Simulations of a modified SOP model applied to retrospective revaluation of human causal learning

Dickinson and Burke (1996) proposed a modified version of Wagner’s (1981) SOP associative theory to explain retrospective revaluation of human causal judgments. In this modified SOP (MSOP), excitatory learning occurs when cue and outcome representations are either both directly activated or both associatively activated. By contrast, inhibitory learning occurs when one representation is directly activated while the other is associatively activated. Finite node simulations of MSOP yielded simple acquisition, overshadowing, blocking, and inhibitory learning under forward contingencies. Importantly, retrospective revaluation was predicted in the form of unovershadowing and backward inhibitory learning. However, MSOP did not yield backward blocking. These predictions are evaluated against the relevant empirical evidence and contrasted with the predictions of other associative theories that have been applied to retrospective revaluation of human causal and predictive learning.     

Developing Teachers’ Knowledge,Beliefs, and Expertise: Findings From the Alberta Student Assessment Study

This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment, confusion remains for teachers about terminology, principles, and pragmatics that undermine teacher confidence about assessment and making sound judgments about students’ work.     

Assessment in Alberta: Six Areas of Concern

This report on the Alberta Student Assessment Study describes the context, methodology, and emergent themes. It outlines the purposes and uses of assessment according to the various stakeholder groups. Using both qualitative and quantitative data from students and parents, as well as educators at all levels, there were six areas or themes that emerged for further exploration: politics of assessment, decision making, teacher learning, communication and relationships, instructional leadership, and fairness and equity.     

A research report on the reception of the 2005 Religious Observance Guidelines in Scotland

This article gives a brief overview of the place of religious observance (RO) within Scotland’s non-denominational state school sector, and the background to recent changes in educational thinking and government policy which led to new guidelines being introduced in 2005. The article reports on a study conducted in 2008 into the reception of the new RO guidelines and their implementation within three primary schools and one secondary school in a local authority area, together with empirical data from each of the four case studies and interview extracts from head teachers, RO practitioners and pupils. The article then highlights some problems arising from the new guidelines and suggests some areas for future empirical research.     

Head Start and Unintended Injury: The Use of the Family Map Interview to Document Risk

Much is known about how to provide safe environments for preschool children (3–5 years-of-age); however, many preschool children still experience preventable injuries—particularly children living in poverty. This study examined the use of an assessment tool used to identify children at risk for unintended injury in two large, federally funded Head Start programs during home visits. Families of preschool children in two multi-center Head Start programs (N = 499 and N = 228) were screened by teachers for risks related to safety in their home and parenting environment during mandatory Head Start home visits in the fall and spring. The safety screening tool was part of an established, broader interview assessment called the Family Map, which was designed to help Head Start programs meet mandatory performance standards related to the identification of risk and strengths in the family. Study results indicated that a large number of preschool children from low-income backgrounds were at risk for a variety of risks related to unintentional injury. Further, in some areas Head Start families increased their safety related parenting behaviors by the second assessment with different areas noted in the two programs. This study demonstrated that, beyond the use of the tool to identify families in need of intervention services, it can be used by childcare providers to effectively monitor family need and for program self-assessment.     

The roles of writing knowledge,motivation, strategic behaviors,and skills in predicting elementary students’ persuasive writing from source material

Reading and Writing - A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners’ knowledge,...     

Anthropometric-based selection and sprint kayak training in children

A 12 week kayak training programme was evaluated in children who either had or did not have the anthropometric characteristics identified as being unique to senior elite sprint kayakers. Altogether, 234 male and female school children were screened to select 10 children with and 10 children without the identified key anthropometric characteristics. Before and after training, the children completed an all-out 2min kayak ergometer simulation test; measures of oxygen consumption, plasma lactate and total work accomplished were recorded. In addition, a 500m time trial was performed at weeks 3 and 12. The coaches were unaware which 20 children possessed those anthropometric characteristics deemed to favour development of kayak ability. All children improved in both the 2min ergometer simulation test and 500m time trial. However, boys who were selected according to favourable anthropometric characteristics showed greater improvement than those without such characteristics in the 2 min ergometer test only. In summary, in a small group of children selected according to anthropometric data unique to elite adult kayakers, 12 weeks of intensive kayak training did not influence the rate of improvement of on-water sprint kayak performance.