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41.
The partial-reinforcement extinction effect was demonstrated at 4–5 days of age in the precocial guinea pig and was related to the appearance of this effect at 12–14 days in the altricial rat. We suggest that the maturity of the septohippocampal system at birth in the guinea pig, relative to the immaturity of this system in the rat, is a possible basis for this difference. 相似文献
42.
Katharine Pace Miles Mark D. Lauterbach Dana M. Murano Ginny A. Dembek 《The Journal of educational research》2019,112(2):255-269
The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?.001) and significant change in proportion of students attaining grade-level reading status pre- and postintervention (ps?.001; d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?.05). Findings indicate Reading Rescue continues to be highly effective, even while expanding substantially as a program since Ehri et al.’s (2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. 相似文献
43.
Sophie H. Cormack Laurence A. Eagle Mark S. Davies 《Assessment & Evaluation in Higher Education》2020,45(7):1046-1059
AbstractMany studies have found a relationship between students’ self-reported procrastination and their grades. Few studies have used learning analytic data as a behavioural measure of procrastination in order to predict performance, and there is no systematic research on how this relationship may differ across assessments or disciplines. In this study we analyse nine years’ worth of institutional electronic submission records, a total of 73,608 assignment submissions, to examine the relationship between submission time and grades across assignments, students, courses, and disciplines in higher education. A significant negative relationship was found overall, with students who submitted closer to the deadline obtaining lower grades, however the size of the relationship was negligible, accounting for less than 1% of the variance in grades. The relationship varied significantly depending on student, assignment, course and discipline. 相似文献
44.
The global expansion of mass schooling has greatly increased opportunities for low-income families, and governments have devoted much effort to equalising access and quality in education systems. Alongside regular schooling, the so-called shadow education system of private supplementary tutoring has grown rapidly across the world. The fact that rich families can purchase more and better quality shadow education undermines the achievements of increased equality of opportunities in formal schooling. Drawing on a mixed-methods study in Shanghai, China, the article shows how shadow education has offset school equalisation policies through differentiation of access and through sorting mechanisms. Shadow education occupies a space beyond strict government control in which privileged families and elite schools ignore and mediate the equalisation policies, seeking competitive advantages. Uneven access to shadow education and tracking within it shape, maintain, and exacerbate inequitable schooling experiences at individual and institutional levels. 相似文献
45.
Mark D. Hawthorne 《Technical Communication Quarterly》2001,10(3):341-355
Applying abstract ethical principles to the practical business of building a code of applied ethics for a technical communication department teaches students that they share certain unarticulated or even unconscious values that they can translate into ethical principles. Combining abstract theory with practical policy writing can teach technical communication students to become increasingly aware of ethical actions without restricting ethics solely to abstractions or rules. 相似文献
46.
Mark D. Holder 《Learning & behavior》1988,16(2):231-234
In many publications, Sjödén, Archer, and their colleagues have studied conditioned taste aversions and found that in addition to taste, the bottle and/or spout containing a solution exerts strong control over the expression of an aversion. For example, Sjödén and Archer claim that this bottle stimulus will support a bottle-illness association even with long delays between the bottle and illness and after only a single conditioning trial. They have interpreted their results as indicating that contextual effects are important in taste-aversion learning. However, a confound in their procedure, stemming from the bottles they used, could explain their results in a simple way. Sjödén and Archer have emphasized that the bottle stimuli they used to distinguish between contexts consisted of one of two different sizes of drinking spouts, the larger of which made a clicking noise when licked. However, the larger spouts were always attached to plastic bottles and the smaller spouts were always attached to glass bottles. If discriminable tastes from the plastic bottles existed, then taste may have been inadvertently manipulated. Support for the likelihood of a plastic taste includes the seminal work on taste-aversion learning that stemmed from the serendipitous use of plastic bottles in the cage that rats were irradiated in and glass bottles in the home cages (see Garcia, McGowan, & Green, 1972). In these early demonstrations, rats learned to avoid the taste of water in the plastic bottles but not the taste of water in the glass bottles. 相似文献
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48.
Mark F. O'Reilly Giulio Lancioni Marianne Gardiner Roisin Tiernan Claire Lacy 《International Journal of Disability, Development & Education》2002,49(1):95-104
We examined the use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. She was receiving her education in regular classrooms at her local primary school. The student was taught the targeted skills in a resource room removed from the regular classroom. She successfully generalised the skills to regular classrooms. The problem-solving intervention was evaluated using a multiple baseline design across classrooms. Regular classroom teachers indicated that the student's behaviour significantly improved during the intervention. 相似文献
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