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The education of young people with profound and multiple learning difficulties continues to raise challenges and controversies. In this article, Ben Simmons, an ESRC funded PhD student and research assistant, and Phil Bayliss, programme director for the masters degree in special education and disability, both based in the School of Education and Lifelong Learning at the University of Exeter, describe their research into provision for pupils with profound and multiple learning difficulties in a special school in the south west of England. Their work, based in an interpretivist, qualitative approach, set out to illuminate issues relating to the inclusion of pupils with profound and multiple learning difficulties. The findings presented here suggest that the school, in spite of its strong reputation, struggled significantly to provide appropriate learning experiences for pupils with profound and multiple learning difficulties. Ben Simmons and Phil Bayliss discuss the need for improved staff development opportunities focused on enhancing current levels of knowledge and skills. They conclude by calling for a reappraisal of the established view that special schools necessarily provide the best learning environment for pupils with profound and multiple learning difficulties. 相似文献
44.
Helen Wood 《Media History》2015,21(3):342-359
This article considers the responses of women, many of whom describe themselves as housewives, in the 1949 Mass Observation Television Directive, in order to interrogate some of the broader assumptions around television's relationship with ‘the housewife’ as key to its success. Against the backcloth of social histories revising ideas about gender, modernity and suburbia in the post-war period, this article considers some of the ways in which initial reluctance towards television was recorded and negotiated. It presents three themes around tensions between home and leisure, the domestication of entertainment and ‘going out’, and the appreciation of particular genre, which suggest that the adoption of television as mass entertainment by women might not have been as smooth a process as we have come to understand. 相似文献
45.
Peter Wood 《Academic Questions》2015,28(4):495-501
46.
Transfer of judgments of control to a target stimulus and to novel stimuli through derived relations
Three experiments examined the effect of response?Coutcome contingencies on human ratings of causal efficacy and demonstrated that such ratings transfer to novel situations through derived stimulus relations. Efficacy ratings generally followed the delta probability rule when positive response-outcome contingencies were employed (Experiment 1) and when some outcomes were not contingent on participants?? responses (Experiment 2). Experiment 3 employed a negative response?Coutcome contingency and manipulated performance expectancies in the task. All three groups overestimated their causal efficacy ratings. A learned helplessness effect was observed when the response?Coutcomes were uncontrollable and in the high-expectancy group when participants?? performance in the task was worse than they had expected. In all experiments, ratings transferred to a stimulus presented during the task and often generalized to novel stimuli through derived relations. These results corroborate the view that outcome probability is a determinant of causal efficacy ratings and that schedules can be employed as UCS in procedures that share characteristics of evaluative conditioning procedures. 相似文献
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Cognitive deficits in reading disability and attention deficit disorder 总被引:12,自引:0,他引:12
This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects. 相似文献
49.
Searching online information resources using mobile devices is affected by small screens which can display only a fraction
of ranked search results. In this paper we investigate whether the search effort can be reduced by means of a simple user
feedback: for a screenful of search results the user is encouraged to indicate a single most relevant document. In our approach
we exploit the fact that, for small display sizes and limited user actions, we can construct a user decision tree representing
all possible outcomes of the user interaction with the system. Examining the trees we can compute an upper limit on relevance
feedback performance. In this study we consider three standard feedback algorithms: Rocchio, Robertson/Sparck-Jones (RSJ)
and a Bayesian algorithm. We evaluate them in conjunction with two strategies for presenting search results: a document ranking
that attempts to maximize information gain from the user’s choices and the top-D ranked documents. Experimental results indicate
that for RSJ feedback which involves an explicit feature selection policy, the greedy top-D display is more appropriate. For
the other two algorithms, the exploratory display that maximizes information gain produces better results. We conducted a
user study to compare the performance of the relevance feedback methods with real users and compare the results with the findings
from the tree analysis. This comparison between the simulations and real user behaviour indicates that the Bayesian algorithm,
coupled with the sampled display, is the most effective.
Extended version of “Evaluating Relevance Feedback Algorithms for Searching on Small Displays, ” Vishwa Vinay, Ingemar J.
Cox, Natasa Milic-Frayling, Ken Wood published in the proceedings of ECIR 2005, David E. Losada, Juan M. Fernández-Luna (Eds.),
Springer 2005, ISBN 3-540-25295-9 相似文献
50.
Peter Wood 《Academic Questions》2009,22(1):122-131