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Past evidence that pigeons may adopt a single-code/default strategy to solve duration sample discriminations may be attributable
to the similarity between the intertrial interval (ITI) and the retention interval. The present experiments tested whether
pigeons would adopt a single-code/default strategy when possible ITI-retention-interval ambiguity was eliminated and sample
salience was increased. Previous studies of duration sample discriminations that have purported to show evidence for the use
of a single-code/default coding strategy have used durations of 0, 2, and 10 sec (Zentall, Klein, & Singer, 2004). However,
the results of Experiment 1 suggest that the use of a 0-sec sample may produce an artifact resulting in inadvertent present/absent
sample matching. In Experiment 2, when pigeons were trained with three nonzero duration samples (2, 8, and 32 sec), clear
evidence for the use of a single-code/default strategy was found. 相似文献
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Elly Singer 《International Journal of Early Years Education》1996,4(2):28-40
The twentieth century has known many splendid examples of professional care and education for young children. But in spite of that, research shows that the practice often does not coincide with our ideals. In this paper basic concepts and their historical roots, that form the foundations of professional care and education of young children are analysed: could these concepts possibly impede contact between teachers/caregivers and children? The concepts of ‘natural development’, ‘develop‐mentally appropriate curriculum’ and ‘child centredness’ are criticised. The drawbacks of a separate children's world (child care centres) are explored. Based on Vygotsky's sociocultural approach the author pleads for scaffolding by giving learning through social looking and participation in adult‐activities a place in child care centres. Besides that, teachers have to value peer‐relationships and to acknowledge that young children do not only play but also want to work and learn together. 相似文献
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