Activity during prior shock determines subsequent shock-elicited fighting in the rat

Two experiments investigated the relationship between activity during shock and the magnitude of subsequent impairment of shock-elicited fighting in the rat. Different levels of intra-shock activity were engendered in two ways. In Experiment 1, differing temporal forms of inescapable shock were employed to produce markedly different levels of activity. In Experiment 2, a passive-escape procedure was used to explicitly reinforce nonmovement during shock relative to a yoked, inescapable shock control. Results indicated that relative to the performance of subjects not previously shocked, fighting impairment was produced only by those prior treatments that promoted reduced intrashock activity. Since one of the prior shock treatments involved inescapable shock but the other did not, these findings may be viewed as strong support for the notion that behavior during shock, rather than uncontrollability, is the critical determinant of the observed impairment effects. There was some suggestion in both studies that shock treatments that resulted in sustained or increased intrashock activity tended to produce augmentation of fighting. Both inhibitory and facilitative effects of prior shock exposure are discussed in terms of an interacting response theory of shock treatment effects.     

Construct validation of the Behavior and Instructional Management Scale

Beliefs related to classroom management vary among teachers and play an important role in classrooms. Despite the importance of this construct, valid measures have proven difficult to develop. This study evaluated the psychometric properties of the Behavior and Instructional Management Scale (BIMS), a short but valid measure of teachers' approaches to behavioral and instructional management. Results revealed a two-factor solution that possessed a good model fit, with large estimated factor loadings using confirmatory factor analysis. Evidence of validity was obtained with the Ohio State Teacher Efficacy Scale. Internal consistency for both subscales was adequate. Implications for future research are discussed.     

Beyond inductive and deductive reasoning: The search for a sense of knowing

Examination of data from several mathematics education research projects has led the author to postulate a form of mathematical reasoning that learners engage in spontaneously and that is not inherently inductive or deductive. Transformational reasoning is generated through the learner's inquiry into how a mathematical system works. This sense of how it works may lead to a sense of understanding that may not be provided by inductive and deductive reasoning.     

Inklusion – Interdisziplinäre Kritik und Perspektiven von Begriff und Gegenstand

The term and schope ‘inclusion’ features prominently in public, political and pedagogical discussion. However, from an academic point in view there is neither a clear understanding of the term, nor it is clarified how the partially contradictory ideas of inclussion as a social principle and inclusion in its realisation in the field of education are related to one another. The article clarifies the term of inclusion by an interdisciplinary academic reflection of the normative settings and single patterns of logic. Therefore, the relationship between ideal and the reality is elaborated by referring to an ethical and philosophical body of thought. Then educational theory is used to reconsider how inclusive principle of the school system can be understood. Finally, implementation measures of the inclusive principle and the aporia linked with them are discussed, amongst others referring to discourses in sociology, school pedagogy and school psychology. Academic perspectives and profession-related implications are discussed using the example of teacher education.     

Extinction of enhanced latent inhibition

Hungry rats were used in a classical conditioning procedure in which visual stimuli were paired with food. Conditions in which nonreinforced exposure to a nontarget stimulus was followed by exposure to a simultaneous compound nontarget/target stimulus (a blocking procedure) resulted in enhanced latent inhibition to the target relative to exposure to the nontarget, followed by exposure to the target stimulus alone. A third phase of nonreinforced exposure training, in which the target was exposed alone following the compound, reduced levels of latent inhibition relative to results obtained with the blocking procedure. Experiments also suggested that this was not the result of restoration of associability by the omission of an expected presentation of the nontarget stimulus in the final preexposure phase. These results suggest that enhanced latent inhibition is due to summation of a direct-target-no-event association and a second-order association of these elements via target-nontarget and nontarget-no-event association. Exposure to the target after compound exposure extinguished the target-nontarget association and reduced the sources of no-event learning for the target.     

从大众高等教育到普及高等教育

新信息技术的发展要求对普及高等教育的本质进行反思 ,并对其所需条件的认识进行更新 ,这涉及到高等教育制度结构和对待高等教育态度的深刻变革。精英形式的高等教育需进行重新定位。本文在比较的背景下主要分析了美国及欧洲社会的高等教育在走向普及形式的过程中面临危机的原因 ,认为美国特有的结构特征和文化特征赋予了其独特优势。而技术发展的不确定性及各国经济、社会结构的差异性决定了通过新技术扩大入学机会将采取不断实验的方式进行     

A performance technologist's approach to process performance improvement

Process performance management provides detailed understanding of the design of a process to improve performance. This article highlights a process performance model aligned with the DMAIC (Define, Measure, Analyze, Improve and Control) steps of the Six Sigma model, but with additional substeps to guide process improvement. It thus identifies process improvement as one of the key tools in the performance technologist's toolkit and provides recommendations for methods, practices, and tools.     

Adult-child interaction in children’s learning from “Sesame Street”

This study examined whether children’s learning from “Sesame Street” could be improved by having adults ask the children questions and provide them with feedback while they watched the show. Subjects were 23 three- and four-year-old, white, middle-class children who were randomly assigned to one of two conditions. Children in both conditions watched three specially edited versions of “Sesame Street” with an adult. While they did so, children in the experimental condition were asked to name the letters and numbers shown on the programs. Results indicated that 3 days after watching the last program, children in the experimental condition were better able to name and identify the letters and numbers they had seen (p < .01). Three features of the experimental treatment that may have contributed to these results are discussed, as are the implications of the findings.