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1.
Edward P. Sarafino 《Learning & behavior》1978,6(2):235-243
Twenty-four male rats were reared under three feeding conditions. These conditions manipulated the number and variety of exploratory behaviors required to obtain diets of powdered food and water in feeding boxes. One group performed minimal exploratory responses to obtain their diets. Another group shuttled between two feeding stations, thereby executing several exploratory components, primarily locomotor. The third group performed a considerable number and variety of exploratory components in search of their diets, located unsystematically throughout the feeding box. Adult testing occurred without food and water in an apparatus resembling the feeding boxes. The results showed that exploratory behavior was affected by feeding conditions, enhanced with increased dietary deprivation, and reduced across both trials and within-trial intervals. These results indicate that the particular exploratory behavior measured must be selected by reference to the subjects’ prior experience. 相似文献
2.
The purpose of this experiment was to compare the problem-solving performance of rats allowed to explore either one or two tables of Maier’s three-table-problem apparatus on successive days. The feeding experience and test trial were administered on the day after all tables and runways had been explored in this piecemeal fashion. No rat that explored only one table and runway per day was able to solve the problem, whereas 60% of the rats that explored two tables and their interconnecting runways did solve the problem. All rats that explored the entire apparatus on each exploratory day were able to solve the problem. These data support the notion that animals can conceptually link objects experienced successively into cognitive representations which specify the constant relationships existing between those objects. The existence of such an absolute spatial mechanism makes it unnecessary for an organism to depend upon relative spatial mechanisms such as routes or cues. 相似文献
3.
Hungry rats were trained to press a lever for food pellets prior to an assessment of the effect of a shift in their motivational state on instrumental performance in extinction. The first study replicated the finding that a reduction in the level of food deprivation has no detectable effect on extinction performance unless the animals receive prior experience with the food pellets in the nondeprived state (Balleine, 1992; Balleine & Dickinson, 1994). When tested in the nondeprived state, only animals that were reexposed to the food pellets in this state between training and testing showed a reduction in the level of pressing during the extinction test relative to animals tested in the deprived state. The magnitude of this reexposure effect depended, however, on the amount of instrumental training. Following more extended instrumental training, extinction performance was unaffected by reexposure to the food pellets in the nondeprived state whether or not the animals were food deprived at the time of testing. A second study demonstrated that the resistance to the reexposure treatment engendered by overtraining was due to the animals’ increased experience of the food pellets in the deprived state during training rather than to the more extensive exposure to the instrumental contingency. In contrast to the results of the first two experiments, however, a reliable reexposure effect was detected after overtraining in a final study, in which the animals were given greater reexposure to the food pellets in the nondeprived state. 相似文献
4.
The role of incentive learning in instrumental performance following a shift in the degree of water deprivation was analyzed in three experiments. In Experiments 1A and IB, rats trained to perform an instrumental action reinforced with either sucrose or maltodextrin solutions when in a high-deprivation state were subsequently shifted to a low-deprivation state and tested in extinction. This within-state shift in water deprivation reduced instrumental performance only when the animals had been exposed to the reinforcer in the low-deprivation state prior to instrumental training. In Experiment 2, a concurrent training procedure was used to assess whether the change in the value of the reinforcer brought about by preexposurewas mediated by the contingency between the instrumental action and the reinforcer. Preexposure to the reinforcer under the low-deprivation state produced a selective reduction of the performance of the action upon which it was contingent during training when testing was conducted in extinction following a shift from the high- to the low-deprivation state. These experiments provide evidence that animals have to learn about the incentive value of a reinforcer in a particular motivational state through exposure to the reinforcer in that state. 相似文献
5.
Larry W. Means 《Learning & behavior》1988,16(3):303-311
Independent groups of Sprague-Dawley rats were found to acquire a win-stay, but not a win-shift, escape resporse in a circular water maze in each of three experiments that varied with respect to swim time and distance prior to escape following an incorrect first choice. The subjects were given pairs of trials: an information trial and a test trial, separated by 10 min. On the information trial the camouflaged escape platform was randomly placed in one of two positions. On the test trial the platform was placed in the same position for the win-stay task and in the opposite position for the win-shift task. Animals that did not acquire either the stay or the shift response perseverated in their responses, consistently going to the same escape location first on both information and test trials. In the fourth experiment, in which win-shift, win-stay, and perseveration all led to escape, all rats perseverated in their responses. It was concluded that response perseveration and win-stay are more natural responses than win-shift for rats in a water escape situation. This finding contrasts with the spontaneous alternation and readily acquired win-shift behavior previously demonstrated in rodents in exploratory and appetitive situations. 相似文献
6.
7.
The aim of this experiment was to examine the role of exploratory experience on the ability to take a shortcut. In the first phase, two subspaces, X and Y, each consisting of two baited tables related by a runway, were separately explored by hamsters. In the second phase, the experimental group explored a connecting pathway between X and Y. The animals were finally submitted to a shortcut test during 2 days: in this test, in order to go from X to Y, they could choose between the longer familiar pathway and two shorter new pathways. In comparison with a control group, which did not undergo the second phase, the experimental group displayed a significant preference for the shortcut that did not cross the linking path with which they had had experience or either of the two distant portions whose linkage the animals had experienced. These results suggest that, in this simple situation, additional experience of a linking element between two separated subspaces has a beneficial effect on the setting up of spatial relationships between them, and perhaps on the representation of the whole situation. 相似文献
8.
KAUKO AHO 《European Journal of Engineering Education》1988,13(2):135-141
From a 3-year research project on 'Teaching creative machine design' which was started at Tampere University of Technology Laboratory of Machine Design, in 1978, a course entitled ‘Special Course on Machine Design’ was developed. The purpose was to teach integrated product development and to make easier the shift from university to real design practice. After running for 10 years the experience of all parties concerned has been very good. 相似文献
9.
Warren Wollman 《科学教学研究杂志》1984,21(4):399-415
In an exploratory study, education majors in a physical science course were given a set of tasks analogous to a given, solved prototype-task to see how transfer items were handled. Some students were given a conceptual model along with the solved prototype. Others were given a general procedure for applying the conceptual model to the transfer items. The procedure helped considerably for the transfer items least like the prototype item. The model alone was also effective for certain items. In the absence of both model and procedure, students' problem solving was usually incoherent or self-contradictory. Presenting additional solved items helped marginally on an exceptionally novel item. Students' main source of difficulty, given the model and procedure, was that they were distracted by prior, concrete experience and thus failed to follow the procedure. For most students, this difficulty could readily be overcome. A small proportion (10–15%) of students had more profound difficulties. 相似文献
10.
Tock Keng Lim 《教育心理学》1996,16(4):453-461
Based on a stratified sample of 15‐year‐old students in Singapore schools, exploratory factor analysis and confirmatory factor analysis were used to identify and cross‐validate the factorial structure underlying two group intelligence tests and two group Piagetian tests. The structure of the first‐ and second‐order factors underlying the tests was first identified using exploratory factor analysis on the exploratory sample. The confirmatory approach using LISREL was then used to cross‐validate the factor structure on the validation sample. One second‐ and four first‐order factors were found. To allow for easier interpretation of the factors, a Schmid‐Leiman transformation was carried out on the first‐ and second‐order factor matrices of the pooled sample. A hierarchical factor matrix consisting of a general factor and four group factors was found. 相似文献
11.
12.
The agonistic behaviors of maleBetta splendens (Regan) were studied during both mutually viewing and mutually caged encounters in an investigation of differences between these types of encounters. With the pairings of animals held constant, the experience of prior mutual viewing which produced significant habituation did not significantly alter aggression in subsequent mutually caged encounters. Furthermore, animals which exhibited submissiveness (zero display rates) during mutually caged encounters significantly increased the intensity of aggression during subsequent mutual viewing, while the dominant caged mates decreased the rate of displays. These results were interpreted to mean that mutual viewing produces habituation while mutual caging produces conditioned suppression, and that generalizations from one situation to the other may therefore be unwarranted. 相似文献
13.
Nathaniel de Heer Damien W. Riggs Martha Augoustinos 《International journal of qualitative studies in education》2016,29(3):297-319
Educational experiences during childhood are critically important for development, but migrant children often experience unique challenges. To ameliorate these, extra training in English language – such as provided by the intensive English language programme in South Australia (IELP) – is frequently offered to children taking on English as an additional language. The present study aimed to examine the experience of transition into mainstream classes for children in the IELP, particularly in relation to their overall well-being. As such, the study utilised interviews conducted with newly arrived children in Australia aged 5–13 who were enrolled in an IELP, with interviews conducted both pre- and post-transition into mainstream primary school classes. The findings indicate that most children felt anxious prior to transition, especially regarding speaking English, but were less concerned about this once entering their new class. Making friends was considered to be difficult, but easier when there were children with whom they were familiar from other contexts or if there was another child in the class with a shared cultural or linguistic background. 相似文献
14.
Phil Reed 《Learning & behavior》2018,46(1):60-66
Hungry rats were trained in a two-lever conditioning chamber to earn food reinforcement according to either a win–shift/lose–stay or a win–stay/lose–shift contingency. Performance on the two contingencies was similar when there was little delay between the initial, information part of the trial (i.e., win or lose) and the choice portion of the trial (i.e., stay or shift with respect to the lever presented in the information stage). However, when a delay between the information and choice portions of the trial was introduced, subjects experiencing the win–shift/lose–stay contingency performed worse than subjects experiencing the alternative contingency. In particular, the lose–stay rule was differentially negatively impacted relative to the other rules. This result is difficult for ecological or response interference accounts to explain. 相似文献
15.
There is a good deal of literature which addresses the issues of teaching online but there is little material which examines the concerns students might have about learning online. This exploratory study asked undergraduate business students to keep a record of their perceptions of the learning experience during a semester‐long marketing subject. Two questions framed the study: how students went about studying and how satisfied they were with the communication they had with other students, teachers and technicians. The findings suggest that students need information about how to interact online before they select a mode of delivery, and an induction exercise prior to the commencement of teaching would be useful. Furthermore, the stage of life cycle and the students” perceived alternative delivery options appear to work together to influence student expectations and preconceptions of online delivery. 相似文献
16.
This exploratory study adopted a mixed methods methodology, a critical realist ontological stance and a constructionist epistemological position to consider how special educational needs coordinators and pastoral managers in mainstream high schools understand the relationship between problem behaviours and language development. Semi-structured interviews were conducted with eight participants, and 20 participants completed a Q sort. The interview data were analysed using thematic analysis and in Q methodology an inverted factor analysis with a qualitative interpretation of the resultant factors was used. Triangulation was adopted as the method for the final integration of the data. Three meta-themes were identified indicating that, despite a range of recent initiatives, school staff continue to have a limited understanding of the relationship between problem behaviours and language difficulties. Previous experience and existing practice were drawn upon in considering causal relationships and interventions. Implications for educational psychology practice at casework, systems and commissioning levels are addressed. 相似文献
17.
Ming-Puu Chen Yu-Ting Wong Li-Chun Wang 《Educational technology research and development : ETR & D》2014,62(2):163-185
The purpose of this study was to examine the effects of the type of exploratory strategy and level of prior knowledge on middle school students’ performance and motivation in learning chemical formulas via a 3D role-playing game (RPG). Two types of exploratory strategies—RPG exploratory with worked-example and RPG exploratory without worked-example—and two levels of prior knowledge—high prior knowledge and low prior knowledge—were examined in the study. The 5E Instructional Model was employed as a learning framework in the RPG game design of The Alchemist’s Fort. One hundred and fifteen eighth-grade students from a Taiwanese school voluntarily participated in the 3-week experiment. The results indicate that (1) significant worked-example effect was revealed on knowledge comprehension and marginal worked-example effect occurred on knowledge application; (2) regardless of the type of exploratory strategy employed, learners showed mild positive motivation toward learning chemistry via a 3D RPG game; (3) higher prior-knowledge learners outperformed their lower prior-knowledge peers on performance measures; and (4) high prior-knowledge learners showed a higher degree of motivation in self-efficacy and science learning value than did the low prior-knowledge learners; however, lower prior-knowledge learners revealed higher learning environment stimulation than did their high prior-knowledge peers. 相似文献
18.
Learning to pose mathematical problems: Exploring changes in preservice teachers' practices 总被引：1，自引：0，他引：1
S. Crespo 《Educational Studies in Mathematics》2003,52(3):243-270
Learning to pose mathematical tasks is one of the challenges of learning to teach mathematics. How and when preservice teachers
may learn this essential practice,however, is not at all clear. This paper reports on a study that examined the changes in
the problem posing strategies of a group of elementary preservice teachers as they posed problems to pupils. It reports that
their later problem posing practices significantly differed from their earlier ones. Rather than posing traditional single
steps and computational problems, these preservice teachers ventured into posing problems that had multiple approaches and
solutions, were open-ended and exploratory, and were cognitively more complex. Their problem posing style also changed. Rather
than making adaptations that made students' work easier or narrowed the mathematical scope of the problem, their adaptations
became less leading and less focused on avoiding pupils' errors. Posing problems to an authentic audience, engaging in collaborative
posing, and having access and opportunities to explore new kinds of problems are highlighted as important factors in promoting
and supporting the reported changes.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
19.
数学问题解决及其教学 总被引：11，自引：0，他引：11
刘元宗 《课程.教材.教法》2004,(2)
数学问题是以数学为内容,或者虽不以数学为内容,但必须运用数学概念、理论或方法才能解决的问题。它来源于人类的生产、生活实践,来源于人们了解自然、认识自然的科技活动。问题解决中的“问题”主要是指那些非常规的,或者条件不充分、结论不确定的开放性、探究性问题,其设计要遵循可行性、渐进性、应用性等原则。问题解决教学要通过创设情境来激发学生的求知欲望,使学生亲身体验和感受分析问题、解决问题的全过程,从而培养使用数学的意识、探索精神和实际操作能力。教学中,要注重发挥学生的主体作用和教师主导作用,二者相辅相成,不可偏废。 相似文献
20.
It has become common practice among U.S. business schools to require potential students to have substantial work experience before admission to MBA programs. Yet, the benefits of this selection criterion have not been fully articulated nor empirically examined. This article explores the relationships between years of pre-MBA work experience and post-MBA career outcomes. Specifically, we examine the effects of prior work experience on cash compensation, career satisfaction, number of promotions, and individuals' propensity to stay with their first post-MBA employer. Results indicate that previous work experience is not significantly related to graduates' tenure in their first post-MBA position. Furthermore, counter to conventional wisdom, MBAs without prior work experience were more satisfied, had received more promotions, and earned more cash compensation than some of their more experienced counterparts. The implications of these findings for those responsible for admissions in graduate professional schools and for corporate recruiters are discussed, along with suggestions for future research. 相似文献