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121.
Kamin’s three-stage blocking paradigm was investigated in rabbit eyelid conditioning, Two manipulations were examined. A change in the CS-US interval from Stage 1 to Stage 2 did not attenuate blocking. The introduction of a salient stimulus during the intertriai interval in Stage 2 also failed to attenuate blocking. The first result is not consistent with Kamin’s interpretation of the blocking effect in terms of US surprisingness. The second resuit is inconsistent with a prediction based on the Rescorla-Wagner model. 相似文献
122.
A post hoc matching design was used to compare children who participated in the Home Instructional Program for Preschool Youngsters (HIPPY) throughout Arkansas to children from the same classrooms who had no preschool experience and children who had other preschool experiences in the third and sixth grades. The program showed modest positive impact on school suspensions, grades, classroom behavior, and achievement test scores at both grade levels. 相似文献
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Robert W. Powell 《Learning & behavior》1974,2(3):185-188
Neither domesticated hooded rats nor wild black rats responded appreciably for water on a CRF schedule when free water was available. However, four out of five crows showed substantial responding for food in the presence of identical free food. Previous reports also indicate that type of reinforcer and species are variables which significantly influence this phenomenon. Nevertheless, the overall findings seem to be amenable to an explanation based upon incentive-motivation theory. 相似文献
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Rhonda N. T. Nese Paul Meng Sarah Breiner Erin Chaparro Robert Algozzine 《Journal of Research on Technology in Education》2020,52(2):148-162
AbstractTraditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities. 相似文献
128.
Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program 总被引:1,自引:0,他引:1
Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged. 相似文献
129.
Kikumi K. Tatsuoka Robert L. Linn Maurice M. Tatsuoka Kentaro Yamamoto 《Journal of Educational Measurement》1988,25(4):301-319
The present study investigates the degree to which item "bias" techniques can lead to interpretable results when groups are defined in terms of specified differences in the cognitive processes involved in students' problem-solving strategies. A large group of junior high school students who took a test on subtraction of fractions was divided into two subgroups judged by the rule-space model to be using different problem-solving strategies. It was confirmed by use of Mantel-Haenszel (MH) statistics that these subgroups showed different performances on items with different underlying cognitive tasks. We note that, in our case, we are far from faulting items that show differential item functioning (D1F) between two groups defined in terms of different solution strategies. Indeed, they are "desirable" items, as explained in the discussion section 相似文献
130.