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1.
In a simultaneous discrimination involving a positive (S+) and a negative (S−) stimulus, positive value appears to transfer from the S+ to the S−. However, negative value does not appear to transfer from the S− to the S+. Instead, when sufficient experience with the contingencies associated with responding to the S− is provided, it appears that the presence of the S− enhances the value of the S+ (i.e., a contrast effect is found). The purpose of the present experiments was to further examine the influence of the S+ on the S− in a simultaneous discrimination (between subjects in Experiment 1 and within subjects in Experiment 2). In both experiments, we found that under typical training conditions, given little direct experience with the value of the S−, value transfers from the S+ to the S−. If sufficient experience with the value of the S− is provided, however, contrast between the S+ and the S− can be demonstrated. Thus, in a simultaneous discrimination, value transfer from the S+ to the S− depends on the animal’s having responded relatively little to the S−.  相似文献   

2.
The achievement motive concept refers to a relatively stable personality characteristic in terms of a capacity to anticipate affects in achievement situations. The motive to achieve success (M s ) refers to the individual's capacity to anticipate positive affects, and the motive to avoid failure (M f ) refers to a capacity to anticipate negative affects in achievement situations. Based, among other things, on the conceptualizations of motives, a measurement was constructed to tap the two aspects (M s and M f ) of motivation. Over the years the scale has been translated to several languages and used in a number of studies. The Czech version of the scale is an adapted translation of the English one, and was administered to 179 pupils in the sixth grade in 1989. Further, the subjects were retested after an interval of 12 weeks. The analyses indicate that the psychometric properties of the Czech version of AMS are promising.  相似文献   

3.
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4.
The search for active toxins for managing weeds or plant diseases is believed to be a promising avenue of investigation. However, the effects of Alternaria toxins on insects have just begun to be investigated. Bioactivities of toxins from four strains of Alternaria alternata on Rosa chinensis and rose aphid Macrosiphum rosivorum were tested in the present study. At a concentration of 50.0 μg/ml, the crude extract (toxin) of strain 7484 was found not to be harmful to rose plants with excised leaf-puncture method (P≥0.079), and rose plants showed enhanced resistance to rose aphids when this Alternaria toxin was sprayed on the plants (P≤0.001). However, this toxin caused no detrimental effects on aphids in insecticidal bioassay at a concentration of 10.0 to 160.0 μg/ml (P≥0.096). Therefore, the Alternaria toxin had significantly induced the resistance of rose plants against rose aphids, demonstrating that the resistance mechanism triggered by the Alternaria toxin in the rose plant may also be used by the plant to defend itself against insects. Further bioassays aimed to discover the olfactory responses of aphids to the toxin-induced volatiles of host plants. The aphids were significantly more attracted to both volatiles emitted and collected from control rose plants than to both volatiles emitted and collected from the toxin-treated rose plants (P≤0.014). This result showed that the toxin-induced resistance related to the volatile changes of host plants.  相似文献   

5.
Abstract

In many countries agriculture is in a process of rapid change,

  • - it has to meet a growing demand for food in a sustainable way,

  • - the international competition is increasing,

  • - the increase in labour productivity is decreasing the employment opportunities in agriculture,

  • - agricultural research is offering many new opportunities to increase productivity,

  • - government price support for agricultural products in industrial countries is decreasing.

These changes have many implications for agricultural extension, such as:

  • - the knowledge and capabilities of farmers has become a major factor in their ability to compete in national and international markets,

  • - advice is not only needed on the adoption of new technologies, but also on many other decisions farmers have to make, such as the choice of their farming system and the decision whether or not to earn an income from outside agriculture,

  • - this requires a change in extension methods and in the information sources extension agents use,

  • - agricultural development demands painful changes in the way of farming and of living for many farm families. It is a challenge for extension agencies to help farm families to realise this,

  • - a major task for leaders of extension organisations is to manage a process of change in agricultural extension. Often the role extension has to play in agricultural development can not be performed by one extension organisation, but only by a pluralistic extension system.

Agricultural extension is often expected to contribute to a reduction of poverty among farmers and farm labourers. One has to think seriously how one can realise this objective.  相似文献   

6.
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7.
Following simultaneous discrimination training with pigeons, in which responding to the S−was reinforced on half of the trials and responding to the S− was never reinforced, we examined the effect on the S− of presenting the S− by itself and the effect on the S+ of presenting the S− by itself (relative to an S− or an S− for which there had been no single-stimulus presentations). For Group A−, responding to the S− presented by itself was always reinforced, whereas for Group A−, such responding was extinguished. For Group B−, responding to the S− presented by itself was always reinforced, whereas for Group B+, responding was extinguished. Although both Group A+ and Group A−tended to avoid their associated S− (relative to a control S−), Group A+ avoided its associated S− less than did Group A−. In contrast, although for Group B−, presentation of the S− alone increased the pigeons’ preference for its associated S−(relative to a control S+), for Group B−, presentation of the S−alone had little effect on its preference for its associated S+. These results suggest that presentation of one stimulus from a simultaneous discrimination has two independent and sometimes opposite effects on the other discriminative stimulus. First, it reduces the strength of within-event conditioning between the S+ and the S−, and second, if the value of the singly presented stimulus has increased, some of its newly acquired value will transfer retroactively to the stimulus with which it was originally paired.  相似文献   

8.
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.

Practitioner notes

What is already known about this topic
  • Educational applications provide children with unrestricted access to mobile learning resources.
  • Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
  • There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.
What this paper adds
  • Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
  • Perceived enjoyment predicted behavioural intention to use the application.
  • Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.
Implications for practice and/or policy
  • These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
  • Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
  • The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.
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9.
"在做什么",是在常识、熟知、甚至自明的范围中对行为的考虑与回答。一般而言,这种考虑和回答能促使教师不断地提高自己的业务能力,反思自己行为的实效;但它并不引起教师对自己行为本身更多的反思。熟知、常识和自明并不等同于真知与明晓,却往往包含着"无知"。"知道在做什么",是对自我行为本身的一种艰苦地思索,是为了真正的知道和正当地行为,表现为对熟知、流行、常识的教师行为观念的批判与反思。这是一种教师的前提性反思。它意味着教师必须具有清醒的自我批判意识,反省自己行为所隐含的"无意识的前提",理性地抵制自己成为一个积极的、无思的共谋者。但是,教师教育对效率、手段、专门化以及科学化教育理论的过度强调使其出现了危机:前提性反思变得既不必要又无可能。重建教师前提性反思,教师需要做好一种知识的准备,即在学习和教育教学实践中努力探寻并赢得关于人、幸福以及教育的整体性知识。基于此,教师教育亦是一种通识教育。  相似文献   

10.
MplusAutomation is a package for R that facilitates complex latent variable analyses in Mplus involving comparisons among many models and parameters. More specifically, MplusAutomation provides tools to accomplish 3 objectives: to create and manage Mplus syntax for groups of related models; to automate the estimation of many models; and to extract, aggregate, and compare fit statistics, parameter estimates, and ancillary model outputs. We provide an introduction to the package using applied examples including a large-scale simulation study. By reducing the effort required for large-scale studies, a broad goal of MplusAutomation is to support methodological developments in structural equation modeling using Mplus.  相似文献   

11.
Conclusion The journal writing activity was an opportunity for Tom and his classmates to personalize a constructivist vision of teaching and learning, a step Gallagher’s (1993) teachers identified as the beginning of their transition to a constructivist practice. The efficacy of the journal writing activity may be attributed to its capacity to engage students in metacognitive thinking. That is, the students had an opportunity to think about their ideas rather than merely with them (Kuhn, Amsel, & O’Loughlin, 1988). Indeed, various researchers have associated metacognition with cognitive development, meaningful learning, and conceptual change (e.g., Champagne, Gunstone, & Klopfer, 1985; Kuhn et al., 1988; Pintrich, Marx, & Boyle, 1993). Also, sharing journal entries fostered a sense of community, a support that seems to be essential for teacher change (Shaw & Etchberger, 1993; Taylor, 1993). In fact, students reported the activity to be a “great way to get to know others” and “a way of reducing isolation” because” certainly, a whole class of teachers is better than just one.” Although the purpose of the activity was to promote constructivist pedagogy, it accomplished so much more. It stimulated imaginative questions such as What is the purpose of teaching physics? When is it to review many areas? When is it to understand how physics works in some special instances? In addition, journal writing “was an excellent way to bring about closure.” “It was relaxing … kind of like cool down exercises after a heavy aerobic workout.”  相似文献   

12.
Abstract

The paper discusses Ralph Waldo Emerson’s thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served its time and lost its critical potential. When thinking through Emerson’s variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an ‘aversive education’ as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension.  相似文献   

13.
In many European languages, the words ‘assessment’ and ‘evaluation’ are synonymous, but in English the two terms are used differently. Educational ‘assessment’ is learner-focused and part of professional pedagogy, relating directly to the accountability of practitioners and schools to learners and their families. Educational ‘evaluation’ is understood to be a parallel and linked process, relating to the quality of national policy and of provision and practice in establishments, part of accountability to the wider public. In Scotland, assessment policy has been focused on aligning ‘assessment for learning’ and ‘assessment for accountability’ for nearly a decade and policy guidance has been based on the principle that formative and summative uses of information can apply as well to system evaluation as to school-based assessment. Self-evaluation has been increasingly emphasized, promoting better understanding of the role of continuous review in supporting and improving education. In theory, the two processes of assessment and evaluation should align without difficulty as ‘intelligent accountability’ and together should act as a powerful driver for improved educational outcomes. However, achieving alignment in practice, which requires good professional relationships and mutual trust in different communities of practice, as well as shared understanding and expectations, has proven to be very hard to achieve. This article will show the progress that has been made with alignment; indicate where there have been difficulties and why; and suggest that several important factors need to be acknowledged if alignment is to be achieved.  相似文献   

14.
Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions.

Practitioner notes

What is already known about this topic
  • Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.
  • Assessment tools have been developed in different educational domains for teaching practice.
  • Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.
What does the paper add
  • Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.
  • Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.
  • Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.
Implications for practice and/or policy
  • Learning analytics can enhance the eliciting of students' conceptions.
  • Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions.
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15.
The article is an attempt to set forth the institutional setting for educational research in Sweden after 1945 and to describe the major directions of research. Governmental school committees began in the 1940's to commission research pertaining to the structure of the compulsory school system and to the objectives and content of the curriculum. As part of the school reform and the attempts to facilitate innovations, the first research institute linked with teacher-training was established in the 1950's. Since the beginning of the 1960's, the National Board of Education has maintained a Bureau of Research and Development. Finally, the proper role of the researcher in his relationship to the policy-makers is discussed on the basis of Swedish experiences.
Résumé L'article tente de décrire le cadre institutionnel pour les recherches dans le domaine d'éducation en Suède après 1945 et de montrer les tendances principales de ces recherches. Ce fut dans les années quarante que des comités gouvernementaux scolaires commencèrent à commander des recherches ayant rapport au système scolaire obligatoire, aux objectifs et au contenu du programme d'études. Le premier institut de recherches lié à l'instruction des enseignants fut établi dans les années cinquante comme une partie de la réforme scolaire et des tentatives de faciliter l'innovation. Le Ministère d'Education National entretient, depuis le commencement des années soixante, le Service de Recherche et de Développement. Enfin, on traite, en prenant les expériences suédoises comme base, le meilleur rôle du chercheur à l'égard de son rapport avec les architectes de la politique.
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16.
The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.

Practitioner notes

What is already known about this topic
  • University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
  • The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
  • Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
What this paper adds
  • Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
  • Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
  • Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
Implications for practice and/or policy
  • We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
  • We offer insights into student experience concerning online learning environments during an abrupt transition.
  • We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
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17.
Objective:Weed pollens are common sources of allergens worldwide.The prevalence of weed pollen sensitization is not yet fully known in China.The purpose of this study was to investigate the prevalence of sensitization to weed allergens from Artemisia,Ambrosia,and Humulus in northern China.Methods:A total of 1144 subjects(aged from 5 to 68 years) visiting our clinic from June to October 2011 underwent intradermal testing using a panel of 25 allergen sources.Subjects with positive skin responses to any pollen were further tested for their serum concentrations of IgE antibodies against Artemisia vulgaris,Ambrosia artemisiifolia,and Humulus scandens,and against the purified allergens,Art v 1 and Amb a 1.Results:Of 1144 subjects,170 had positive intradermal reactions to pollen and 144 donated serum for IgE testing.The prevalence of positive intradermal responses to pollens of Artemisia sieversiana,Artemisia annua,A.artemisiifolia,and H.scandens was 11.0%,10.2%,3.7%,and 6.6%,respectively.Among the intradermal positive subjects,the prevalence of specific IgE antigens to A.vulgaris was 58.3%,to A.artemisiifolia 14.7%,and to H.scandens 41.0%.The prevalence of specific IgE antigens to the allergen Art v 1 was 46.9%,and to Amb a 1 was 11.2%.The correlation between the presence of IgE antibodies specific to A.vulgaris and to the Art v 1 antigen was very high.Subjects with A.artemisiifolia specific IgE also had A.vulgaris specific IgE,but with relatively high levels of A.vulgaris IgE antibodies.There were no correlations between the presence of IgE antibodies to H.scandens and A.vulgaris or to H.scandens and A.artemisiifolia.Conclusions:The intradermal prevalence of weed pollen sensitization among allergic subjects in northern China is about 13.5%.Correlations of specific IgE antibodies suggest that pollen allergens from Artemisia and Humulus are independent sources for primary sensitization.  相似文献   

18.
Due to the social environment of China’s reform and opening up, as well as China’s education system with knowledge impartation as its focus, some college students lack the humanistic care and education of value and significance of life. Universities should plan effective activities to make students realize the importance of life. They should provide students with such education as life conscience, failures in life, the ability to make a living and the values of life in order to have a clearer knowledge of life education, so that the students can set up a positive, healthy and correct life view, realize the value and meaning of life, and finally learn to respect life. __________ Translated from Zhongguo Qingnian Zhengzhi Xueyuan Xuebao 中国青年政治学院学报 (Journal of China Youth College for Political Sciences), 2007, (5): 12–17  相似文献   

19.
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20.
In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer-teaching program was introduced to a compulsory, second-year neuroanatomy course. A cross-sectional survey of 527 medical students in the six-year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second- through sixth-year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P < 0.001). Attributes of PTs (e.g., contribution to learning, motivation, effective usage of material, and team environment) were significantly related to the student's opinion of the importance of laboratory activities (P < 0.001). Students who received “average” final grades scored the importance of laboratory exercises, and by inference PTs, significantly lower than students who received “excellent” final grades (P < 0.05). The amount of training that PTs had received was also significantly related to student perceptions of a PT's contribution. Better trained PTs were associated with significantly higher scores regarding learning, motivation, and positive environment compared to less trained PTs (P < 0.05). The results of the present study show that peer-teaching was well received by students attending the neuroanatomy course. While the results express the evolution of the program across the years, the findings also show that learners believed that PTs and the laboratory program contributed significantly to their understanding of neuroanatomy.  相似文献   

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