Failure to block control by a relevant stimulus

Pigeons were trained to depress a treadle in the presence of a discriminative stimulus, either a tone or illumination of red houselights, in order to obtain access to grain or avoid electric shock. In avoidance training, the auditory discriminative stimulus yielded faster acquisition than did the visual one. In appetitive training, the visual discriminative stimulus yielded faster acquisition than the auditory one. Experiments 2 and 3 used these stimuli in Kamin’s (1969) blocking design. In Experiment 2, when the pigeons were trained to depress a treadle in the presence of tone to obtain grain and then red light was added as the redundant stimulus, the light acquired stimulus control over treadlepressing; blocking was not observed. In Experiment 3, when the pigeons were trained to depress a treadle in the presence of red light to avoid electric shock and then tone was added as the redundant stimulus, the tone acquired stimulus control over treadle-pressing. Again, blocking was not observed. The implications of these results for several models of stimulus control are discussed.     

A Developmental Perspective on Peer Rejection: Mechanisms of Stability and Change

This study examines factors associated with the relative stability of peer rejection among elementary school-aged children. Forty-four initially rejected children (some of whom improved their social status while others remained rejected over a 2-year period) were recruited from a larger sociometric sample. Prospective analyses were conducted to determine whether peer nominated aggression and children's perceptions of their own status in fourth grade were predictive of status improvement by the end of fifth grade. In addition to prospective analyses, initially rejected children and their mothers were invited to participate in a retrospective interview about their social experiences over the past 2 school years. Results of prospective and retrospective analyses suggested that perceived social status, participation in extracurricular activities, locus of control, and parental monitoring were all positively related to status improvement among initially rejected children. Surprisingly, aggressive behavior also was positively related to status improvement among initially rejected boys.     

13个讨老师喜欢的方法

在学校里,那些讨老师喜欢的学生总是能得到更多的帮助。无论是在学习上还是找工作的过程中。老师愿意花时间亲培养他们喜爱的学生。也乐意为其写一份好的就业推荐书。那么,怎样才能成为讨老师喜欢的学生呢？请看本期直面留学。     

Models of power and the deletion of participation in a classroom literacy event

This article uses the analytic lens of power relations and models of power to examine how the participation of two students in an urban US eighth‐grade English language arts class was symbolically and literally deleted. The researcher asks why do some students fail despite being placed in a technologically rich educational environment that ostensibly draws on best practices? Drawing on data collected during an academic year, the author uses a telling case of a dyad engaged in on‐line research and the creation of a PowerPoint presentation to illustrate how the students try to participate and complete the assignment but experience failure. The author raises questions about the context of the students' lives as well as the nature of the classroom instruction and assessment structure. It is argued that further research into the nature of participation is needed to address the lack of student success in urban schools.     

A Conference of the Baltic Heritage Network in Rīga,Latvia

ABSTRACT

The article summarizes the fourth conference of the Baltic Heritage Network, held in Rīga, Latvia on June 30–July 2, 2015.     

An Empirical Keying Approach to Academic Prediction with the Guilford-Zimmerman Temperament Survey,

The present study was conducted to establish a scoring key for the Guilford Zimmerman Temperament Survey appropriate for predicting academic performance. To maximize reliability of criterion data, academic performance was operationally defined as cumulative college grade point average based on a minimum of four semesters’ course work. The scoring key developed was predictive of academic performance (cross validated r = .39, p <.01). The magnitude of the relationship between scores on this key and cumulative grade point average compares favorably with the validities reported for the widely used academic aptitude tests in predicting the same criterion. Lesser relationships were observed between scores on the ten publisher-supplied scales and college grades. Results point to the utility of non-cognitive measures in predicting academic performance, particularly when keys tailored to the specific situation are empirically derived. Suggestions for future research are advanced.     

Foreseeing a Religious Educational Program for a Local Church

The members of the Editorial Staff and Committee invite the readers of Religious Education to participate in the Forum. Let us know what you think about the articles appearing in the journal. If you feel we are over‐emphasizing some fields and under‐emphasizing others — tell us. If you feel that we are failing to get at some of the things we should be handling, discuss them through this section of the journal. We will welcome your cooperation and participation.     

The Humanities Chart Their Course. Report of the Second Annual Conference held by the Stanford School of Humanities. Stanford University Press. 78 pp. $1.00

EDUCATION: A College Program in Action by the Committee on Plans. Columbia University Press. Preface by Harry James Carman. 171 pp. $2.00.

Diagnostic and Remedial Teaching in Secondary Schools by Glenn Myers Blair. New York: The Macmillan Co. 422 pp. $3.25.

Field Work in College Education by Lynd, Helen Merrell. Sarah Lawrence Publication No. 5, Columbia University Press, New York, 1945, 302 pp. $2.75.

Guiding Youth in the Secondary School by Leslie L. Chisholm American Book Company. 433 pp. $3.25.

Henry Barnard's American Journal of Education by Richard E. Thursfield. The Johns Hopkins Press. 359 pp. $3.00

School Boards in Action, Twenty-fourth Year Book, American Association of School Administrators, Washington, D.C. 413 pp. $2.00.

Elementary Courses in the Humanities. Report of the Third Annual Conference held by the Stanford School of Humanities. Foreword by F. W. Strothmann. Stanford University Press, Stanford University, California. 146 pp. $2.00.

ENGLISH: Learning Our Language by Thomas F. Dunn and Charles A. Ranous. Wm. C. Brown Co., Dubuque, Iowa. 379 pp. $2.50.

HISTORY: The Formative Years of the Catholic University of America by John Tracy Ellis, American Catholic Historical Association, Washington, 407 pp. $3.00.

PSYCHOLOGY: Controlled Eye Movements Versus Practice Exercises in Reading by Frederick Lowell Westover. Contributions to Education No. 91 7. New York: Bureau of Publications, Teachers College, Columbia University. 100 pp. $1.95.

SCIENCE: Atomic Energy in Cosmic and Human Life by George Gamow. University Press, Cambridge, and the Macmillan Company, New York. 159 pp., $3.00.

SOCIAL STUDIES: Conditions of Civilized Living by Robert Ulich. E. P. Dutton and Company, Inc. 244 pp. $3.75.

The Public and Its Problems by John Dewey. Gateway Books, 301 East 18th Street, Chicago 16, Illinois. 219 pp. $2.50.

Problems of Men by John Dewey. Philosophical Library, New York. 418 pp. $5.00.

The Roots of American Loyalty by Merle Curti. Columbia University Press. 256 pp. $3.00.