Learning by pigeons playing against tit-for-tat in an operant prisoner’s dilemma

Each of four pigeons was exposed to a single random-ratio schedule of reinforcement in which the probability of reinforcement for a peck on either of two keys was 1/25. Reinforcer amounts were determined by an iterated prisoner’s dilemma (IPD) matrix in which the “other player” (a computer) playedtit-for-tat. One key served as thecooperation(C) key; the other served as thedefection(D) key. If a peck was scheduled to be reinforced and the D-key was pecked, the immediate reinforcer of that peck was always higher than it would have been had the C-key been pecked. However, if the C-key was pecked and thefollowing peck was scheduled to be reinforced, reinforcement amount for pecks on either key were higher than they would have been if the previous peck had been on the D-key. Although immediate reinforcement was always higher for D-pecks, the overall reinforcement rate increased linearly with the proportion of C-pecks. C-pecks thus constituted a form of self-control. All the pigeons initially defected with this procedure. However, when feedback signals were introduced that indicated which key had last been pecked,cooperation (relative rate of C-pecks)—hence, self-control—increased for all the pigeons.     

Mothers' Views on Teaching their Preschoolers in Everyday Situations

Mothers' views of what they teach their preschoolers in everyday situations and their beliefs about the importance of teaching particular kinds of skills were explored. Middle class mothers of 3-, 4-, and 5-year-old children were asked to identify situations/activities in which they intentionally set out to teach their child and situations/activities in which teaching occurs incidental to some other goal. Most mothers reported teaching both cognitive/academic and social/life skills, but they differed in the relative emphases they put on each type. Few mothers spontaneously reported teaching metacognitive skills, although when specifically asked whether they taught any "learning-to-learn" skills they indicated that they did. Nevertheless, the skills they identified were lower-level process skills such as listening and paying attention rather than higher-level self-regulatory skills such as planning and monitoring progress. Some educators have questioned the extent to which parents are aware of and take advantage of the opportunities for teaching afforded by everyday interactions with their children. The present results suggest that this need not be a concern with respect to middle class families in the cognitive and social domains but that it is of concern in the metacognitive domain. It seems clear that there should be an increased emphasis in parent education programs and materials on how and why to foster metacognition.     

Meta-assessment in a project-based systems engineering course

Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requiring conceptual modelling of complex systems. Next, individual students assessed their peer team projects. Finally, the course staff assessed students individually, based on the content knowledge that was reflected in students’ comments to their peers, by using the new meta-assessment tool. The research findings validated the meta-assessment tool which can serve for assessing various PBL courses. Our contribution is twofold: a new approach for assessing project-based undergraduate engineering courses, and classification of meta-assessment methods into three types, where a student-oriented meta-assessment as one of the three meta-assessment methods is our newly introduced and validated method.     

Students' Perceptions of Literacy Assessment

Students' perceptions of literacy assessment processes and practices were investigated in two year long case studies undertaken in two English classrooms in two state high schools in Queensland, Australia. A range of qualitative data techniques was used to collect information related to students' previous experiences of assessment in primary school, students' responses to the first and last literacy assessment task of the school year, and their perceptions of assessment at the end of the year. The study showed that students' attitudes, beliefs, practices and understandings about assessment varied both within and across student groups and differences in students' accounts were evident both at the start and end of the school year. The findings highlight the role that students play in actively constructing knowledge about literacy assessment through their prior and current experiences with assessment tasks, and in their interactions with each other.     

Boys with reading disabilities and/or ADHD: distinctions in early childhood

We examined distinctions in the early childhood characteristics of boys with reading disabilities (RD) and/or attention-deficit/ hyperactivity disorder (ADHD). A four-group mixed design consisting of boys identified at age 11 with reading disabilities only (RD only; n = 46), reading disabilities and ADHD (RD/ADHD; n = 16), ADHD only (n = 20), and a comparison group (n = 281) was utilized. Differences on receptive and expressive language and temperament for ages 3 and 5 were investigated. Analyses indicated that the boys from the RD-only group performed worse on measures of receptive and expressive language. The results also indicated that boys from the RD/ADHD groups consistently performed worse on measures of receptive language and exhibited more behaviors indicative of an undercontrolled temperament. In summary, we suggest that reading disabilities and ADHD represent moderately unique disorders that frequently co-occur and are characterized by distinct developmental pathways.     

Educational Reform at MIT: Advancing and Evaluating Technology-Based Projects On- and Off-Campus

This issue is the first of two special issues that present a diverse collection of studies which describe and discuss innovative approaches to science and technology teaching and learning at MIT. This issue focuses on advancing and evaluating technology-based projects on-campus, while the second one will focus mainly on off-campus technology-based projects.     

Characteristics of Science Teachers Who Incorporate Web-Based Teaching

This study concerns the characterisation and classification of the way junior high school science teachers incorporate Web-based learning environment and materials into their teaching. About 60 science teachers from nine junior high schools in the northern part of Israel took part in an extended professional development (PD) program. The study, which applied the qualitative interpretative methodology, involved multiple sources of data, including field notes of observations in the PD meetings and class observations, interviews with teachers and principals, and teachers artifacts. Based on their professional growth and beliefs about implementation of Web-based teaching, four basic types of science teachers were identified: the initiator and pathfinder, the follower and conformist, the avoider, and the antagonist. Provided with long-term support, these teachers elevated their specific Web-related qualifications. In particular, they improved the development of Web-based, learner-directed material. The level of success in assimilating Web-based learning in science classes was influenced by the quality and cohesion of the school's teacher team and their principal's care and involvement.     

Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction

The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features enhance or elevate (or might enhance or elevate) their assessment of student work and instructional capabilities, and how faculty use of blackboard might positively affect the psychosocial climate within the face-to-face classroom setting. Additional analysis sought to identify the factors that predict use and positive perception of blackboard as a supplement to face-to-face teaching activities. The results indicate that faculty primarily used blackboard as a course management/administration tool to make course documents available to students and manage course grades. Few faculty used blackboard for instructional or assessment purposes, and even fewer utilized blackboard to foster a more positive sense of community within their face-to-face classes. Faculty attitudes, on the whole, were positive when it came to the classroom management functions of blackboard, but neutral or otherwise undecided in terms of its instructional or psychosocial benefits. The main factor in determining blackboard usage—whether for course administration or instructional purposes—was experience with the tool. In addition, women had more positive attitudes than men did in terms of blackboard's potential to enhance classroom management and foster a positive relational climate. Limitations of the study and suggestions for future research are discussed before concluding.