Enhanced Pavlovian conditioning with a change in appetitive reinforcer

In three experiments, rats received appetitive conditioning with two unconditioned stimuli (US₊ and US*) that supported a similar conditioned response. Stimulus A was first paired with US₊, and then, for a second stage of training, the compound AB was paired with US*. Subsequent test trials with A revealed an abnormally strong conditioned response. The findings from additional groups indicated that such enhanced conditioning with A depended on the presence of B in the second stage and on the use of US₊ and US* for the two training stages. A modification to a configural theory of conditioning is proposed in order to explain the results.     

How technology for comprehension training can support conversation towards the joint construction of meaning

Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9‐year‐olds took a reading‐specific multiple classification (RMC) pre‐test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual‐control or individual technology. Discussion produced more accurate post‐test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9‐year‐olds were pre‐tested on story recall and worked in pairs on a SCoSS‐supported story construction task, requiring collaborative inference‐making, hypothesis generation and selection. Post‐test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development.     

Alternate versions of overhead transparency projectuals designed to teach elementary statistical concepts

Conclusions This study does not lend support to the assumption that sequencing of information for concept learning is superior to presenting the information as one complete whole. Transparency Versions 1 and 2 presented the concepts visually in controlled sequential order while Transparency Version 3 presented the concepts visually as a complete unit. The differences between the three transparency styles (F = 21049) were the smallest of the three main effects of the study. An equivalent set of 2 × 2 slides might have accomplished the same results as Transparency Versions 2 and 3. Noncolored images produced more learning in terms of achievement than did colored images on transparencies. This finding would agree with the research related to color in 16mm films and television. Positive backgrounds produced more learning than negative backgrounds. It should be noted that there was no evidence in terms of signficance levels to support these conclusions. If this writer were to design a transparency projectual which might produce the most learning, it would be one that employed sequencing with black images on a clear positive background. That transparency projectual seemed to accomplish the most learning for the subjects in this study.     

Relationships and early career teacher resilience: a role for school principals

Given the current climate of high levels of teacher attrition, it is critically important that we understand what keeps early career teachers in the profession. This paper reports early findings from a project addressing the question: ‘What conditions are conducive to promoting teacher resilience and retention in the first two years of teaching?’ The research aims to identify the internal strengths and external strategies that promote resilience in early career teachers. School leaders and first year teachers from 59 schools across two states in Australia contributed to in-depth, open-ended interviews in which they talked about the experiences of beginning teaching. From this data, narrative portraits were developed and emerging themes documented and analysed. A strong emerging theme is how relationships with principals influence teachers’ feelings of personal and professional well-being, with both negative and positive effects reported. This paper uses portraits of two early career teachers to examine this theme. The findings provide important insights for principals who wish to foster resilience in early career teachers.     

A learned society publisher’s perspective of future opportunities

Considers practical aspects of the transition from printed forms to electronic publishing, and the sustaining of profitability; and gives case histories of some electronic products, in particular CoDAS, emphasizing the importance of collaboration.