Propositional logic as a model for adolescent intelligence-additional considerations     

Trevor G. Bond 《Interchange》1978,9(2):93-98

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Higher order conditioning of a taste aversion     

Nigel Bond  Wayne Harland 《Learning & behavior》1975,3(4):295-296

Two groups of rats each received 5 drops of NaCl solution from a dropper placed directly inside the mouth. The experimental group was then injected with lithium chloride to establish a conditioned taste aversion. The control group was injected 24 h later. After a recovery day the above procedures were repeated. On the next day both groups received 5 drops of a saccharin solution followed immediately by 5 drops of the NaCl solution. Subsequent preference tests established that the experimental group had learned an aversion to the saccharin solution as a result of its pairing with the NaCl solution which had previously been associated with poisoning. These results demonstrate that higher order conditioning of a taste aversion can be established using tastes as both the first-order stimulus and the second-order stimulus.  相似文献   

International students: language,culture and the ‘performance of identity’     

Bee Bond 《Teaching in Higher Education》2019,24(5):649-665

ABSTRACT

This paper examines the multiple, intersecting identities expressed by international taught-post graduate students who are studying in a culture and language that is not their own. The study presented includes the collection of data around and beyond a planned pedagogical intervention on a pre-sessional EAP programme. The data were thematically analysed. Conflicting and intersecting identities emerged around themes of: performative, representational and core identities; international, national and individual identity; troublesome and transformative knowledge; power, agency and choice. These interwove with key underlying pre-occupations: language development; disciplinary knowledge and societal structures. By focussing on identity studies alongside the language and culture of academic contexts, international students developed an understanding of, and reflexivity around, their position within UK HE contexts. I argue this focus eased transition into a new study environment and allowed students to both better access the taught and hidden curriculum, and to understand their resistance to it.  相似文献   

An exploratory product evaluation of the Manchester Motor Skills Programme     

Katherine Lodal  Caroline Bond 《Educational Psychology in Practice》2017,33(2):149-166

This study is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore intended, unintended, positive and negative outcomes for four Key Stage 2 (KS2) children with motor skills difficulties who participated in the MMSP. The children’s motor skills, social skills and self-esteem were assessed using standardised measures pre- and post-intervention and at follow-up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated positive yet variable improvements in motor skill domains which were sustained at three month follow-up. Qualitative data highlights some perceived improvement in children’s social skills, confidence and use of meta-cognitive strategies and an unexpected perceived outcome for one child with co-existing speech and language difficulties. The responses of this group highlight some individual factors which practitioner educational psychologists (EPs) should consider when planning motor skills interventions with schools.  相似文献   

Changing Science Outcomes: Cognitive Acceleration in a US Setting     

Lorna C. Endler  Trevor G. Bond 《Research in Science Education》2008,38(2):149-166

Inquiry is seen as an integral part of science education in the USA; however, few American science programs explicitly focus on the higher order thinking skills that are the precursors to inquiry. In this paper, Australian researchers report the result of using a version of the Cognitive Acceleration through Science Education (CASE) program in a school district in Oregon (USA) to address teacher-identified concerns about student competence in scientific inquiry. The substantial effect of CASE on British children’s cognitive development and scholastic achievement has been demonstrated convincingly since its inception in the United Kingdom in 1981. The Oregon CASE project was not a mere replication of the original British CASE research: different instruments were employed, and both the measures of cognitive level and student achievement were Rasch-calibrated. The Oregon CASE teachers received comparatively less professional development than did their British counterparts. Neither did they deliver the entire intervention. The results of the study suggest that many of the benefits of CASE still apply when the intervention is conducted in a sub-optimal setting. Cognitive growth was apparent in participating students and high correlations were found between cognitive level and results in some state-mandated tests.  相似文献   

Summer sun brings ice cream fun     

Carolyn Bond  Kay Gregory 《Early Childhood Education Journal》1988,15(4):32-35

Conclusion When everything tastes like ice cream in the classroom, what a fantastic experience is in store for the children. The many valuable opportunities afforded in this play center help expand the child's world. Interraction between children sorting (the flavors or colors of pom poms), creative use of imaginations, and thought process opportunities are all a part of the learning that is taking place. This center naturally lends itself to role playing. The combination of props and materials encourages complex levels of dramatic play to evolve among the children. The play can range from simple dramatic play such as dipping ice cream and filling cups and cones to a more sophisticated level of dramatic play when children begin role play as ice cream attendants and customers. The ice cream parlor center is enjoyed by both boys and girls and is developmentally appropriate for children ranging in age from two to six years old. The ease in developing this center, the simple set up, the low cost, and the opportunities for child-initiated play make this center appealing to teachers who continually search for enriching experiences to offer their children. The reward the center brings the children far exceeds the efforts required by the teacher. Carolyn Bond is Director of 12 years, and Kay Gregory is Associate Director of 8 years at the children's Discovery Center in Plano, Texas.  相似文献   

The poisoned partner effect in rats: Some parametric considerations     

Nigel W. Bond 《Learning & behavior》1984,12(1):89-96

Five experiments are reported establishing the poisoned partner effect (PPE) in rats as a robust phenomenon and indicating some of the factors that control its occurrence. Experiment 1 was a replication of Lavin, Freise, and Coombes (1980) and demonstrated that the PPE could be obtained under the conditions they described. Experiment 2 established that the PPE was not due to sensitization. Experiment 3 indicated that the nonpoisoned partner (NPP) had to be familiar with its poisoned partner in order for the PPE to be observed. Experiment 4 established that, under the conditions employed here, the NPP and its sick partner had to be paired together for at least 30 min following poisoning of the latter for the PPE to occur. Finally, Experiment 5 demonstrated that the NPP and its poisoned partner had to be paired together immediately following the poisoning episode. If 40 min or more was allowed to elapse following poisoning before the two were placed together, the PPE was attenuated. Taken together, these results indicate that the time course of the PPE is similar to that of the effects of the poisoning agent and suggest that some stimulus secreted by the poisoned rat and associated with the administration of the poison is the causative factor in the PPE.  相似文献   

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology     

Melissa Bond  Olaf Zawacki-Richter  Mark Nichols 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):12-63

Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A text-mining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET’s rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research.  相似文献   

Sexual References and Consequences for Heterosexual,Lesbian, Gay,and Bisexual Characters on Television: A Comparison Content Analysis     

Bradley James Bond  Brandon Miller  Jennifer Stevens Aubrey 《Mass Communication and Society》2019,22(1):72-95

A content analysis was conducted to examine sexual references and consequences among lesbian, gay, bisexual (LGB), and heterosexual characters on television. The sample was composed of programs portraying an LGB lead or reoccurring character. Results showed that heterosexual and LGB characters engaged in sexual talk and behavior in similar contexts. When discussing LGB sexualities, however, heterosexual characters were disproportionately likely to make jokes; LGB characters were disproportionately likely to discuss coming out. LGB characters depicted in sexual references were more likely to be in dialogue with a heterosexual character than another LGB character. Sexual consequences were more common for heterosexual characters than LGB characters. No gender differences existed in frequency of sexual references or consequences among LGB characters, evidence that the sexual double standard found in previous research may not apply to LGB characters. Results are discussed in terms of potential effects of exposure.  相似文献   

Developing a Rasch Measurement Physical Fitness Scale for Hong Kong Primary School-Aged Students     

Zi Yan  Trevor G. Bond 《Measurement in physical education and exercise science》2013,17(3):182-203

The main purpose of this study was to develop a Rasch Measurement Physical Fitness Scale (RMPFS) based on physical fitness indicators routinely used in Hong Kong primary schools. A total of 9,439 records of students' performances on physical fitness indicators, retrieved from the database of a Hong Kong primary school, were used to develop the Rasch scale. Following a series of iterative Rasch analyses that adopted the “data should fit the model” approach, four physical fitness indicators (i.e., 6-min run, 9-min run, 1-min sit-ups, and dominant handgrip) were successfully calibrated to form the RMPFS. The RMPFS and its scale indicators showed fit to the Rasch model sufficient for the intended purposes of measuring the overall fitness of children. The overall physical fitness measure reflects children's fitness on three key core components of physical fitness (i.e., cardio-respiratory fitness, muscular endurance, and muscular strength). Advantages of the RMPFS are discussed, and recommendations for future research follow. The findings of this study provide a better knowledge basis for interpreting children's physical fitness assessment results.  相似文献