Resistance to extinction as a function of percentage of reward: A reinforcement-level interpretation

Three experiments investigated the effects of percentage of reinforcement on the resistance to extinction of an instrumental running response. In Experiment 1, with N-length held constant, 47% reinforcement during acquisition generated greater resistance to extinction (R_n) than did 77%. In Experiment 2, this result was replicated with both functional N-length and number of N-R transitions held constant. In Experiment 3, R_n was shown to be a function of both N-length and percentage of reinforcement. The results of all three experiments were discussed in terms of Capaldi’s reinforcement level theory and possible alternative explanations.     

A context-specific detrimental effect of UCS preexposure on place conditioning with morphine

The effect of morphine preexposure on place conditioning with morphine was investigated. In the first experiment, five injections of 10 mg/kg morphine were administered to rats prior to place conditioning or taste-aversion training with morphine. Although this number of preexposures retarded taste-aversion learning, there was no effect on place conditioning. In subsequent experiments we investigated the role of context blocking in UCS preexposure in place conditioning. In one experiment, preexposure to five morphine injections prior to place conditioning resulted in a reduced place preference, compared with preexposure and place conditioning in different contexts. However, the overall detrimental effect of morphine preexposure was questionable, because the rats that were preexposed were only marginally different from those that were not preexposed. In a final experiment we examined the effect of a context change from preexposure to place conditioning with 15 preexposures and demonstrated a detrimental effect of preexposure on place conditioning that was context specific. These results support a role of classical conditioning in place-preference conditioning with morphine.     

A comparison of Catechesis of the Good Shepherd and Godly Play

Abstract

Catechesis of the Good Shepherd and Godly Play are the two best known variants of Montessori style Religious Education programmes. While they have much in common, there are also obvious differences. This article offers a brief outline of the distinctive features of each programme, including some analysis of their effectiveness in terms of contemporary educational research. The article identifies four areas of significant difference, namely, the understanding of the Imago Dei, the stance taken towards sacraments and sacramentality, pedagogy and the conduct of the sessions themselves. The author argues that these differences create a natural constituency for each programme. Godly Play with its heavy emphasis on the Scriptures as ‘story’ and the interpretation of the Imago Dei in terms of a ‘symbolic/language’ mediation of divine reality fits in well with the insights of mainline Protestant and Evangelical Churches. Catechesis of the Good Shepherd interprets the Imago Dei in terms of sacramentality and ontological similarity – grace building on nature through the use of the material/spiritual composition of the human person. This is better suited for use in Catholic, Orthodox and Anglo-Catholic contexts.     

Writing skills training for engineering students in large classes

First Year engineering students at the University of Edinburgh are taught Writing Skills as part of aProfessional Engineering Module. Particular difficulties are presented by the large class sizes and the generally low standard of writing skills among native English speakers at entry to the course. The course aims not only to give students the skills to communicate effectively with any readership but also to teach the conventions of engineering writing. Writer-centred, genre-centred and reader-centred approaches to the teaching of composition skills are all seen as necessary means of helping students to get the most out of their writing, for themselves and for their readers, and of motivating students to improve their writing during the four years of their degree course and beyond. The merits of lectures, handouts, surgery hours and feedback were assessed by means of a questionnaire, student interviews and analysis of feedback proformae. The indications are that structured feedback provides the key to helping individual students evolve and maintain a personal development programme for improving their writing skills to a level which meets the needs of their profession.     

Rural Students in a Chinese Top-Tier University: Family Background,School Effects,and Academic Performance

Abstract

New preferential policies in China promise to increase the number of rural students entering top-tier universities, where there is a wider path to a higher social status. While a substantial body of literature has investigated rural students’ trajectories to university, there is a dearth of systematic empirical studies on the academic success of rural students in colleges and universities. This study seek to address this gap by examining the academic achievement of representative samples of students entering an elite university in China, including their place of origin, family background, school experience, and the characteristics that align with their academic performance. The data suggest no significant difference in academic performance obtained by urban and rural students with respect to average grade point average (over four years). It also suggests that fathers’ occupations may not be associated with the academic achievements of students from different families. However, the data suggest a relatively clear school effect on the academic performance of students at University S.¹For ethical considerations, we use pseudonyms in the article. The study enriches the discussions of the inequality issue in China’s higher education sector. It also enriches the literature in sociology of education by looking at the relative strength of the relationship between the possible causes and outcomes of schooling.     

Do organisational commitments matter in teaching approaches among academics in elite universities in Beijing?

This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers.     

W5″ Test: A simple method for measuring mean power output in the bench press exercise

The aims of the present study were to assess the validity and reliability of a novel simple test [Five Seconds Power Test (W5″ Test)] for estimating the mean power output during the bench press exercise at different loads, and its sensitivity to detect training-induced changes. Thirty trained young men completed as many repetitions as possible in a time of ≈5?s at 25%, 45%, 65% and 85% of one-repetition maximum (1RM) in two test sessions separated by four days. The number of repetitions, linear displacement of the bar and time needed to complete the test were recorded by two independent testers, and a linear encoder was used as the criterion measure. For each load, the mean power output was calculated in the W5″ Test as mechanical work per time unit and compared with that obtained from the linear encoder. Subsequently, 20 additional subjects (10 training group vs. 10 control group) were assessed before and after completing a seven-week training programme designed to improve maximal power. Results showed that both assessment methods correlated highly in estimating mean power output at different loads (r range: 0.86–0.94; p?R²: 0.78). Good to excellent intra-tester (intraclass correlation coefficient (ICC) range: 0.81–0.97) and excellent inter-tester (ICC range: 0.96–0.99; coefficient of variation range: 2.4–4.1%) reliability was found for all loads. The W5″ Test was shown to be a valid, reliable and sensitive method for measuring mean power output during the bench press exercise in subjects who have previous resistance training experience.     

Effects of Instruction on Verbal Interactions During Collaborative Problem Solving

During one school year, data were collected for vocational education students while they worked collaboratively on open-ended mathematics problems. In collaboration with participating teachers, instructional activities were designed with a twofold goal of modelling the process of problem solving and improving collaboration. Instructional activities were based on scaffolding instruction and included modelling problem solving, stimulating reflection, and giving feedback on the process of collaboration. These activities were gradually developed and implemented in collaboration with teachers who participated in the study. The main research question in this study was whether student collaboration while working in small groups creates a learning context where students work on open-ended problems and where instructional activities are aimed at stimulating collaborative problem solving in mathematics.To answer the research question, an experiment was undertaken in two classes in different schools. Two groups of students were videotaped while they tried to solve mathematics problems collaboratively. Observational data were analysed with a schema that was developed as part of this research. Analyses of the data showed that, in both groups, collaboration-oriented patterns increased during the school year. It is argued that the approach of gradual implementation of instructional activities that are designed in cooperation with participating teachers is effective in stimulating collaborative problem solving.