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131.
Sara J. Shettleworth 《Learning & behavior》1978,6(3):352-362
Undeprived hamsters received nest paper or sunflower seeds in their home cages, free or contingent on one of three activities. The pattern of effects of reinforcement was the same as that reported previously with food for hungry hamsters in an open field: Open rearing and scrabbling quickly increased in rate when reinforced with paper or seeds, but face washing showed little or no increase. Certain interrelations found previously between noncontingent effects of reinforcers, deprivation effects, and contingent effects were absent and therefore are not essential to the differences among these three behaviors during reinforcement. The hamsters could learn to interrupt fact washing to collect either paper or seeds, but even then they did not increase their time face washing to high levels. Raising the operant level of face washing by spraying the animals with water did not improve instrumental performance. Face washing could be classified as an involuntary activity, but this term does not provide a full account of its special properties, such as shortened bouts, during reinforcement and punishment. 相似文献
132.
Florina Erbeli Sara A. Hart Richard K. Wagner Jeanette Taylor 《Scientific Studies of Reading》2018,22(2):167-180
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective. The sample consisted of 2,737 twin pairs in 1st through 4th grade (Mage = 8.52) from the Florida Twin Project on Reading. Using twin analyses, results showed that a substantial proportion of genetic variance, a small proportion of shared environmental, and a small proportion of nonshared environmental variance was attributed to the RD factor. Findings suggest that the etiological architecture of RD closely mirrors the structure of the hybrid model of RD. 相似文献
133.
Schemes are said to underly cognitive processes, including problem solving in Mathematics. An attempt to test the impact of schemes in solving 2-step word-problems was made in an instructional study where two computerized environments were compared. In the S.P.A. (Schemes for Problem Analysis) software, the user works with schemes in order to analyze and solve the problems. When using S.P.A., the solver has to fill in the data in a scheme which is presented graphically. From the scheme the operation is derived in a deterministic manner, and the user (solver) can then calculate the solution. A feedback mechanism follows. In the A.P. (Algebraic Proposer) software the user fills in a table with the data given in the word-problem and then has to find out which operation to use in order to find the solution. The effectiveness of S.P.A. vs. A.P. was empirically examined in an instructional experiment which studied two sixth grade classes during a four month period. The results of the experiment concluded that, in solving easy word problems, both of the two software systems were equally helpful. In harder word-problems, however, those who learned with the S.P.A. experienced more success than those who had learned with A.P. It was also found that S.P.A. was more instrumental in helping low achieving students cope with hard word-problems. 相似文献
134.
The purpose of this review was to synthesize the research on the relationship between performance on Piagetian tasks of concrete operations and performance on mathematics learning tasks in order to determine whether the Piagetian tasks make useful readiness measures. The research consistently indicates that, while there is a positive correlation between performance on Piagetian tasks and mathematics achievement, many school mathematics tasks can be mastered by children who have not yet developed the reasoning abilities measured by Piagetian tasks. This does not diminish the validity of Piaget's theory, but rather suggests that the kinds of reasoning processes identified by Piaget are not essential in solving many school mathematics tasks. 相似文献
135.
This paper addresses the question of the extent to which there were improvements in equity in the patterns of participation of young people in higher education in Australia during the 1980s. Data from theYouth in Transition longitudinal surveys of Australian youth are used to assess the effectiveness of the Labor Government's equity initiatives since 1983 in this area. The conclusion is that participation by young people in higher education in Australia did generally become more equitable under Labor during the 1980s, though differences in higher education participation rates persisted between certain sub-groups of the population. 相似文献
136.
Faculty orientations toward institutional goals: A broken front with implications for planned change
Edwin A. Rugg Timothy Lynn Warren Evelyn L. Carpenter 《Research in higher education》1981,15(2):161-173
The formulation of institutional goals in higher education often involves input from various campus constituencies including faculty. The faculty's viewpoint is typically treated as though it were a uniform perception. The research reported here tested the uniform nature of the faculty's goal orientations. Statistical comparisons were conducted on mean ratings of five discipline groups of 207 faculty from a major public university on the scales of the Institutional Goals Inventory. Although discipline groups shared common viewpoints on the importance of academic instruction, intellectual pursuits, and research, major differences among groups were found for goals involving university service, off-campus instruction, accountability, intercollegiate athletics, and humanistic values. Institutional planners desiring a change in one of these latter areas should expect different levels of faculty support and resistance from different discipline groups. 相似文献
137.
In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences. 相似文献
138.
This naturalistic study integrates specific ‘question moments’ into lesson plans to increase pupils’ classroom interactions. A range of tools explored students’ ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students’ contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next. 相似文献
139.
140.
Christina Weiland Rebecca Unterman Anna Shapiro Sara Staszak Shana Rochester Eleanor Martin 《Child development》2020,91(5):1401-1422
This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies. 相似文献