Independence of the amount and delay ratios in the generalized matching law

Eight pigeons chose between pairs of different sizes and delays of reinforcement scheduled according to nonindependent concurrent variable-interval variable-interval schedules. The results were best described by the generalized matching law, where the relative effects of amount and delay on preference are independent and multiplicative. Order of presentation of the conditions had a significant effect on preference that was best represented in the model by a modification of the bias parameter.     

世界道德公民的养成——基于学术研究、学校实践和日常生活三个维度的考察

全球化的生活背景意味着我们现在是世界公民。但我们是否已经做好准备并有能力成为有道德的世界公民呢?近年来,世界上不少国家对公民教育的强调已经危害到了道德教育。成为世界公民的必要条件是培养青少年的伦理感、道德习惯、价值观和理想。公民概念,尤其是世界公民的概念,道德性是其根源和前提条件;没有道德性,(世界)公民概念的论证将会非常无力,而且也难以落实。在关于提高道德技能和道德素养以便成为道德公民的德育研究中,有哪些是关键信息?学校能够提供什么帮助?在日常生活中我们又能做些什么?对这些问题的研究是以中、英两国的案例为基础进行的,但它会有所超越并扩展到全球范围。     

Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple,But Complex

Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5‐year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension. In line with the simple view of reading, listening comprehension, and word decoding, together with their interaction and curvilinear effects, explains almost all (96%) variation in early reading comprehension skills. Additionally, listening comprehension was a predictor of both the early and later growth of reading comprehension skills.     

Dreaming and immanence: rejecting the dogmatic image of thought in science education

In this article, we, a multivocal-thinking-assemblage, trouble what we feel is the dogmatic image of thought in science education. Beginning with Lars Bang’s (Cult Stud Sci Educ, 2017) dramatic and disruptive imagery of the Ouroboros as a means to challenge scientific literacy we explore the importance of dreams, thinking with both virtual and actual entities, and immanent thinking to science education scholarship. Dreaming as movement away from a dogmatic image of thought takes the authors in multiple directions as they attempt to open Deleuzian horizons of difference, immanence, and self-exploration.     

Children in care in education: Who is entered for exams and who reaches critical thresholds of success at age 16?

Being entered for exams and reaching key educational thresholds, for example 5 A* to C grades (including English and Mathematics) at GCSE, are important markers of participation and success in secondary education. However, little is known about the prevalence and make-up of children in care reaching these thresholds. Using secondary data analysis, we compared the proportions of children in care, children ‘in need’ and children in the general population who achieved four key thresholds, including exam entry and 5 A* to C grades, including English and Mathematics. We then focused on children in care and examined factors that predicted exam entry and achieving 5 A* to C grades, including English and Mathematics. Children receiving social care interventions were less likely than children in the general population to be entered for exams or to reach important educational thresholds. For children in care, several socio-demographic, care and educational factors predicted their likelihood of success. No children with an autistic spectrum disorder or who had ever been permanently excluded were recorded to have achieved 5 A* to C grades, including English and Mathematics. Children with poor attainment at Key Stage 2 were also at significant risk of not achieving this threshold. Practitioners and policymakers should consider the modifiable risk factors for poor educational performance and be aware of groups of children in care who are at significant risk of not achieving a minimum standard which could open doors for their future.     

How do students’ accounts of sociology change over the course of their undergraduate degrees?

In this article we examine how students’ accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology. These ranged from describing sociology as a form of personal development focused on developing the students’ opinion to describing sociology as a partial way of studying the relations between people and society. The majority of students expressed more inclusive accounts of sociology over the course of their degrees. However, some students’ accounts suggested they had become disengaged with sociology. We argue that the differences in the ways that students were disengaged were not captured by our phenomenographic categories. In conclusion, we argue that our analysis illustrates the crucial role that students’ relations to knowledge play in understanding the transformative nature of higher education.     

Prejudice and Inclusiveness in Adolescence: The Role of Social Dominance Orientation and Multiple Categorization

This study examined the relations of multiple categorization and social dominance orientation with adolescents’ prejudice against migrants and identification with the human group over time. Participants were 304 Northern-Italian late adolescents (61.84% female, M_age = 17.49) involved in a three-wave longitudinal study (with 3 months interval between waves). Results showed that multiple categorization was negatively linked to prejudice at a later time, whereas social dominance orientation was positively associated with it; prejudice also negatively affected multiple categorization and positively affected social dominance orientation at a later time. Moreover, prejudice mediated the effects of multiple categorization and social dominance orientation on human identification. These findings have important implications suggesting the construens effect of multiple categorization for enhancing social inclusiveness.     

Understanding the Gender Gap in Science and Engineering: Evidence from the Chilean College Admissions Tests

This study seeks to develop a better understanding of the underrepresentation of women in science and engineering by analyzing the gender gaps (a) in the interest in pursuing a science degree and (b) on science achievement. We use national-level college admissions data to examine gender differences and to explore the association between these outcomes and the attendance to single-sex or co-educational schools. The Chilean college admissions system provides a unique context to study these gender differences, since applicants who wish to pursue an undergraduate degree in science or engineering are required to take a high-stakes standardized science achievement test as part of the admission battery. This test has three subjects: biology, physics, and chemistry, and applicants must choose to be tested in only one of them. Significant gender differences exist for the examinees in their choice of subject and achievement on (the tests). Gender gaps favoring males are observed in the three forms. Both interest and achievement in science are associated with the sex composition of the school attended.