Factors influencing the acquisition of tactual random figure discriminations by rhesus monkeys

Rhesus monkeys learned to perform two-object random figure discrimination problems by touch. This performance was compared to the visual acquisition of the same problems (reported earlier). In both modalities, choice latencies were shorter to the correct than to the incorrect figure. As compared to visual, however, tactual learning required significantly more trials to criterion, was independent of stimulus figure complexity, and was characterized by significantly shorter choice latencies. Rotation of the figures 180 deg after criterion performance was achieved, yielded partial recognition of the figures visually, but no recognition tactually. These results are explained by different observational or cue-utilization strategies. The majority of the figure is inspected visually, but only the same small section of the perimeter is used tactually. Thus, restricted use of the available cues characterizes tactual performance and is responsible for generating differences in various measures of learning between vision and touch in the monkey.     

The efficacy of embedding special education instruction in teacher preparation programs in the United States

This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled in a required evaluation and measurement course (n=208). A self-report survey was developed assessing knowledge of and attitudes toward teaching students with learning disabilities. Results indicated that embedded instruction significantly increased teacher candidate's knowledge of inclusion terminology and assessment adaptations (p<.01), and improved confidence levels in meeting the needs of students with learning disabilities improved by 60% over the control group. These results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.     

Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.     

Promoting Independent Interactions Between Preschoolers with Autism and Their Nondisabled Peers: An Analysis of Self-Monitoring

This study examined the effects of self-monitoring on the activity engagement and social interaction of three preschoolers with autism. Each child participated in daily play activities with one nondisabled peer and received little adult direction during an initial baseline phase. Two intervention procedures were then implemented in an alternating fashion during a second condition. The first procedure required an adult to prompt the children to exchange social overtures. The adult also moved beads to record completed exchanges and provided a small post session reward to each child if they accomplished a criterion number of exchanges. During the second monitoring procedure the children moved their own beads while the adult provided fewer prompts and gave a post session reward. The child monitoring procedure was then implemented without prompts during a final follow-up phase. A combined alternating treatment and multiple baseline design were used to examine the effects of each experimental condition. Although all three children exhibited high levels of active engagement during baseline, most of their responses occurred in a solitary fashion. The adult and child monitoring procedures produced equal increases in children's engagement with nondisabled peers during the alternating intervention phase. The child monitoring procedure also maintained children's independent interactions during the follow-up condition. Supplemental observations in follow-up also indicated that children exchanged a wide range of different overtures and exhibited varying levels of consistency in their self monitoring.     

The Effects of Children's Age and Sex on Acquiring Pro-Environmental Attitudes Through Environmental Education

Environmental education programs aiming to enhance children's environmental attitudes in a pro-environmental direction require background information, such as age and sex differences, to ensure appropriate design. We used the 2-MEV model with its domains preservation and utilization of nature to assess a four-day program at an educational field center with students 9–10 and 11–13 years of age. A pre- and post-retention test design revealed younger students to be more responsive concerning positive attitude shifts than older students, whereas the sexes were equally influenced. Program developers should consider that education has a stronger effect on young children's environmental attitudes.     

The effects of knowledge management on innovative success – An empirical analysis of German firms

The aim of this paper is to analyse the effects of knowledge management on the innovation success of firms in Germany. We look at innovative firms in the period from 2000 to 2002 taken from the Mannheim Innovation Panel and estimate the effect of collaborative measures of knowledge management on the immediate economic success of different types of innovations. The results of our matching analysis reveal that firms which apply knowledge management perform better in terms of higher-than-average shares of turnover with innovative products compared to their twins. We do not find a significant effect of knowledge management on the share of cost reductions with process innovation.     

High yield fabrication of multilayer polydimethylsiloxane devices with freestanding micropillar arrays

A versatile method to fabricate a multilayer polydimethylsiloxane (PDMS) device with micropillar arrays within the inner layer is reported. The method includes an inexpensive but repeatable approach for PDMS lamination at high compressive force to achieve high yield of pillar molding and transfer to a temporary carrier. The process also enables micropillar-containing thin films to be used as the inner layer of PDMS devices integrated with polymer membranes. A microfluidic cell culture device was demonstrated which included multiple vertically stacked flow channels and a pillar array serving as a cage for a collagen hydrogel. The functionality of the multilayer device was demonstrated by culturing collagen-embedded fibroblasts under interstitial flow through the three-dimensional scaffold. The fabrication methods described in this paper can find applications in a variety of devices, particularly for organ-on-chip applications.