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Effective teacher beliefs about students are an integral part of effective teaching. Teachers with interventionist beliefs about students (‘I can intervene to help a learner with difficulties’) show more effective practice than teachers with pathognomonic beliefs (‘I blame the learner for his difficulties’). A professional development (PD) course sensitized teachers (N = 234) to individual learning differences (ILDs), using five learning/cognitive styles tools. Teachers’ responses to a pre‐/post‐test question concerning their beliefs about ‘weak students’ were analyzed and correlated with their ILD scores. Before the PD, teachers with strong ILD preferences matched to traditional learning contexts were significantly more ‘at risk’ (i.e., had fewer interventionist beliefs) than the other teachers; the former teachers were significantly overrepresented in the sample. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD (28 hrs. vs. 56 hrs.) nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. A mediated, constructivist and collaborative PD, which sensitizes teachers to individual learning differences, can increase effective teacher beliefs about students. We conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development. 相似文献
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Jack Edward Sherman 《Learning & behavior》1978,6(4):463-468
Two experiments with rat subjects in a conditioned punishment paradigm are reported. These experiments attempted to determine if the events entering into association with the CS following conditioning with informative (forward) and noninformative (simultaneous) CSs were comparable. In Experiment 1, exposure to intense shock alone following trace (ISI = 10 sec) conditioning with moderate shock enhanced the suppressive effects of a 2-sec CS. A similar manipulation following explicitly unpaired CS-US presentations (ISI = 2 min) had no effect. These data were taken as evidence that the CS and US were associated during trace conditioning. Experiment 2 showed that exposure to intense shock following simultaneous conditioning also enhanced suppression to the CS. These results suggested that simultaneous and forward conditioning procedures yield similar forms of associative learning. 相似文献
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This longitudinal investigation of 84 infants examined whether the effect of 12-month attachment on 18- and 24-month exploration and sociability with unfamiliar adults varied as a function of newborn irritability. As expected, results revealed an interaction between attachment (secure vs. insecure) and irritability (highly irritable vs. moderately irritable) in predicting both exploration and sociability with unfamiliar adults. For exploration, results supported a dual-risk model; that is, toddlers who had been both highly irritable and insecurely attached were less exploratory than other toddlers. For sociability, results supported the differential-susceptibility hypothesis; that is, highly irritable infants, compared to moderately irritable infants, were both less sociable as toddlers when they had been insecurely attached and more sociable when they had been securely attached. 相似文献
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Sherman S 《Endeavour》2004,28(4):156-160
The English translation of Pierre Pomet's A Compleat History of Druggs (1712) demonstrates how the expansion of print culture altered the way that scientific ideas were communicated. Although it makes utilitarian claims, the text of the History departs from the style of contemporary British pharmacopoeias by emphasizing the exotic aspects of drugs. In this sense, the text exemplifies how Enlightenment science could be sold to a cross-over audience interested as much in the fantastical as in the quality and operation of drugs. 相似文献
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Raymond W. Kulhavy Jay L. Sherman Richard F. Schmid 《Contemporary educational psychology》1978,3(1):62-68
Two experiments compared context and depth-of-processing strategies applied to the learning of short aurally presented prose passages. In the first study, contextual orientation led to significantly higher recall than a continue-paragraph condition, and both strategy groups performed significantly better than a nonstrategy control group. In the second experiment, continuing paragraphs was superior to generating contextual theme statements, with both strategies again superior to the controls. These results were discussed in terms of the ways in which processing demands effect memory for connected discourse. 相似文献
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11 children meeting DSM III criteria for schizophrenia (mean age approximately 12 years), a group of normal children matched in mean mental age to the schizophrenic children, and a group of younger normal children (mean age 6.6 years) were administered a series of visual information-processing tasks in order to isolate core information-processing impairments in childhood onset schizophrenia. In Experiment 1, the schizophrenic children showed impairment relative to the MA-matched normals and performed at the level of the younger normal children on a forced-choice partial-report version of the span-of-apprehension task. Previous research has shown that this task is sensitive to dysfunction in both actively and partially recovered schizophrenic adults as well as a subset of foster children at risk for schizophrenia. Experiment 2 delimited the source of the information-processing impairment in schizophrenic children by ruling out a number of possible causes of impairment and suggesting that schizophrenic children use the same information-acquisition strategies as MA-matched children but less efficiently. Experiment 3 revealed that, consistent with the previous research, the schizophrenic children were comparable with the MA-matched controls on a full-report span-of-apprehension task that placed heavy demands on iconic and short-term memory. Both the schizophrenic and MA-matched normals performed significantly better than the younger normal children. Taken collectively, the results of the three experiments suggest that all groups of children engaged in a serial information-processing strategy while performing on the partial-report version of the span-of-apprehension task. The differential impairment of the schizophrenic children on the partial-report versions but not the full-report version of the span-of-apprehension task seems to reflect inefficiencies in controlled attentional processes that normally develop during middle childhood. 相似文献
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Sherman Paxton Lawton Willis Eugene Phillips Henry Lee Ewbank Lyman Spicer Judson 《Quarterly Journal of Speech》2013,99(2):214-215
CHARLES JAMES FOX: A MAN FOR THE PEOPLE. By Loren Reid. Columbia: University of Missouri Press; London: Longmans, Green and Co.; 1969; pp. xvi + 475. $7.50. 相似文献
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