Effects of sequences of sucrose reward magnitudes with short ITIs in rats     

R. A. Burns 《Learning & behavior》1976,4(4):473-479

Two experiments assessed the role of aftereffect learning in rats rewarded with sucrose solutions. In Experiment 1, rats were trained in a single straight runway for two trials on each of 18 days, each trial terminating with either large (20% scurose) or small (3% sucrose) reward. The ITI was 3–5 min. The sequence of daily rewards for each of four groups was small-small (SS), small-large, (SL), large-small (LS), or large-large (LL). Response patterning and a simultaneous negative contrast effect were observed in LS and SL relative to the consistently rewarded controls. During 10 massed extinction trials, resistance to extinction was greatest for Group SL, followed in order by Groups SS, LL, and LS. Experiment 2 examined single alternation of large and small rewards administered for 10 trials on each of 31 days with an ITI of 60 sec. Reward for one group was 20% or 3% sucrose while another received 1 or 10 45-mg Noyes pellets. Appropriate patterning developed only in the food-pellet rewarded animals. The overall results suggest that sucrose rewards may produce high-amplitude and long-duration aftereffects which interfere with learning in designs employing several massed daily trials, but which may facilitate learning—relative to food-pellet rewards—with longer intertrial intervals and fewer daily trials.  相似文献   

Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems     

Teresa Smith  Billy L. Smith  Joan B. Eichler  Amy Gilbert Pollard 《Psychology in the schools》2002,39(6):613-619

The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002.  相似文献   

Test Takers and the Validity of Score Interpretations     

Rebecca J. Kopriva  Martha L. Thurlow  Marianne Perie  Sheryl S. Lazarus  Amy Clark 《教育心理学家》2016,51(1):108-128

This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning.  相似文献   

An exploratory investigation of the effect of working in an environmentally themed facility on the conservation‐related knowledge,attitudes and behavior of staff     

Amy Groff  Donna Lockhart  Jacqueline Ogden  Lynn D. Dierking 《Environmental Education Research》2005,11(3):371-387

In the past decade, we have seen an increased focus on measuring the impact of zoos, aquariums, and other free‐choice learning environments on the conservation‐related knowledge, attitudes and behavior of the visiting public. However, no such studies have been conducted on the impact of such environments on the staff working in these facilities – the very staff that in turn interact with the public on a daily basis. Clearly these interactions are recognized as being important; for example, the thousands of staff employed by Disney’s Animal Kingdom are regularly provided with conservation‐related training – both formal, in‐class experiences, as well as more informal experiences with animals; these are a mixture of compulsory and freely chosen experiences. An exploratory qualitative study was conducted to investigate the impact of working at Disney’s Animal Kingdom on staff knowledge, attitudes, and behavior related to animals and their conservation. The resulting findings offer preliminary evidence that working in an environmentally themed setting has a positive impact on all of these variables, and that particular experiences – notably experiences in back‐of‐house animal holding areas and with animal staff – are key. These findings suggest that further investigation into the impact of working in such learning settings could be fruitful in understanding the role that the work place plays in supporting the free‐choice learning of staff. This is important both from the perspective of the staff themselves, and in relation to the impact that these individuals may have on visitors to free‐choice learning settings.  相似文献   

Causal Connections Between Mathematical Language and Mathematical Knowledge: A Dialogic Reading Intervention     

David J. Purpura  Amy R. Napoli  Elizabeth A. Wehrspann  Zachary S. Gold 《Journal of research on educational effectiveness》2017,10(1):116-137

The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of children's mathematics skills, but there is limited causal evidence supporting this link. To address this research gap, 47 Head Start children were randomly assigned to a mathematical language intervention group or a business-as-usual group. Over the course of eight weeks, interventionists implemented a dialogic reading intervention focused on quantitative and spatial mathematical language. At posttest, students in the intervention group significantly outperformed the students in the comparison group not only on a mathematical language assessment, but on a mathematical knowledge assessment as well. These findings indicate that increasing children's exposure to mathematical language can positively affect their general mathematics skills. This study is an important first step in providing causal evidence of the importance of early mathematical language for children's general mathematical knowledge and the potential for mathematical language interventions to increase children's overall mathematics abilities.  相似文献   

The use of engineering design scenarios to assess student knowledge of global,societal, economic,and environmental contexts     

Ann F. McKenna  Morgan M. Hynes  Amy M. Johnson  Adam R. Carberry 《European Journal of Engineering Education》2016,41(4):411-425

Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations.  相似文献   

Restorying as political action: authoring resistance through youth media arts     

Amy Stornaiuolo  Ebony Elizabeth Thomas 《Learning, Media and Technology》2018,43(4):345-358

ABSTRACT

This article explores the lived realities for young people growing up and learning in a climate of racial discrimination, religious intolerance, misogyny, and xenophobia, and how school-sponsored and school-supported uses of digital media can afford young people opportunities to navigate their experiences of social injustice and resist exclusionary discourses and practices. In a collaborative inquiry into the practices of two youth media producers, we explore how these counternarrative efforts are forms of restorying, in which young people write themselves into existence in ways that can reconfigure school spaces. Framed in Black feminist and critical cosmopolitan perspectives, this article considers how young people use new media tools in school to engage the narrative imagination and build the worlds they want to live in, simultaneously representing the political histories and realities of their everyday worlds and imagining alternative futures. We explore the ways schools can create opportunities for youth to engage in these new media practices that re-author themselves and the institutional spaces they encounter – and how these opportunities are situated within broader intersectional forms of systemic inequity and oppression.  相似文献   

Ordinal position in the serial learning of rats     

Richard A. Burns  John A. Dunkman  Stacy L. Detloff 《Learning & behavior》1999,27(3):272-279

Rats were runway trained on each of two, three-trial series consisting of different varieties of reward (X, Y, and Z) and nonreward (N) serving as trial outcomes. The two series are represented as XNY and ZNN. Distinguishing the two series were different brightness and texture cues on the runway floor. Transfer tests, conducted after the rats had developed faster running for rewarded trials than for nonrewarded trials and slower running on Trial 2 of ZNN than on Trial 2 of XNY, provided evidence that trial position, rather than item memories, was controlling the discriminations. In Experiment 1, reversing the floor cues completely reversed the discriminations. In Experiment 2, transfer to NNN did not change the routine patterns of approach that had been established.  相似文献   

“I'm just not that great at science”: Science self-efficacy in arts and communication students     

Eileen McBride  W. Wyatt Oswald  Lindsey A. Beck  Amy Vashlishan Murray 《科学教学研究杂志》2020,57(4):597-622

Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment.  相似文献   

Increasing tootling: The effects of a peer‐monitored group contingency program on students' reports of peers' prosocial behaviors     

Christopher H. Skinner  Tammy H. Cashwell  Amy L. Skinner 《Psychology in the schools》2000,37(3):263-270

In most educational ecologies, attention and consequences are focused on inappropriate behavior. Often students observe and report peers' antisocial behavior (i.e., tattle) and teachers investigate and consequent (i.e., punish) those behaviors. In the current study, a withdrawal design was used to investigate a corollary system. Fourth‐grade students were trained to observe and report peers' prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports. Although the first intervention phase showed much variability, subsequent phases showed that an intervention composed of public posting and interdependent group contingencies increased prosocial behavior reports. Results are discussed in terms of using this system to increase student and teacher awareness of and reinforcement for incidental prosocial behaviors. © 2000 John Wiley & Sons, Inc.  相似文献