Required pecking and refraining from pecking alter judgments of time by pigeons

There is evidence that humans' perception of time is affected by the activity in which they are engaged while they are timing. The more demanding the task, the faster time appears to pass. A similar effect has been found in pigeons. Pigeons trained to discriminate between a short-duration (2-sec) and a long-duration (10-sec) stimulus were required to peck when the stimulus was one color and to refrain from pecking when it was a different color. On probe trials of intermediate durations, the bisection point (50% choice of the stimulus associated with both long and short stimuli) for trials in which the pigeons were required to peck was almost 1 sec longer than on trials in which the pigeons were required to refrain from pecking (Zentall, Friedrich, & Clement, 2006). In the present research, we replicated this effect and determined the relation between this effect and the typical bisection point that occurs when pecking is permitted but not required. Results indicated that the typical procedure results in a bisection point that is between required pecking and refraining from pecking. Furthermore, the rate of pecking when pecking is allowed but not required also falls between the rate of pecking for the required-pecking and refrain-from-pecking conditions. This result suggests that, similar to humans, pigeons underestimate the passage of time when they are active or when attention to time-related cues has to be shared with attention to satisfying the response requirement.     

Teaching and learning cycles in a constructivist approach to instruction

This study attempts to analyze and synthesize the knowledge collected in the area of conceptual models used in teaching and learning during inquiry-based projects, and to propose a new frame for organizing the classroom interactions within a constructivist approach. The IMSTRA model consists in three general phases: Immersion, Structuring, Applying, each with two sub-phases that highlight specific roles for the teacher and the students. Two case studies, one for mathematics in grade 9 and another for science in grade 3, show how the model can be implemented in school, making inquiry realistic in regular classes. Beyond its initial purpose, the IMSTRA model proved to be a powerful tool in curriculum development, being used in producing mathematics textbooks, as well as in developing teaching courses for a long-distance teacher-training program.     

Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice

This study investigates the beliefs and practices of seven high school chemistry teachers as a result of their participation in a year-long inquiry professional development (PD) project. An analysis of oral interviews, written reflections, and in-class observations were used to determine the extent to which the PD affected the teachers’ beliefs and practice. The data indicated that the teachers developed more complete conceptions of classroom inquiry, valued a “phenomena first” approach to scientific investigations, and viewed inquiry approaches as helpful for facilitating improved student thinking. Analysis of classroom observations with the Reformed Teaching Observation Protocol indicated that features of the PD were observed in the teachers’ practice during the academic year follow-up. Implications for effective science teacher professional development models are discussed.     

A study of a multiple component feedback approach to substantive revision for secondary ELL and multilingual writers

This mixed method investigation included a quasi-experiment examining if revision instruction enhanced the substantive revising behavior of 15 English language learner (ELL) and multilingual 10th grade students enrolled in an English class for underperforming students in comparison to 14 non-ELL and multilingual students from the same class who did not receive such instruction. The study also involved a qualitative analyses of the revisions made by students from both groups to more fully describe the type and frequency of substantive revisions made. In terms of the quasi-experiment, students in the treatment group made more Developing Argument revisions than the control group. The qualitative analysis revealed the specific moves students made in their revision work to develop argument including: utilizing text, personal opinion, interpreting text, extending argument, and asking a question. Theoretical and educational implications of the findings are discussed.     

Espoused teaching paradigms of college faculty

The purpose of this research was to ascertain the impact of an array of variables on the espoused teaching paradigms and instructional behaviors of college faculty. The study, which was exploratory and speculative, alternately analyzed espoused teaching paradigms as independent and dependent variables. Analyses were based on data collected from a large national sample of college faculty (N = 443) spread across 163 colleges and universities and compared across four academic disciplines (English, biology, mathematics, and psychology). The results of the inquiry demonstrated gender, academic discipline, and some contextual variables to be the most significant predictors of faculty teaching paradigms. Furthermore, manifestations of teaching paradigms were explicitly reflected in the frequencies of instructional behaviors reported by the faculty surveyed. It was concluded that contingency theories of leadership offer a framework that facilitates a multivariate analysis of teaching-learning.The author was a doctoral candidate at Peabody College, Vanderbilt University at the time this research was conducted.     

Integrating actual time usage into the assessment of examination time extensions provided to disabled college engineering students

Abstract

In this study, we suggest combining the monitoring of actual examination time used with grades in order to assess examination time extensions in terms of access provision and expected outcome. Using naturally-occurring data collected from a large sample (N?=?2315) of undergraduate engineering students, we argue that extended examination time may be regarded as providing equal access when a disabled student actually utilizes more examination time than a normally achieving student, regardless of the grade obtained. We further argue that extended examination time may be regarded as resulting in the expected outcome when a disabled student either (a) utilizes less or equal examination time and achieve grades that are lower than a normally achieving student, or (b) utilizes more examination time and achieve grades that are equal to a normally achieving student. In our data, equal access was provided in all courses (i.e. disabled students utilized more time than normal achievers), but the expected outcome (i.e. equal grades) was not observed in software and English examinations. The results of this study emphasize the importance of monitoring actual time usage in addition to performance measures when assessing examination time extensions.     

Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration

This study explored differences that might exist in comprehension when students read digital and print texts. Ninety undergraduates read both digital and print versions of newspaper articles and book excerpts on topics of childhood ailments. Prior to reading texts in counterbalanced order, topic knowledge was assessed and students were asked to state medium preferences. After reading, students were asked to judge under which medium they comprehended best. Results demonstrated a clear preference for digital texts, and students typically predicted better comprehension when reading digitally. However, performance was not consistent with students' preferences and outcome predictions. While there were no differences across mediums when students identified the main idea of the text, students recalled key points linked to the main idea and other relevant information better when engaged with print. No differences in reading outcomes or calibration were found for newspaper or book excerpts.     

Preservice Teachers and Technology Integration: Rethinking Traditional Roles

Although the use of learning technology has become increasingly prominent in schools, significant changes in teaching strategies have not kept pace. Lack of quality professional development and inadequate teacher preparation are often cited for this situation. This case study explores the use of the student teaching experience as an avenue for both preservice and inservice teachers’ professional development associated with educational technology. Two main questions are explored: First, to what extent can preservice teachers enact a technology-rich curriculum unit during their field experience; second, to what extent and under what conditions can the preservice teachers facilitate their cooperating mentor teachers’ acquisition of these same skills. Results indicate preservice teachers can stimulate the integration of technology-rich innovations in their mentor teachers.     

International and Foreign Communications

Benjamin D. Singer, ed. Communications in Canadian Society (Toronto: Copp Clark, 1975—price not given, paper)

Svennik Hoyer, Stig Hadenius, and Lennart Weibull's The Politics and Exonomics of the Press: A Developmental Perspective (Beverly Hills, Calif.: Sage, 1975—$2.50, paper)     

Speed and Accuracy of Movement as Related to Fencing Success

Abstract

Sixty-six college women enrolled in fencing classes provided measures of reaction time, response time, and movement accuracy on a specially designed apparatus. The subjects then foil-fenced in round-robin tournaments. Criterion measures of fencing achievement derived from tournament matches correlated little better than zero with reaction time, response time, and movement accuracy.