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991.
The relative importance of intramaze cues and extramaze cues in directing choice behavior on a radial arm maze was examined using a discrimination procedure which selectively rewarded rats for following only one set of cues. Rats in the intramaze group obtained food from a food cup on the end of each arm. Rats in the extramaze group obtained food from a food cup on a small platform just beyond the end of each arm. All rats were first shaped to perform correctly with the maze in a constant position. Then the maze was rotated to a new position after every choice. For rats in the intramaze group, the food moved with the arms, making intramaze cues relevant. For rats in the extramaze group, the food remained on the platforms (in the same position in the room), making extramaze cues relevant. Rats in the extramaze group performed almost perfectly during maze rotation, demonstrating that intramaze cues were not necessary to support accurate choice behavior. Rats in the intramaze group never performed better than chance, demonstrating that intramaze cues (from the rats, the reinforcement, and the apparatus) were not adequate to control choice behavior. The results of the present experiment are compared to those of other experiments describing the influence of “odor trails” or other olfactory stimuli on choice behavior in mazes. 相似文献
992.
This article defines primary knowledgecomponents for entities, actions, andprocesses. It also defines primaryinstructional strategy components. It proposesthat a different combination of strategy andknowledge components is required for differentkinds of instructional goals. It furtherproposes that if these fundamentalstrategy-knowledge component combinations arenot present that there will be a decrement inthe student's effective and efficientacquisition of the desired knowledge and skill.It further proposes that the underlyingarchitecture of an instructional strategy is acombination of primary strategy components andprimary knowledge components appropriate for,and consistent with, a given instructionalgoal. Instructional components are a theoreticaltool. They are not a method or developmentprocedure. These instructional strategy andknowledge components can be imbedded in a widevariety of different instructionalarchitectures based on a variety of differentphilosophical orientations. It is hoped thatone of the primary benefits of instructionalcomponents is to provide a common vocabularythat will enable designers, theorists, andinstructional developers to more clearlydescribe their products and procedures. 相似文献
993.
This paper compares the results of NCES and Carnegie surveys of postsecondary faculty to identify points of agreement and disagreement between them, and to contrast the respective survey results to other recent research on faculty. The two surveys utilized differently constructed samples, experienced different response rates, and employed different weighting schemes for purposes of analyzing and interpreting the results. Certain important inconsistencies in the results of the two surveys were observed and the paper provides a critical analysis of methodological and interpretive issues raised in a comparison of the surveys' results. 相似文献
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Adolescent adjustment measures may be related to each other and to the social environment in various ways. Are these relationships similar in genetic and environmental sources of covariation, or different? A multivariate behavior-genetic analysis was made of 6 adjustment and 3 treatment composites from the study Nonshared Environment in Adolescent Development, using 674 same-sex adolescent sibling pairs aged 9-11. Cholesky decompositions of the total covariance matrix yielded additive and nonadditive genetic, and shared and nonshared environmental matrices. Factor analyses led to 3 factors for all but shared environment. The first 2 factors resembled Neuroticism and Extraversion factors typically found for personality; the third factor, parental monitoring and control, appeared to have different associations in different matrices. 相似文献
999.
David F. Bjorklund Wolfgang Schneider Katherine Kipp Harnishfeger William S. Cassel Barbara R. Bjorklund Jean E. Bernholtz 《Contemporary educational psychology》1992,17(4)
High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation. 相似文献
1000.
Robert D. Fitzgerald David L. Francisco James Metcalfe Maralee S. Lawson 《Learning & behavior》1984,12(2):217-222
Classical discrimination conditioning of heart rate (HR) and respiratory-motor (RM) activity was examined in 16 newborn (average age = 1 day) and 8 neonatal (average age = 2 weeks) pygmy goats over 4 days of conditioning involving an electric shock US and auditory CSs. On the 4th day, one-half of the animals in each group received a low to moderate dose of ethanol to test the resistance of the CRs to drug effects. Discriminated conditioning of RM activity but not HR occurred in the newborn group, indicating an absence of close coupling between skeletal-motor activity and HR at this early age. While the newborn group failed to show recognizable HR reactions to the CSs during the 4 days of testing, it did show a long-latency brady-cardia UR beginning at 2 days of age that may have been secondary to baroreceptor reflex actions. The neonatal group displayed conditioning of both HR and RM activity. The similar latencies of the two types of CRs during the CS suggested that they may have been related to each other. However, the fact that the RM CR developed a day before the HR CR, combined with the observation that ethanol modified the HR CR but not the RM CR, supports the view that there was considerable independence between the two types of CRs. 相似文献