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Phil Reed 《Learning & behavior》2000,28(2):136-146
In four experiments, the effect of sequential exposure to a series of five novel flavors on the subsequent neophobic response
of water-deprived rats to those flavors when they were presented simultaneously was examined. After a list-test interval of
30 min and a list-interstimulus interval of 10 sec, the rats generally consumed more of the first and last flavors presented
in the initial sequence. This finding was taken to reflect the existence of primacy and recency effects. Experiment 1 provided
evidence that successive contamination can occur between flavors in the initial list, making subsequent recognition of later
flavors in the list more difficult. However, this effect was overcome by presentation of water between each flavor during
the list exposure. Experiments 2 and 4 showed that primacy was not a necessary result of successive contamination in this
procedure, by demonstrating that increasing the interstimulus interval between list items decreased the size of the primacy
effect. This result suggests that rats’ memory for serially presented items may be controlled by mechanisms different from
those typically implicated in the human verbal memory literature. In Experiment 3, the question of whether the testing procedure
adopted here could have introduced sources of artifactually produced serialposition effects was explored, but no such influence
was found. 相似文献
74.
Learning is high on the political agenda for post-compulsory education and training in England. Official discourses about learning assume a predominantly individualist stance, despite the development of theoretical models that stress the contextual and situated nature of learning. In a study following 50 young people through further education over 4 years, it became apparent that the institutional culture of the colleges had a significant impact upon students' dispositions towards their learning. In this paper, we explore the nature and significance of this impact in a case-study sixth form college: an under-researched sector of educational provision. This is followed by a brief discussion of the implications of our analysis for issues of access, widening participation and inequality in relation to current proposals to reform age 16-19 educational provision in England. We conclude by identifying some of the questions about the fine-grained nature of that college culture that our data does not permit us to address directly. 相似文献
75.
Attitudes of mainstream teachers towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper. The survey was carried out in one Local Education Authority in the south-west of England and the sample comprised of 81 primary and secondary teachers. The analysis revealed that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes. Moreover, the data showed the importance of professional development in the formation of positive attitudes towards inclusion. In particular, teachers with university-based professional development appeared both to hold more positive attitudes and to be more confident in meeting the IEP requirements of students with SEN. The role that training at both pre-service and post-service levels has in the development of teachers' support for inclusion is discussed. 相似文献
76.
An experiment in online peer review was carried out by the Royal Society, on the journal Proceedings: Biological Sciences. Authors were asked to provide Acrobat PDF files and uploaded them using a web interface. Referees were provided with a URL that gave access to the paper and entered their report into an online form. Almost 50% of the authors contacted used the online method and referees greeted the method with enthusiasm. Editorial staff found the online system easier than expected and were keen to continue its use. 相似文献
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Phil Goss 《British Journal of Special Education》2006,33(4):210-219
This paper proposes that learning and teaching for pupils with severe and profound and multiple learning difficulties could be enhanced by a closer focus on emotional factors and on the careful identification of what is meaningful for them. Phil Goss, senior lecturer in counselling and psychotherapy at the University of Central Lancashire draws on understandings about emotional development gleaned from child psychiatry and psychotherapy to inform our awareness of the deep-seated factors that may influence the complex needs of these pupils. He describes a research study in which he analysed findings from interviews with parents and carers about their perceptions of what is meaningful for their children. These outcomes are elaborated using findings from a pilot study on one pupil in which perceptions about what is meaningful for him were used to inform the ongoing planning of his learning. Phil Goss then uses the implications of this study to argue for fuller and more systematic involvement by parents and carers in planning for pupils with severe, and profound and multiple learning difficulties. Finally he suggests ways in which access to learning could be rendered more fruitful by adopting a meaning-led approach. 相似文献
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