Can children effectively reuse the same mnemonic pegwords?

Seventy-three fifth-grade students were taught nine North American minerals and their corresponding hardness levels under either mnemonic (pegword/keyword) or free-study conditions. In the zero-repetition (standard) condition, each mineral was paired with a unique hardness level (1–9); in the one-repetition condition, three hardness levels were each represented by two different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels were each represented by three different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels were each represented by three different minerals. In all repetition conditions, mnemonic subjects significantly and substantially outperformed students who were given free study. Possibilities for adapting mnemonic techniques to overcome stimulus-produced interference are discussed.     

Effect of intersolution interval,chlordiazepoxide, and amphetamine on anticipatory contrast

Previous experiments have shown that the intake of a 0.15% saccharin solution is suppressed if saccharin access is followed by access to 32 % sucrose in brief daily pairings. The present experiments found that: (1) the degree of suppression was not altered when no time elapsed between presentation of the two solutions each day (15 sec had been the minimum in previous experiments and was used as the control in this experiment); (2) the degree of suppression was not altered by chlordiazepoxide (6, 12, or 20 mg/kg), although the drug had large appetite-stimulating effects; (3) suppression was not influenced by amphetamine (0.25 or 0.50 mg/kg); and (4) contrast could be established or eliminated, even after extended training, by manipulating the sequences of solutions presented (saccharin-saccharin or saccharin-sucrose). The results were interpreted in terms of a contrast effect based on the learned anticipation of a preferred substance. The chlordiazepoxide data suggest that this contrast is different from successive negative contrast, and the intersolution interval data suggest that the occurrence of contrast rather than a reinforcement effect is not due to a time gap between presentations of the two solutions.     

An Evaluation of Early Intervention Effectiveness at Increasing Age Levels for Program Initiation

Previous research has identified a negative correlation between developmental outcomes and length of early intervention programs. In the present investigation, these counterintuitive findings were examined on a sample of “at risk” children who had received a home-based infant development program and who had been enrolled at different age levels. Findings indicated that treatment length was negatively, but not significantly, correlated with developmental outcome. In addition, start age was found to be significantly negatively correlated with outcome, suggesting that certain developmental indices may decrease over time for certain populations. When the regression of time with start age was taken into account in the analyses, large and reliable treatment effects were observed at all start age levels. Results are discussed with respect to future research endeavors.     

哥廷根大学开放获取发展战略与举措

哥廷根大学开放获取运动的具体举措,涉及开放获取出版、开放获取知识库建设、开放获取项目组织和宣传等各个方面,通过相应的开放获取出版与存储协议、激励政策等机制建设,主持或参与德国、欧洲和全球的开放获取项目及组织来推进开发获取发展,为建设开放获取基础设施和推动欧洲及全球的开放获取进程做出了积极贡献。     

Stability of performance on the PPVT-R for three ethnic groups attending a bilingual kindergarten

The degree of temporal stability of the PPVT-R was examined for Native American, Mexican-American, and Anglo-American kindergarten children. In addition, stability was examined for home language groups. The PPVT-R was administerd to 56 kindergarten children in September and May of the school year. Results indicated that strong temporal stability existed over an eight-month period for Native American, Mexican-American, and English-speaking kindergarten students.     

Teachers’ beliefs about the impact of games on the academic and social experiences of diverse and at-risk children in schools: a Deleuzian perspective

This paper explores teachers’ beliefs about the ways in which the use of digital games in schooling contexts impacted upon students who they believed to be in some way at risk of educational or social alienation or failure. Drawing upon the theoretical resources provided by Gilles Deleuze and Felix Guattari, the paper explores opportunities games-based learning created for students who had previously been positioned in narrow, limiting, or marginalized relationships to academic achievement or social acceptance. In describing teachers’ beliefs about the various lines of flight that games-based learning was able to spark, the paper argues the importance of continuing to explore how at-risk learners might benefit from particular uses of games in schools.     

Creating change agents for interprofessional education and practice: a leadership programme for academic staff and health practitioners

Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts.     

Feasibility and consequences of response to intervention: examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities

This paper provides a response to the thoughtful paper presented by Gerber in this issue and at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in Kansas City with guidance from five major questions posed by the organizers of the symposium. Gerber's paper provides interesting perspectives regarding the alternative approach to identification of learning disabilities (LD) or the "response to intervention" (RTI). Gerber raises questions and concerns about the theoretical and practical aspects of a response-to-intervention model on either a small- or large-scale basis. Guiding questions for this response include an examination of (a) changing roles of teachers and diagnosticians; (b) responsibility for fidelity of treatment implementation; (c) applications in secondary settings; (d) consistency of implementation from local to state to national levels; and (e) differentiation of LD from other disabilities. An alternative to both RTI and present procedures is proposed. Conclusions are discussed with respect to existing research-based evidence.