Developing a database of authoring system software

AuthorBase, a working prototype database of authoring system software, was developed as part of a study of authoring software conducted by the National Library of Medicine. In this article, the authors discuss development issues ranging from the scope of the database to what information to document. The prototype demonstrates that records of reasonable integrity can be derived from vendor-supplied information. However, users should understand that the database is only a starting point in searching for authoring software and a resource for becoming generally familiar with the technology.     

Differential acquisition of discriminated autoshaping as a function of stimulus qualities and locations

In each of two experiments, different groups of pigeons were required to discriminate between one of two basic kinds of stimulus differences: stimulus quality or stimulus location. For stimulus-quality groups, a key was illuminated by one of two colors on trials ending with food delivery and by the other color on trials ending with no food. For stimulus-location groups, a key was illuminated at one of two locations on trials ending with food delivery and at the other location on trials ending with no food. The birds began to respond differentially to the stimuli (i.e., peck the keys on food trials and not peck the keys on no-food trials) earlier in acquisiton if the stimulus qualities served as the signals for trial outcomes than if the stimulus locations served as those signals. The results from both experiments are consistent with predictions from a hypothesis regarding interactions among the qualities and locations of stimuli and responses (the “quality-location hypothesis”). Furthermore, the present results support other recent demonstrations of the important role that spatial relations among stimuli can play in classical conditioning.     

A problem solving model for use in science student teacher supervision

Conclusion The period of time student teachers have to receive feedback from their supervisors and cooperating teachers is relatively short. Techniques and ideas suggested by university supervisors and cooperating teachers are clearly beneficial to beginning teachers, but the students also need direct experience in addressing classroom concerns themselves. Student teachers need to develop techniques for evaluating their own teaching and for solving instructional problems autonomously such as suggested through the use of this model. The problem solving model forces student teachers to take responsibility for their learning about teaching. It forces them to analyze and reflect on their own lessons and to deal with their own problems. Importantly, the model may serve as a tool for self-evaluation that can be used during students’ first few years of teaching and throughout their science teaching career. Student teachers will still undergo the complex and sometimes overwhelming experience of teaching for the first time. However, by addressing each problem they face in a systematic, organized way, the experience may become more manageable, and success may seem more attainable for them.     

Promoting Constructive Activities that Support Vicarious Learning During Computer-Based Instruction

This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge acquisition under conditions in which the learner is not the addressee and does not physically interact in any way with the source of the content to be mastered. The second section describes cognitive constructivism from the standpoint of schema theory and the work of Bartlett (1932). The next section describes four principles of curriculum design that support constructive processes during vicarious learning and reviews the process of self-explanation and how computer prompted self-explanation supports constructive activities. Research showing the important role that overhearing deep-level reasoning questions plays in supporting constructive activities and deep-level learning is also described. In the next section, vicarious learning supported by deep-level reasoning questions is contrasted with tutoring as one kind of interactive learning. In the final section, some conclusions are drawn, a few empirical issues are discussed, and two caveats are noted.     

Dialogue and reciprocity in an international teaching practicum

Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond their self-interests towards larger ethical and educational questions. This paper employs narrative-based inquiry methods to explore the lived experiences of three co-leaders of an international teaching practicum in South Africa for Australian PSTs underpinned by dialogic service-learning principles. Using Bakhtinian dialogic theory, the authors generate alternative interpretations of reflective narratives they have written, in order to examine the concepts of dialogue and reciprocity in their lived experience of this teaching practicum. The authors conclude that reciprocity and dialogue are indeed valuable discourses for critically researching international teaching practicums with service-learning dimensions, but counsel against romanticising either of these.     

Parent-infant education in schools for deaf children. Before and after PL 99-457.

This report looks at parent-infant programming in schools for deaf children nationwide, comparing data from two surveys of these schools, one before and one after enactment of PL 99-457, one in 1982 and one in 1990. Surveys were returned by 107 schools in 1990 (60 residential and 47 day), 81 of which responded both in 1982 and 1990. Of the schools that responded to both surveys, parent-infant programming for children 0-4 years old and their families was reported by 89% in 1982 and 95% in 1990. Enrollment doubled during the period, from 1,602 students to 3,411. The major increases were in the number of students receiving part-time instruction (1/2 to 2 hours per week), which almost tripled, and the number receiving instruction primarily in the child's home. Data are presented on the extent of parent-infant programming and on student characteristics, program funding, and respondent concerns. Implications of these findings and the implementation of PL 99-457 are also discussed.     

Intermittent reinforcement and salt arousal of thirst in rats

Sated rats, previously trained to leverpress for H₂O reinforcement on continuous or variable-interval (10-sec or 60-sec) schedules, were given NaCl injections and tested for leverpressing. Under all schedules, responding was an inverted U function of NaCl concentration (0.15M to 3.0M). However, NaCl thirst produced relatively little change in behavior under the VI 60-sec schedule.     

Cognitive Style and Problem Behaviour in Boys Referred to Residential Special Schools

The paper considers aberrant behaviour in the context of cognitive style with reference to both diagnosis and treatment.

Aims.

The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.

Sample.

The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.

Method.

The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.

Results.

When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.

Conclusion.

The results were considered to have implications for the origins and treatment of problem behaviour.     

On Becoming Allies: A Qualitative Study of Lesbian‐, Gay‐, and Bisexual‐Affirmative Counselor Training

The authors present a qualitative analysis of a process by which a research team of counselors‐in‐training confronted their heterosexist biases while investigating heterosexual attitudes toward sexual minorities. Members of the research team discovered that it was essential to reflect on and evaluate their attitudes, assumptions, and biases before they could conduct scientific research about affirmative attitudes toward lesbian, gay male, and bisexual male and female individuals. Self‐reflective narratives written by each research team member were analyzed using consensual qualitative research methodology. Results yielded 10 general categories or themes. Implications for counseling theory, training, and future research are discussed.     

Early Predictors of Attachment in Infants with Cleft Lip and/or Palate

Previous studies have found that children with cleft lip and palate (CLP) and isolated cleft palate (CP) have elevated risk for a variety of psychosocial problems, but the origins of such problems are unclear, We excted that early medical and other stressors during infancy—including feeding problems and facial disfigurement—would have adverse effects on the infant, his or her caregivers, and the family environment, leading to a higher than expected rate of insecure attachments among infants with clefts. Twelve-month attachment classifications of CLP, CP, and comparision group infants were examined. No significant group differences in attachment status were found. When 3-month infant, maternal, and social/family characteristics were examined as potential predictors of insecure attachment, predictors interacted with diagnostic status. For the cleft group, infant and maternal characteristics, but not family characteristics, significantly predicted insecure attachment. For the comparison group, maternal and family characteristics, but not factors associated with the infant, were predictive. Infants with clefts despite their special needs and caregiving requirements, seem not to have elevated risk for insecure attachments at the end of their first year. Contrary to social-psychological formulations, the facial appearance of infants with CLP had no adverse effect on the quality of their maternal attachment.