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271.
James L. Fobes Annette Ehrlich John A. Mukavetz Jorge Rodriguez-Sierra 《Learning & behavior》1973,1(2):99-101
The sucrose preferences of two prosimian primate species, slow loris and greater galago, were determined under aperiodic reinforcement of a free operant. Stimuli were solutions of the following concentrations: 5%, 10%, 20%, 30%, and 40%. Solutions of intermediate concentration were preferred, and thus the function relating barpresses to concentrations was nonmonotonic. 相似文献
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Annette Towler Kurt Kraiger Traci Sitzmann Courtney Van Overberghe Jaime Cruz Eyal Ronen David Stewart 《Performance Improvement Quarterly》2008,21(2):65-86
Seductive details are highly interesting information tangential to course objectives. The inclusion of seductive details generally harms performance on recall tests, but few studies have used multimedia training or investigated effects on performance on recognition tests or transfer tasks. We conducted two studies using computer‐based training, instructing college students to use either Excel or Word mail merge. Contrary to most prior results, we found no negative effect for seductive details on recognition tests, and we found a facilitative effect on transfer performance. We discuss implications for theories of learning and transfer, and practical implications for instructional design and delivery. 相似文献
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Horst Zeinz Annette Scheunpflug 《美中教育评论》2010,(1):32-37
This research project focuses on the question: Which effects do teachers' attitudes have on students' academic self-concept and students' competences? The study is informed by the theoretical perspective that competences and individual skills can be improved especially when students and teachers are confident about the possibility of change of these variables and when teachers make this explicit as a central theme. In our intervention study, we investigate whether a change in the teaching and learning setting (moving from a focus on deficits to a focus on strengths) is able to enhance students' academic self-concept and students' competences, even across domains. 相似文献
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In our exploration of the order of operations we focus on the following claim: “In the conventional order of operations, division should be performed before multiplication.” This initially surprising claim is based on the acronym BEDMAS, a popular mnemonic used in Canada to assist students in remembering the order of operations. The claim was voiced by a teacher and then presented for consideration to a class of prospective elementary school teachers. We investigate the participants’ understanding of the order of operations, focusing on the operations of multiplication and division. We report on participants’ ways of resolving a cognitive conflict faced as a result of relying on memorized mnemonics. 相似文献
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