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1.
This study investigated whether an instructional intervention can increase students’ self-regulated use of retrieval practice in a higher education classroom environment. A lab-experiment by Ariel and Karpicke (2017) revealed that strategy instructions improved students’ self-regulated use of retrieval practice and subsequent test performance. Our goal was to determine whether these effects generalize to a classroom environment using key concepts from marketing communication. We compared two groups on their self-regulated use of retrieval practice using an online environment. An experimental group (n = 58) received strategy instructions on retrieval practice and a control group (n = 58) received neutral instructions. Instructions were provided during sessions 1 and 2; no instructions were provided in a third, transfer session, measuring self-regulated use of retrieval practice. In sessions 1 and 2, no significant differences between groups were found. In the transfer session, the experimental group tested themselves more (Hypothesis 1) and displayed a larger number of (correct) retrieval attempts per key concept (Hypothesis 2) than the control group. No correlations were found with performance (Hypothesis 3). With our experiment, we took a first step in supporting students in their self-regulated use of retrieval practice in a classroom environment with complex materials.  相似文献   

2.
This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently.  相似文献   

3.
A dishabituation paradigm was used to study hamsters’ memory for the spatial arrangement of olfactory cues. In Experiment 1, the animals dishabituated to a change in the positions of two different olfactory cues, but this experience did not reveal whether the response was based on egocentric (body-centered) or allocentric (body-independent) spatial information. In Experiment 2, the same dishabituation resulted when the experimental procedure required the animals to use spatial information that was independent of body position. Thus, hamsters remember the locations of olfactory cues with reference to a stable spatial framework. The dishabituation paradigm used here is a valuable tool for the study of animal spatial cognition, since it requires no explicit training and allows each animal to be tested in a relatively short experimental session.  相似文献   

4.
The present study examined the extent to which two dimensions of intervention intensity, (dose frequency and dose) of a 30-week print-referencing intervention related to the print knowledge development of 367 randomly selected children from 55 preschool classrooms. Dose frequency refers to the number of intervention sessions implemented per week; teachers were randomly assigned to either the high-dose frequency condition (four intervention sessions per week) or the low-dose frequency condition (two intervention sessions per week). Dose refers to number of print-referencing teaching strategies used per intervention session and was a naturally varying variable across classrooms. Structural models of children's spring print knowledge showed a significant interaction of dose and dose frequency in relation to children's outcomes. Follow-up analyses showed that the benefit of providing four versus two print-referencing sessions per week disappeared when teachers were providing a relatively intense number teaching strategies within sessions (i.e., the dose was high). Considered differently, findings also show that increasing the number of print referencing teaching strategies within a session (i.e., the dose) related positively to children's print knowledge development, but only when the weekly number of intervention sessions were low (i.e., two intervention sessions weekly). Overall, findings show that there is a benefit to increasing the dose or dose frequency of the print referencing intervention, but increasing both aspects of intervention intensity appeared to have a diminishing benefit to children's learning. Findings empirically support the multi-dimensional nature of intervention intensity and implications for research and practice are discussed.  相似文献   

5.
Pigeons’ choices between larger, more delayed and smaller, less delayed reinforcers were examined while the pigeons lived in the experimental chamber for 23-h sessions. In Condition 1, 4 pigeons were food deprived prior to each session and exposed to one session every 4th day. Condition 2 was identical except that the pigeons began each session at their ad-lib weights. Condition 3 was identical to Condition 2 except that sessions were conducted on consecutive days. Condition 4 was identical to Condition 3 except that the subjects (2 pigeons from Conditions 1–3 plus a naive pigeon) could obtain reinforcers much less frequently. In all of the conditions, the pigeons consistently chose the smaller, less delayed reinforcers; the pigeons were impulsive. The restriction of food access caused a disruption in the diurnal pattern of feeding, but did not decrease impulsiveness even in this 23-h live-in procedure.  相似文献   

6.
In Experiment 1, four groups of male rats were given a session as an intruder in either aggressive (i.e., alpha) or nonaggressive colonies of conspecifics and later received either a 2-h exposure to the odors of the alpha colonies or an exposure-control session with the odors of a nonalpha colony. Two additional groups of rats that had been attacked and defeated by alpha residents were later given a 12-h exposure session with alpha-colony odors or nonaipha-control odors. Twenty-four h after the colony-intruder session, all subjects were given a single 6.5-mA shock from a prod with alpha-colony odors present in the bedding of the test chamber. Attacked rats that had been given exposure-control sessions showed significantly less prod burying and greater freezing than nondefeated subjects. This implies that the alpha-colony odors elicited conditioned fear. In contrast, the attacked subjects that had been given a pretest exposure session with alpha-colony odors showed significantly more prod burying and significantly less freezing. This suggests that the alpha-odor exposure resulted in the extinction of fear to these odors. Furthermore, the 12-h exposure to alpha-colony odors was found to be more effective in reducing fear-mediated responses than was the 2-h exposure. In Experiment 2, three groups of rats were exposed to a cat while they were in a protective cage; later they were given a 12-h exposure session with cat odors, a 12-h exposure-control session with no cat odors, or no exposure treatment. Compared with the two control groups, the subjects that were exposed to cat odors showed less freezing during subsequent prod-shock tests in the presence of cat odors, but they did not show prod burying. The reported changes in fear-mediated reactions to the odors of conspecifics and a predator are discussed in terms of both associative and nonassociative processes.  相似文献   

7.
Research to date has not been able to agree whether visuo-spatial ability can be influenced through practice. Many have concluded that spatial awareness is an innate phenomena and cannot be learned. Others contend that an individual's visuo-spatial potentials are acquired through interactions with the environment. Many of these theorists believe that spatial thinking can be developed through interactive exercises devised to encourage mental image formation and manipulation. To help alleviate the confusion surrounding this question the following study was undertaken. Eighty-four college undergraduates were randomly placed into control and experimental sections. Student records were examined to assure that the groups did not differ significantly in their verbal or math proficiency and pertinent pretests were given to ascertain spatial levels. The groups were also similar on their male and female ratios. During the semester the experimental section was treated to a 30-minute interaction each week. These sessions involved spatial exercises that required the participants to mentally bisect three-dimensional geometric figures and to envision the shape of the two-dimensional surface formed by the bisection. The subjects drew their mental image of this surface on a sheet of paper. Fourteen weeks later both groups were post tested with a second comparable version of the pretest. Statistical “t” tests were performed on the group means to see if significant differences developed between the sections. The results indicate that statistical improvement in visuo-spatial cognition did occur for the experimental group in spatial visualization, and spatial orientation. This finding suggests that the weekly intervention sessions had a positive effect on the students' visuo-spatial awareness. These results, therefore, tend to support those researchers that claim visuo-spatial aptitude can be enhanced through teaching.  相似文献   

8.
The purpose of this study was to investigate the effects of limited oral and physical teacher intervention on object manipulation by preschool and early elementary children. The population consisting of 70 children, three, four, five, and six years old from two preschools and two kindergarten classes were randomly assigned to control and experimental groups. Children were observed as they manipulated magnets in classroom settings. Experimental students had the objects placed in their hands and were orally invited to explore. Results showed that there were significant differences between the groups in total time spent with the objects, number of activities performed, and cognitive level of operation. No significant differences were found in the number of contacts or in the interactive effects of treatment and testing day. The findings suggest that teacher roles may have an effect on student exploration and quality of interaction with unfamiliar objects.  相似文献   

9.
Exploratory activity was examined in 4 young baboons with the aim of investigating the type of spatial coding (purely geometric and/or by taking into account the identity of the object) used for the configuration of objects. Animals were individually tested in an outdoor enclosure for their exploratory reactions (contact time and order of spontaneous visits) to changes brought about to a configuration of different objects. Two kinds of spatial changes were made: a modification (1) of the shape of the configuration (by displacement of one object) and (2) of the spatial arrangement without changing the initial shape (exchanging the location of two objects). In the second experiment, the effect of a spatial modification of the global geometry constituted by four identical objects was investigated. Finally, in the third experiment, a substitution of a familiar object with a novel one was performed without changing the objects’ configuration. The baboons strongly reacted to geometrical modifications of the configuration. In contrast, they were less sensitive to modifications of local features that did not affect the initial spatial configuration. Analyses of spontaneous exploratory activities revealed two types of exploratory strategies (cyclic and back-and-forth). These data are discussed in relation to (1) the distinction between the encoding of geometric versus local spatial features and (2) the spatial function of exploratory activity.  相似文献   

10.
Rats were trained on an interval time-place learning (TPL) task in which the location of food availability depended on the time since the start of the session. Each of four levers (numbered 1, 2, 3, 4) provided food on an intermittent schedule for two nonconsecutive 3-min periods. The order in which the levers provided food was 1, 2, 4, 3, 2, 3, 1, 4. This order was consistent across sessions. Previous research conducted in our lab has shown that when only four “places” are used, rather than the eight in the present study, rats use a timing strategy to track the location of food. Pizzo and Crystal (2004) recently trained rats on an interval TPL in which each of eight arms of a radial arm maze provided food. They found evidence suggesting that rats used both spatial and temporal information. In the present study, in which a revisiting strategy was used (i.e., each lever provided food on more than one occasion), the rats tracked both the spatial and the temporal availability of food for the first half of the session. Interestingly, in the second half of the sessions, the rats appeared to be timing the availability of food even though they did not know where it would occur. That is, the rats knew the temporal, but not the spatial, contingencies for the second half of the session. It appears that the requirement of revisiting a previously reinforced lever resulted in rats' no longer being able to solve the spatial aspect of the task.  相似文献   

11.
Male rats were tested as intruders for 25 consecutive days in colonies that had either aggressive (i.e., alpha) or nonaggressive conspecific residents. Alpha-defeated intruders, in contrast to nondefeated rats, showed more defensive behavior, less gain in body weight, and received more bites during the course of these sessions. Tail-flick tests, using a heat source, revealed that both groups of intruders showed comparable sensitivity/reactivity to pain, and there was no evidence of analgesia as a function of resident encounters. Immediately after the last intruder session, all subjects were tested for exploratory activity in an open-field apparatus with the odors (i.e., soiled bedding) from the alpha colonies present. Defeated intruders showed significantly less locomotion, in terms of the number of grid crossings, than nondefeated rats. Twenty-four hours later, randomly selected subgroups of defeated and nondefeated subjects were briefly exposed, without being defeated, to aggressive colonies, and all rats were then retested for activity with alpha odors present. Previously defeated intruders were again less active, and the colony-exposure treatment suppressed the activity of defeated, but not nondefeated, subjects. Finally, 24 h after another resident-intruder session, both groups of intruders showed comparable FR 1 escape performance in a shuttlebox with alpha odors present, but the defeated rats failed to learn a subsequent FR 2 escape task. The findings of this experiment are discussed in terms of the concept of “learned helplessness,” the effects of ethological stressors, and the authors’ stress-coping-fear-defense (SCFD) theory.  相似文献   

12.
The purposes of this study were (a) to examine differences in the curiosity behavior of abused preschool children in three situations: with their mothers, a teacher, and a female stranger; (b) to determine whether these children would exhibit more curiosity when exposed to novel versus familiar objects; and (c) to examine several adult behaviors that are theoretically related to children's curiosity. Twenty-three 2-to 5-year-old abused low socioeconomic children participated in a warm-up session with their mothers followed by three procedurally equivalent sessions during which the child, the mother, the teacher, and a stranger were exposed to 6 novel and 6 familiar play objects. Regardless of the social situation, the children and the adults explored the familiar objects more than the novel objects. The children explored the novel objects significantly less in the stranger-present situation than in the other situations. Finally, the pattern of adult findings indicated that abusive mothers were less likely to encourage curiosity in their children than were teachers or strangers. These results were related to past research with white, middle-class, nonabused children.  相似文献   

13.
Retarded conditioned response (CR) acquisition produced by unconditioned stimulus (US) preexposures has been attributed either to interference resulting from contextual conditioning or to habituation of the US. Both perspectives assume that the amount of retardation is directly related to the number of US preexposures. This assumption was examined in two experiments. In Experiment 1, separate groups of rabbits received 200 paraorbital shock US preexposures either in one session or spread equally over 10 daily sessions. Subsequently, all subjects received 150 CS-US pairings. Acquisition of nictitating membrane CRs was retarded relative to a naive control group only in the group that received the preexposures over 10 sessions. Thus, the number of US preexposure sessions, rather than the number of US preexposures, determined whether or not retarded acquisition was observed. In Experiment 2, four groups of rabbits received 1, 5, 20, or 40 shock US preexposures in each of 10 sessions. Over the subsequent 150 CS-US pairings, similar levels of retarded CR acquisition were observed in groups that received 20 and 40 US preexposures per session, a weak retardation effect was observed with 5 preexposures per session, and no retardation was observed with 1 preexposure per session. Thus, Experiment 2 suggested that retarded CR development was not greatly influenced by increasing the number of US preexposures above some minimum threshold number of exposures per session. Implications for current theories were discussed.  相似文献   

14.
Identity concept formation was tested in a harbor seal using a visual multiple-choice matching-tosample task. The seal was first trained on a two-alternative matching task. After criterion (≥80% correct choices in two successive sessions) was reached with two sets of two stimuli (Figure 3, Blocks A and B), stimulus sets were enlarged to six objects (Blocks C-G). After the seal reached criterion immediately with two successive sets (Blocks F and G), multiple-choice matching was introduced, first using stimulus sets of four familiar objects (Blocks H-M). After the seal reached the criterion immediately with two successive sets (Blocks L and M), completely new objects were used in two further stimulus sets (Blocks N and O). The seal immediately applied the matching rule in all four sessions (≥80% correct choices). In two further sessions with problems composed of all 38 familiar stimuli, the seal again reached the criterion (Block P). In the final, transfer session, 20 new problems were composed of 80 unknown stimuli (Block Q). The seal immediately applied the matching rule in these one-trial tests, showing that harbor seals can conceptualize complex visual information.  相似文献   

15.
The head and neck region is one of the most complex areas featured in the medical gross anatomy curriculum. The effectiveness of using three‐dimensional (3D) models to teach anatomy is a topic of much discussion in medical education research. However, the use of 3D stereoscopic models of the head and neck circulation in anatomy education has not been previously studied in detail. This study investigated whether 3D stereoscopic models created from computed tomographic angiography (CTA) data were efficacious teaching tools for the head and neck vascular anatomy. The test subjects were first year medical students at the University of Mississippi Medical Center. The assessment tools included: anatomy knowledge tests (prelearning session knowledge test and postlearning session knowledge test), mental rotation tests (spatial ability; presession MRT and postsession MRT), and a satisfaction survey. Results were analyzed using a Wilcoxon rank‐sum test and linear regression analysis. A total of 39 first year medical students participated in the study. The results indicated that all students who were exposed to the stereoscopic 3D vascular models in 3D learning sessions increased their ability to correctly identify the head and neck vascular anatomy. Most importantly, for students with low‐spatial ability, 3D learning sessions improved postsession knowledge scores to a level comparable to that demonstrated by students with high‐spatial ability indicating that the use of 3D stereoscopic models may be particularly valuable to these students with low‐spatial ability. Anat Sci Educ 10: 34–45. © 2016 American Association of Anatomists.  相似文献   

16.
Abstract

Four types of prestatements and prequestions and no adjunct aid were compared as techniques for enhancing comprehension of cause-effect passages. During six weekly practice sessions, each of 200 randomly assigned sixth grade subjects read one passage accompanied by the designated type of aid, answered comprehension questions, and checked the answers. During the first testing session, each student read two systematically assigned passages of five used. The next day each student answered 10 literal and four main idea questions for each passage read. The good readers given no adjunct aid performed significantly better on the main idea questions than the good readers given application prequestions and those given why prequestions. Good readers in the sixth grade may be motivated by post questions alone.  相似文献   

17.
In Experiment 1, two groups (n = 10) of pigeons received 17 sessions of TD (true discrimination) or ND (nondifferential) training with line angles. Seventeen sessions of SS (single stimulus) training with a wavelength preceded this training and two followed it. Subsequent wavelength generalization testing in extinction revealed a sharper TD than ND gradient. This slope difference was evident from the very first test stimulus presentation and remained stable throughout testing. As a consequence of substantial overtraining, there was no reduction of response strength and no sharpening of generalization during testing for either group. In Experiment 2, two groups (n = 16) of pigeons received 10 sessions of TD or PD (pseudodiscrimination) training with line angles, followed by four sessions of SS training with a single wavelength. During this training and in subsequent wavelength generalization testing in extinction, brief blackouts separated stimulus presentations. Again, the TD group yielded the sharper gradient. Although responding weakened and the gradients sharpened during the test, these effects were comparable in the two groups. Furthermore, gradients based on the percentage of trials with at least one response showed the same TD-PD slope difference. This finding indicates that differential control over responding by response-produced feedback is inadequate to account for the TD-PD difference in generalization slope. Both experiments indicate that a purported difference in resistance to extinction is also an inadequate explanation.  相似文献   

18.
The purpose of this initial, exploratory study was to examine the utility of the Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62) as a repeated measure tool at one university counseling center. This study investigated whether clients engaged in individual counseling changed in symptomology while in treatment and when (e.g., session) changes in symptomology occurred. To answer these research questions, reliable change indexes (RCIs) were calculated for each subscale of the CCAPS-62. Results indicated that all eight of the CCAPS-62 subscales demonstrated reliable changes from initial to subsequent administrations, and that changes occurred between sessions 3 and 6 at this specific university counseling center. Findings suggest the importance of incorporating CCAPS-62 information into counseling sessions to inform treatment and assessment.  相似文献   

19.
The present study examined developmental differences in the effect of route extensity on the memory for the locations of objects in a spatial array. Kindergarten and adult subjects were trained to remember the locations of 4 objects. During this training, objects were either connected by a combination of indirect, looped train tracks and direct train tracks (experimental subjects) or connected by entirely direct train-track routes (control subjects). Analyses of actual interobject distances, from subjects' reproductions of object locations on a response board (without train tracks), revealed that children, but not adults, distort distance in terms of the nature of travel observed between objects. Further testing revealed that differences in the amount of time taken for travel could not account for the results obtained with children.  相似文献   

20.
The central goal of the present exploratory study was to investigate the nature of the content-related interactions in study groups independently organized by college organic chemistry students. We were particularly interested in the identification of the different factors that affected the emergence of opportunities for students to co-construct understanding and engage in higher levels of cognitive processing. Our results are based on the analysis of in situ observations of 34 self-initiated study sessions involving over a 100 students in three academic semesters. The investigation revealed three major types of social regulation processes, teaching, tutoring, and co-construction in the observed study sessions. However, the extent to which students engaged in each of them varied widely from one session to another. This variability was mostly determined by the specific composition of the study groups and the nature of the study tasks in which they were engaged. Decisions about how to organize the study session, the relative content knowledge and conceptual understanding expressed by the participants, as well as the cognitive level of the problems that guided group work had a strong impact on the nature of student interactions. Nevertheless, group talk in the observed study groups was mostly focused on low-level cognitive processes. The results of our work provide insights on how to better support students' productive engagement in study groups.  相似文献   

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