Pigeons’ memory for event duration: Differences between visual and auditory signals

In Experiment 1, pigeons were trained to discriminate short (2 sec) and long (8 sec) durations of tone by responding to red and green comparison stimuli. During delay testing, a systematic response bias to the comparison stimulus correct for the long duration occurred. Tests of responding without the tone reduced accuracy on long-sample trials but not on short-sample trials suggesting that the pigeons were attending to the tone and not simply timing the total trial duration. The pigeons were then trained to match short (2 sec) and long (8 sec) durations of light to blue/yellow comparisons. During delay testing, “choose-long errors” occurred following tone durations, but “choose-short errors” occurred following light durations. In Experiment 2, accuracy was assessed on test trials in which the tone and the light signals were simultaneously presented for the same duration or for different durations. Pigeons responded accurately to durations of light, but were unable to accurately respond to durations of tone simultaneously presented with the light. The data from Experiment 1 suggest that there are important differences between light and tone signals with respect to the events that control the termination of timing. The data from Experiment 2 indicate that pigeons cannot simultaneously time visual and auditory signals independently and without interference. Consequently, they are inconsistent with the idea that there is a single internal clock that times both tone and light durations.     

Restless teachers and institutional support for change 1

For the past 12 years the Panel on Research and Development of Instructional Resources of the Committee on Instructional Cooperation (CIC) has published an annual compendium of selected instructional/curricular changes in the Big Ten universities. A content analysis of 398 project summaries is the basis for the interpretive evaluations given in this article. College teaching is more varied than in former years and the discipline teacher generally needs professional assistance in the design of a project and in working out the procedures for evaluation. The position is taken that the resource structure of the university is more out of line with the demands of the time than is the reward structure.     

Effects of Short-Term Training On Residence Hall Assistants

Inasmuch as undergraduate residence hall assistants are being called upon more frequently to counsel students in social-personal problems and little training specific to this function has been given in the past, there is a need to develop an effective but brief training program leading to increased counseling effectiveness. Six hours of specialized training which focused on counselor accurate empathy enabled eight randomly chosen undergraduate resident assistants to increase their levels of accurate empathy significantly higher than a matched control group which received no training. In addition, the experimental Ss also demonstrated somewhat higher levels of counselor warmth.     

基于事件分析法的国家创新政策对高新技术产业的影响分析

选取在深圳中小板上市的高新技术企业为样本,运用事件分析法分析了我国2006年以来创新政策中的税收优惠政策的颁布对公司市场价值的影响。与考察单个事件影响原理不同,此次研究的税收优惠政策为＂间断发生的同类事件＂,故通过对该类事件发生作用的事件窗口内的＂异常波动＂来衡量事件的影响作用。实证研究结果表明：税收优惠政策的颁布给深圳中小板上市的高新技术企业市场价值带来了正向影响。此外,以传统的石化产业和新兴的生物医药产业为例,研究创新政策对不同产业公司的影响差异。结果表明：税收优惠政策的颁布对不同产业的平均超常收益率和累积平均超常收益率影响趋势基本相同,均呈现出增长趋势;但相比而言,对新兴的高新技术产业影响更为显著。     

Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online

There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences.     

Valuing the Advanced Learner: Differentiating Up

In today's educational climate, differentiated instruction is a common practice for students who need remediation; what is less common is to Differentiate Instruction for the advanced learner. Contrary to popular perceptions, advanced learners do not automatically differentiate instruction on their own. Students who have the potential to excel within the curriculum are sometimes ignored due to a variety of classroom challenges. Asking students about their interests and questioning their perceptions are places to begin differentiating for advanced learners. All children, including advanced learners, should have the opportunity to be challenged and to excel in their classroom curriculum.