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201.
Blue jays (Cyanocitta cristata) responded to projected black-and-white silhouettes of cherry leaves that were either undamaged or were damaged by either cryptic caterpillars that disguise leaf damage due to their feeding or by noncryptic caterpillars that do not disguise leaf damage due to their feeding. Pecks to the key on which the images were projected were reinforced only if interresponse times fell within specified temporal boundaries. These boundaries were different in the presence of the two types of leaf damage. Following training with one exemplar of each damage type, the jays correctly categorized novel instances of both types. They categorized novel undamaged leaves as if they were examples of leaves showing damage by cryptic caterpillars. Results suggest that the jays can readily discriminate and generalize to new members of a polymorphous stimulus class. The results suggest that techniques for the study of concept formation in animals can be applied to an animal’s ability to categorize stimuli that are involved in a potential prey-predator relationship. 相似文献
202.
203.
Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities 总被引:1,自引:0,他引:1
Sheila Riddell Elisabet Weedon Mary Fuller Mick Healey Alan Hurst Katie Kelly Linda Piggott 《Higher Education》2007,54(4):615-628
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher
education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation
in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and
face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes
and legislation have had some positive effect on improving access for disabled students; however, local factors and type of
institution also have a major impact on the way that national policies are expressed in particular contexts. 相似文献
204.
Designers of computer-based practice systems give primary attention to aspects of cognitive learning. However, observations of students practicing arithmetic, with two CAI systems widely used in Israel, revealed factors in the computer learning environment that substantially affected students' social behavior, particularly with respect to competition and cooperation in the course of learning. A questionnaire was designed on the basis of the observations to examine the effects of these factors in CAI work. It was administered to 457 fourth graders in 16 classes (two CAI systems x two SES categories x two schools x two classes). While neither CAI system was intended to foster competition, the observations and questionnaire data suggested that one encourages social comparison and competition whereas the other discourages these features and encourages cooperation and peer help. Boys appear to be significantly more competitive than girls. One system, compared with the other, significantly increases competitive behavior of high achievers (but not of low achievers); results in teachers' greater encouragement of social comparison and competition among students; and, as used in the schools we studied, causes disadvantaged students rather than advantaged students to develop negative feelings because of low CAI performance. The other system discourages competitive behavior and encourages cooperation. All these findings bear important implications for the instructional design of computer-based learning environments. 相似文献
205.
206.
In Australia a desire to increase the return of investment in educational research has led to interest in different aspects of research impact, including the nature of links between research and schooling. One significant group in such links is postgraduate students who are also teachers or educational administrators. Responses were obtained from 1267 postgraduate students to questions about their perceptions of new developments in schools and of research, including their own studies. Differences between postgraduate students who were involved in school-level education and those who were not involved at this level were also investigated. Colleagues within their school were named as the major source of new developments, but two-thirds also saw the universities as important sources. The most common type of new development described was in the area of curriculum. Research was the most frequently cited basis for new ideas and development in schools, with a large majority stating that research had at least some impact on their work and on education generally in their region, the research frequently being introduced or mediated by colleagues. Areas being addressed by these students in their own research and projects were, in the main, of relevance to schools, most commonly in the areas of curriculum and educational processes and structures. Finally, the importance of postgraduate students as linkage agents between research and schools is stressed. 相似文献
207.
Teaching Economics 总被引:1,自引:0,他引:1
Alan Coddington 《Higher Education Quarterly》1972,26(4):467-470
208.
Alan F Newell Lynda Booth William Beattie 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(1):23-40
Nine case studies were conducted to evaluate the usefulness of a predictive text entry program within a classroom environment. The program, PAL, was found to be very successful in eight of the cases. For children with poor motor control, the key-saving aspects speeded up text creation. Of even greater significance was the extent to which children with severe spelling problems were helped. They were able to produce much higher quality written work with a substantial reduction in the number of spelling errors. This provided great motivation for the children, and teaching staff commented on their improved confidence and attention span, as well as stimulation of language and vocabulary development. One of the children was on the verge of being classified as a non-reader and, although progress was slow, a significant improvement in the child's work was observed. 相似文献
209.
Aspecies of Asian frog can cleverly adapt the tone of itsmating call to ensure that it booms out across the jungle(丛林)to lure(引诱)a mate,scientists have found. The male Bornean(婆罗洲)tree-hole frog,Metaphrynella sundana,is the first known case of an animalthat is able to test its acoustic(声音的)environment and thenalter its call accordingly,the scientists say. 相似文献
210.
In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences. 相似文献