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Learning & Behavior - Five experiments were conducted to evaluate various aspects of stimulus preexposure effects on conditioned saccharin aversion in rats of three age groups: weanling... 相似文献
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Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献
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James Talaga 《Publishing Research Quarterly》1989,5(4):58-67
Academic textbook publishers use a variety of methods and sources in forecasting sales. The study described in this article
evaluates the quality of information available, the variety of industry practices, and the adequacy of the forecasts obtained.
It also recommends ways of improving the quality of information used in forecasting. 相似文献
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James Schuurmans-Stekhoven 《Asia-Pacific Journal of Teacher Education》2009,37(3):333-345
A recent special issue of Asia-Pacific Journal of Teacher Education (Vol. 35, Issue 3, 2007) championed ‘robust hope’ as fundamental to achieving educational utopias, and yet key features of hope were largely overlooked. Although hope feels good and has utility in some circumstances, in other situations different motivations – positive (e.g. curiosity) or negative (e.g. frustration) – may offer greater pedagogical value. Given its intrinsic uncertainty, robust hope is often indistinguishable from vain hope (before the fact). Hence, robust hope may lead to: (1) failure; (2) an exacerbation of existing judgement biases; and (3) emotional reasoning. Given these attendant risks, best-practice principles require that the net pedagogical impact of robust hope be assessed. Occasionally, cutting one's losses is rational – not cynical or apathetic, as suggested by earlier contributors. Positioning robust hope as ‘realistic risk taking’ does not resolve the aforementioned problems. In the end, a combination of motivations (possibly, although not necessarily, including hope) will likely provide the best pedagogical outcomes. 相似文献