This study examines the contributions of temperamentally and nontemperamentally based emotional reactions to the organization of social interactive behavior within the Strange Situation to better understand the emotional underpinnings of attachment system functioning. At 12 1/2 and 19 1/2 months, temperamental fear (assessed via maternal report) was related to independent per-episode dimensions of social interactive and distress behavior. Fear was moderately correlated with both distress and interactive dimensions at each age. Path-analytic models revealed that temperamental fear had direct effects on interactive behavior and also indirect effects mediated by preceding distress reactions. However, residualized measures of "context-specific" distress (with temperamental variance removed) were still highly consistent across Strange Situation episodes and also significantly predicted subsequent social interactive behavior; furthermore, stable distress reactions from 12 1/2 to 19 1/2 months significantly predicted concurrent stability in social interactive behavior. We discuss likely sources of "context-specific" emotional influences on Strange Situation behavior and also age-related differences in these findings. 相似文献
This paper reports an experimental study into the effects of cooperative and individualistic approaches in teaching Mathematics and English. The study was conducted at a Vacation Learning Camp (VLC) which was held for two weeks in one of the secondary schools in Singapore. This VLC was targeted at Secondary One pupils who were classified as below average based on general ability streaming.
The individualistic teaching approach was assumed to contribute to individual efforts while the cooperative teaching approach was expected to produce cooperativeness among the subjects. The results indicated that there were no significant differences in performances in the main effects classified as the treatment groups and the sex groups in both Mathematics and English; in Mathematics, the individualistic teaching approach was more effective for the male pupils whereas the cooperative teaching approach was more effective with females. However, in English, the results were reversed.
The female pupils in the cooperative group seemed to have improved in their attitude towards learning Mathematics whereas the male pupils in the individualistic group seemed to have a more positive attitude towards learning English. 相似文献
Mastery learning, it is claimed, is among the most successful practices in higher education. Evidence supporting this claim
has recently been criticized as empirically weak. This experiment employed a four-group, pre-post design to examine the learning
consequences of a computer-administered mastery-testing approach in comparison with a seminar-discussion approach in a third-year
university course. The mastery-testing approach generated significantly higher learning achievement than did the seminar-discussion
approach. Replication and extension of this research approach are recommended to support generalizations across mastery-testing
techniques, delivery systems, and disciplines. 相似文献
The present experiment compared two methods of eliminating a classically conditioned response in dogs, extinction and reinforcement of nonsalivation, using both a within- and between-subjects experimental design. Eighteen dogs were trained for 16 days in Phase I, 16 days in Phase II, and 8 days in Phase III. In Phase I, each subject received classical conditioning training to two stimuli. In Phase II, Group 1 received extinction training to one stimulus and reinforcement of nonsalivation to the other stimulus. Group 2 received continued classical conditioning training to one stimulus and reinforcement on nonsalivation training to the other. Group 3 received continued classical conditioning training to one stimulus and extinction training to the other. In both the within- and between-subjects comparisons, responding to the stimulus associated with extinction was eliminated faster than responding to the stimulus associated with reinforcement of nonsalivation. 相似文献
Research in Science Education - The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally... 相似文献
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
Pigeons pecked on three keys, responses to one of which could be reinforced after 3 flashes of the houselight, to a second
key after 6, and to a third key after 12. The flashes were arranged according to variable-interval schedules. Response allocation
among the keys was a function of the number of flashes. When flashes were omitted, transitions occurred very late. Increasing
flash duration produced a leftward shift in the transitions along a number axis. Increasing reinforcement probability produced
a leftward shift, and decreasing reinforcement probability produced a rightward shift. Intermixing different flash rates within
sessions separated allocations: Faster flash rates shifted the functions sooner in real time, but later in terms of flash
count, and conversely for slower flash rates. A model of control by fading memories of number and time was proposed. 相似文献
In this study, the researchers examined 5 years of Texas statewide data concerning elementary school size and Hispanic student
performance on three state-mandated assessments in reading, mathematics, and writing. For each year of data analyzed here,
student data from more than 1,200 elementary schools. After collapsing elementary schools into three sizes (i.e., very small
<400 students; small 400–799 students; and large 800–1,199 students), multivariate statistical procedures revealed the presence
of statistically significant differences in Hispanic student performance in reading, mathematics, and writing across all 5 years
of data analyzed. In almost every analysis, Hispanic students in large elementary schools outperformed Hispanic students in
very small elementary schools in reading, mathematics, and in writing. As such, our findings are in disagreement with other
studies. Implications are discussed. 相似文献
OBJECTIVE: This study examined specific aspects of child sexual abuse in relation to symptom severity among hospitalized patients diagnosed with bulimia nervosa. METHOD: Participants were 45 hospitalized bulimic women who reported a history of child sexual abuse. Structured interviews were conducted in order to obtain detailed information regarding specific features of the abusive event(s). Participants also completed instruments that measured depression and eating pathology. RESULTS: There were no significant differences in severity of depression or eating disturbance among women reporting differing abusive experiences including intrafamilial versus extrafamilial abuse, abuse with or without the use of physical force, one versus multiple incidents, early abuse versus abuse occurring after age 14, contact versus noncontact abuse, disclosed versus undisclosed, and combined physical/sexual abuse versus sexual abuse alone. CONCLUSION: The specific characteristics of child sexual abuse are not related to the level of symptomatology for hospitalized bulimic patients. This study suggests that differences in the nature of the abuse may not be as important as the fact that the abuse occurred in the first place. 相似文献