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The translational-symmetry hypothesis of abstract-concept learning was tested in a same/different (S/D) task with pairs of pictures. The translational-symmetry hypothesis proposes that subjects discriminate same trials by the simultaneous repetition of features in the two pictures (and different trials by the lack of feature repetition). Pigeons that had learned a simultaneous S/D task were tested with delays between
the two pictures to remove emergent perceptual cues. In Experiment 1, we tested delays of 0 and 1 sec. The results did not
show the accuracy decrease expected according to the translational-symmetry hypothesis. In Experiment 2, we expanded the delays
to 2 and 6 sec. Even at the longest delay, there was no evidence of the precipitous performance decline or default strategy
that would be predicted by translational symmetry. The results provide evidence against translational symmetry (or other perceptually
emergent features) that might control these pigeons’ performance in our two-item S/D task. 相似文献
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Stephanie A. Crockett Rebekah Byrd Bradley T. Erford Danica G. Hays 《Counselor Education & Supervision》2010,50(1):5-20
Patterns of articles accepted for publication in Counselor Education and Supervision from the past 25 years were reviewed in this meta‐study. Results were described and statistically analyzed to identify trends over time in author characteristics (sex, institutional classifications, employment setting, domicile) and article characteristics (article type, research design, sample, sample size, types of participants, and statistical procedures and sophistication). 相似文献
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Bradley E. Cox Kadian L. McIntosh Patrick T. Terenzini Robert D. Reason Brenda R. Lutovsky Quaye 《Research in higher education》2010,51(8):767-788
Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that
same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively
little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided
by the theory that faculty members use in-class behaviors to signal their “psychosocial approachability” for out-of-class
interaction with students (Wilson et al. in Sociology of Education 47(1):74–92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical
factors that influence the frequency and type of interaction faculty members have with students outside of the classroom. 相似文献
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Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice through two cycles of instructional planning, classroom implementation, and reflective analysis. Detectable changes in practice were observed, including a substantial improvement for two of the four teachers in fidelity of implementation of an instructional innovation. Results support claim that meaningful instructional changes are more likely when teachers work in job-alike teams, are led by trained leaders, use inquiry-focused protocols, and have stable settings in which to engage in the continuous improvement of instruction. 相似文献
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Vehicle dynamics modelling can provide vehicle designers with vehicle performance data that can assist with the efficient
development of more refined cars. However, such models are notoriously complicated requiring the user to have a considerable
understanding of vehicle dynamics.
相似文献
G. D. TansleyEmail: |