Learnability of graphotactic rules in visual word identification

Besides phonotactic principles, orthographies entail graphotactic rules for which the reader must convert a phonological representation on the basis of spelling adaptation rules. In the present study, the learnability of such rules will be investigated with reference to Dutch. Although Dutch orthography can be considered highly regular, there are graphotactic rules that change letter sequences in plural noun formation. In a lexical decision experiment, the acquisition and use of such rules were examined. Participants were groups of 31 children from Grade 3 and 34 children from Grade 6, and 25 adults. The results showed that both children and adults are significantly less accurate and slower in recognizing plural word forms which undergo vowel change as a consequence of pluralization. It is concluded that graphotactic rules in Dutch orthography complicate Dutch word identification from an early stage of development and continue to play a complicating role in the word identification process of adult readers. In the discussion it is shown that current models fail to fully explain the processing of graphotactic rules in visual word identification.     

From Hard to Soft Governance in Multi‐level Education Systems

Decision‐making in educations systems has become more complex: while decentralisation has moved the locus of power to lower governance levels, the central level still is held responsible for the quality of outcomes. As a consequence, new steering strategies have emerged that tend to apply softer modes of governance as opposed to harder ones in the past. This article aims at shedding empirical and conceptual light on these new developments. It compares two national examples for soft modes of governance with a supra‐national one (the EU's Open Method of Co‐ordination OMC) and argues that OMC might be both a useful analytical lens to categorise new steering mechanisms and a possibly promising policy strategy at the national level.     

Positive and negative patterning in human classical skin conductance response conditioning

Three experiments on classical differential conditioning of the human skin conductance response to elemental and compound stimuli are reported. Subjects in Experiment 1 received both positive and negative patterning training, followed by either positive or negative patterning transfer tests on new stimuli. In positive patterning, a compound of two stimuli is reinforced and its elements are nonreinforced. In negative patterning, the elements are reinforced and the compound is nonreinforced. Subjects in Experiments 2 and 3 received either positive or negative patterning during training, followed by transfer tests on new stimuli. In Experiment 2, the transfer series began with new elements, after which their compound was presented; in Experiment 3, the new compound was presented first in the transfer series, and then the separate elements were administered. All three experiments provided evidence of the acquisition of positive patterning, while negative patterning was found only in Experiments 2 and 3. Positive patterning transferred to new stimuli, indicating that it was not attributable solely to summation of sub-threshold excitation conditioned to the elements on reinforced compound trials. This finding, coupled with the negative patterning found in Experiments 2 and 3, provided support for the unique cue hypothesis. It was concluded that the assumed unique cue constituted a learned “rule,” and that the actual elemental stimuli were neither perceptually nor otherwise modified during the conditioning process.     

‘Energy regions’: The transformative power of regional discourses on socio-technical futures

‘Guiding visions’ play an important role in the transition management approach as a central means of mobilizing social actors and the co-ordination of dispersed agency.‘Energy regions’ in Austria are an interesting example for the strategic promotion of such guiding visions in the context of regional development. We describe the case of Murau, an alpine district in which a strong actor network has been built around a vision of systematically exploiting renewable energy sources and at the same time saving the region from economic decay. The vision gained much authority and has been institutionalised at various levels of regional governance. It furthermore was supported by and played an important role for regime level attempts to influence socio-technical change.Development and social propagation of such visions are inherently political and contested processes involving much strategizing and anticipation of conflict. We describe particular discursive strategies applied in niches - such as the combination and translation of sentiments into localised visions and demonstrations of feasibility. These strategies can be understood as systematic attempts to support discursive shifts at regime level by means of local activities, and aim to modify rather durable power structures.We suggest ways to analyse such discursive practices in order to orient strategic action in the course of such processes: analysing ‘guiding visions’ and their interference with other emerging trends; extending analyses across spatial scales (e.g. translations) and across thematic fields (e.g. convergence of agendas); and focusing on processes of stabilisation, institutionalisation and mutually reinforcing developments.     

Discourses of education,protection, and child labor: case studies of Benin,Namibia and Swaziland

This article analyses discontinuities between local, national and international discourse in the fields of education, protection of children, and child labor, using Benin, Namibia and Swaziland as case studies. In Benin, child abuse and child labor are related to poverty, whereas in Namibia and Swaziland they are also interrelated with HIV/AIDS. In these countries, the notion of childhood is seen as continuous with adulthood, and the change from education to work is not abrupt and age-determined, but a smooth transition. The international discourse defines children in binary terms (child or adult), and promotes free and compulsory education for children, without recognizing the direct and indirect costs of education. Projects based on an international discourse may have little relevance in a poverty context where it is natural to make children work to ensure food safety. Local communities consider children from a logic of community survival; the external aid agencies consider them from a logic of individual children's rights. There is a need to find a bridge between these two interpretations of childhood.     

Symmetrical generalization decrements: Configural stimulus processing in human contingency learning

Models of associative learning differ in their predictions concerning the symmetry of generalization decrements. Whereas Pearce’s (1994) configural model predicts the same response decrement after adding elements to and after removing elements from a previously trained stimulus, elemental models, such as the replaced elements model and Harris’s (2006) model, anticipate more of a decrement for removing than for adding elements. In three contingency learning experiments, we manipulated the motion and the spatial arrangement of colored dots in order to induce configural or elemental processing by perceptual grouping. The results reliably showed symmetrical decrements for the added and removed groups. The manipulations of the stimuli had no effect on stimulus processing. This is in line with Pearce’s configural model, but it is at variance with the elemental models and previous studies.     

A Comparison of Piaget's and Kohlberg's Theories and Tests for Moral Judgment

Abstract:R?rvik, H. 1980. A Comparison of Piaget's and Kohlberg's Theories and Tests for Moral Judgment. Scandinavian Journal of Educational Research 25,99‐124. Piaget's and Kohlberg's theories for moral judgment are compared. On the basis of this comparison, hypotheses are formulated regarding expected relationships between the tests constructed on the basis of the two theories. The empirical testing of these hypotheses indicates that there are marked similarities between Piaget's and Kohlberg's tests as to characteristics measured, power of discrimination between age levels, and in the stage placement of subjects.

The main differences between the tests seem to be that Piaget's test is most influenced by the personal relationship to other persons. Contrary to the impression given by the theorist himself, Kohlberg's test seems to a larger extent to measure the subjects’ norms and emotional reactions connected to inter‐nalization of norms. Moral behavior is more closely related to Kohlberg's measure.     

Understanding the Greenhouse Effect by Embodiment – Analysing and Using Students' and Scientists' Conceptual Resources

Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding climate change. In our study, we interviewed 35 secondary school students on their understanding of the greenhouse effect and analysed the conceptions of climate scientists as drawn from textbooks and research reports. We analysed all data by metaphor analysis and qualitative content analysis to gain insight into students' and scientists' resources for understanding. In our analysis, we found that students and scientists refer to the same schemata to understand the greenhouse effect. We categorised their conceptions into three different principles the conceptions are based on: warming by more input, warming by less output, and warming by a new equilibrium. By interrelating students' and scientists' conceptions, we identified the students' learning demand: First, our students were afforded with experiences regarding the interactions of electromagnetic radiation and CO₂. Second, our students reflected about the experience-based schemata they use as source domains for metaphorical understanding of the greenhouse effect. By uncovering the—mostly unconscious—deployed schemata, we gave students access to their source domains. We implemented these teaching guidelines in interventions and evaluated them in teaching experiments to develop evidence-based and theory-guided learning activities on the greenhouse effect.