individuals of different abilities. Second, in terms of predicting an external criterion of reading proficiency, the increment of predictive validity of categorized correct response times was larger than the incremental validity of continuous response times based on both correct and incorrect response times. An index reflecting both accuracy and response time yielded higher incremental validity than indices reflecting response time only. Results support response time as manifesting a dimension of interest in its own right, over its inclusion as an ancillary dimension in a multidimensional model.     

A Novel Partial Credit Extension Using Varying Thresholds to Account for Response Tendencies

Item Response Theory models with varying thresholds are essential tools to account for unknown types of response tendencies in rating data. However, in order to separate constructs to be measured and response tendencies, specific constraints have to be imposed on varying thresholds and their interrelations. In this article, a multidimensional extension of a Partial Credit Model using a sum‐to‐zero constraint for varying thresholds is proposed. The new model allows us to flexibly account for response tendencies and to model covariations between varying thresholds that are commonly found in empirical data. The model's ability to estimate different types of response tendencies under various data structures is shown in a simulation study. An illustrative multicountry analysis demonstrates that differences between respondents in terms of their response tendencies exist and can be captured by the new model. Furthermore, it is well suited to account for extreme and mid response styles, but also to accommodate unknown, previously unmodeled, response tendencies. Therewith, the sum‐to‐zero model can be considered a suitable candidate to examine the types response tendencies in rating data and to account for biases in construct measures due to response tendencies.     

What Works in Writing With Peer Response? A Review of Intervention Studies With Children and Adolescents

Peer response is viewed as an important aspect of writing instruction. Several meta-studies indicated that peer response is effective. However, these studies did not focus on the specific aspects of peer response that made it effective. The present review analyzes the effects of instructional factors accompanying peer response in 26 studies on writing proficiency. Three theoretical perspectives are distinguished: a cognitive, a social-cognitive, and a genre perspective underlying the reviewed studies. In all studies, additional instruction in strategies, rules for interaction, genre knowledge, or a combination of these instructional aspects to writing with peer response is provided. Peer response with such additional instruction seems effective compared with individual writing. Recommendations for future investigations are directed to methodological issues for comparing the effects of separate instructional components for writing with peer response. In addition, it is advised to direct future studies towards more controlled research into the effects of instruction in genre knowledge on writing with peer response.     

THE EFFECTIVENESS OF MAIL SURVEY TECHNIQUES IN STUDIES OF SEMIPROFESSIONAL WORK GROUPS: RESPONSE RATES OF VOCATIONAL‐TECHNICAL TEACHERS

Survey research is threatened by increasing costs due to high rates of nonresponse. Because of this, there is renewed interest in determining which factors operate to influence response rates. These factors include instruments used, SES of subjects, personality characteristics, and job characteristics. This paper examines response rates to a mailed questionnaire in a sample of vocational‐technical teachers. In addition to variables typically studied, response rates of directors, and several organizational characteristics are examined as they relate to. response rates of teachers. Suggestions are offered for improving response rates in semiprofessional work groups.     

Marketing students at work: organisation citizenship behaviour training as a tool to minimise survey non-response

A continuing decline in an institution’s response rates for student evaluations of teaching (SET) raised faculty concerns about non-response bias in summary statistics. In response, this institution’s SET stakeholders partnered with a Marketing Methods class section to create strategies for increasing response rates. The project was also an exercise in organisational citizenship behaviour (OCB) training because students in that class section received intensive training on how SET feedback is valued by instructors and its role in improving their academic organisation. Within the context of OCB theory, this article finds student exposure to OCB training increases SET response rates because knowing how SET benefits their organisation increases unit-level response propensity for member surveys intended to improve their institution. In the year of the OCB training, SET response rates increased by 26%, though the increases did not persist into later academic years. The response rate increases are realised across all demographic groups with disproportionate increases among low response rate groups, including low performing students, men and ethnic minorities.     

Tactile,maternal, and pharmacologic factors involved in the “transport response” in rat pups

A series of eight experiments was run to characterize the potentiation of the transport response reported with tactile stimulation. Experiments 1A–C were designed to investigate the types of tactile stimulation that could potentiate an initially weak transport response. Experiments 2A–C were designed to assess the effect of maternal/littermate deprivation on responsiveness to external stimuli in 9- and 16-day-old rat pups. Experiments 3A and 3B were designed to investigate, pharmacologically, underlying mechanisms for the transport response potentiation effect. It was found that if the initial stimulus in producing a strong transport response is inadequate, additional tactile stimulation can potentiate the response. The additional stimuli work best if they are diffuse, if discrete inputs can summate over areas, or if they encompass the snout area. It also was found that isolation could lead to increased responsiveness to stimuli normally eliciting or potentiating the response in 9- and 16-day-old rats. Finally, results indicate that both dopaminergic and beta-noradrenergic systems are important in the response potentiation seen with maternal/littermate deprivation.     

提高河北省突发事件应急处置能力的对策

应急能力分析是突发事件应急管理的重要研究内容之一,提高河北省突发事件应急处置能力对提高河北省应急管理水平和突发事件应对效果具有重要意义。在分析河北省突发事件应急处置能力现状的基础上,提出提高河北省突发事件应急处置能力的有效途径。     

Effect of required response force on rats’ performance on a VI+ schedule of reinforcement

Three experiments were performed to examine the effect of response force on rats’ performance on various schedules of reinforcement. Response force was manipulated by changing the weight of the lever in the operant chamber—a heavy lever for high response force and a light lever for low response force. Using a within-subjects design, Experiment 1 replicated previous findings that rats respond more quickly on variable ratio (VR) than on equivalent variable-interval-plus-linear-feedback (VI+) schedules. Experiment 2 replicated this finding but also showed that the use of a smaller response force abolished the response rate difference between the VR and VI+ schedules. Experiment 3 used a between-subjects design and showed a response rate difference between the VR and VI+ schedules with a high response force but no response rate difference with a low response force. This suggests that under conditions of low force, when the rats’ responding can continue at prolonged high rates, these subjects show little difference in their response rates between VR and VI+ schedules. These data are similar to those found for human subjects.     

Recovery of extinction responding in rats following discontinuation of reinforcement of alternative behavior: A test of two explanations

One procedure which has been used to supplement extinction in order to produce faster and more complete response suppression is to provide reinforcement for some alternative response which is incompatible with the response undergoing extinction. When reinforcement for the alternative behavior is discontinued, however, substantial recovery of the original response has often been observed. The present set of experiments demonstrated that such recovery is best accounted for by a “response prevention” hypothesis rather than by a “discriminative cue” hypothesis. High-frequency reinforcement of alternative behavior during the first half of an extinction phase seems similar in effect to procedures which physically prevent rats from emitting the response programmed for extinction.     

Effects of Response Format on Difficulty of SAT-Mathematics Items: It's Not the Strategy

Problem-solving strategy is frequently cited as mediating the effects of response format (multiple-choice, constructed response) on item difficulty, yet there are few direct investigations of examinee solution procedures. Fifty-five high school students solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Student performance was videotaped to assess solution strategies. Strategies were categorized as "traditional"–those associated with constructed response problem solving (e.g., writing and solving algebraic equations)–or "nontraditional"–those associated with multiple-choice problem solving (e.g., estimating a potential solution). Surprisingly, participants sometimes adopted nontraditional strategies to solve constructed response items. Furthermore, differences in difficulty between response formats did not correspond to differences in strategy choice: some items showed a format effect on strategy but no effect on difficulty; other items showed the reverse. We interpret these results in light of the relative comprehension challenges posed by the two groups of items.     

Instrumental avoidance acquisition by goldfish in a Y-maze using explicit and response-contingent cues

In two experiments, goldfish learned a discriminated avoidance response in a Y-maze. When alternative response alleys were simultaneously and differentially cued at trial onset, the goldfish learned to swim to the alley associated with US omission. When alternative response alleys were not differentially cued at trial onset and the US association cue was contingent upon an initial response to one of the alternatives, goldfish learned, following the initial response, to stay in the initially chosen alley when the response-contingent cue indicated US omission, but to leave the initially chosen alley and swim to the alternative alley when the response-contingent cue indicated US pairing.     

Eliminating behavior with omission and extinction after varying amounts of training

After rats were trained to leverpress for 1, 3, 9, or 27 days on a variable interval reinforcement schedule, omission training was compared with extinction in effectiveness of response elimination. Extinction produced faster response elimination than omission, although both procedures eventually led to equal response elimination. Resistance to response elimination increased with length of baseline training, although this effect did not interact with omission vs extinction. A test of the durability of elimination effects followed, using a response-independent variable time reinforcement schedule. After extinction, resumption of responding in the durability test increased with length of baseline training, but there was little response resumption following omission regardless of the length of the baseline training. These results amplify and extend previous findings which show omission to be an effective and durable response elimination method.